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Portland Community College

Educational Advisory Council

Minutes

February 26, 2014

Southeast Center, Community Hall, Room 112

X Sylvia Gray, EAC Chair

Sarah Dykes, Student Development X Pete Haberman, Academic Standards and

Practices X Marlene Eid, Membership X Janeen Hull, Degrees/Certificates

X Linda Fergusson-Kolmes, Curriculum

Cathy Alzner Martha Henning X Bob Pryor

X Rachel Black Elk Gayathri Iyer X Chrissy Randall

Leslie Boyd X Greg Kaminski X Ishmael Rivas

X Kathleen Bradach Jin Kim X Rebecca Ross

X Kendra Cawley X Elizabeth Kimberly X Karen Sanders

X Chris Chairsell Craig Kolins X Cheryl Scott

X Leslie Chao X Victory LaFara X Peggy Sherer

Marilyn Davis Heather Lang X Kurt Simonds

Kendi Esary Barbara Lave X Michael Sonnleitner

X Allie Flanary X Katie Leonard-Floyd X Heiko Spoddeck

X Simone Frank X Alyson Lighthart X Dave Stout

Veronica Garcia X Michael Meagher Patrick Stupfel

Lori Gates X Grace Morlock X Jeff Triplett

X Ric Getter Tony Obradovich Glen Truman

Brian Greene X Moe O’Connor John Whitford

X Jennifer Hall X Kerry Pataki Stephanie Yorba

Guests: Frank Goulard, Sada Stavrum, Judy Zimmerman, Kole Myrick [student], Michelle Marden, Jessica Howard, Lou

Bruneau and Carrie Peterson.

The meeting was called to order by Sylvia Gray at 3:02pm.

EAC Minutes for January 29, 2014 and today’s agenda were approved by consensus.

Chair’s Remarks

1. A thought from Confucius: “The Master said, when you know a thing, to hold that you know it, when you do not

know a thing, to allow that you do not know it - this is knowledge.” Here is another translation of the same

passage, “To know what you know and know what you do not know, this then is wisdom.” She has always liked

the quote because we don’t know everything. This is from a book in her class about a great Emperor that ruled

China in the late 1700’s known as Kangxi. Kangxi wrote many thoughts and Jonathan Spence ,a highly regarded

Chinese historian, sorted these thoughts, put them into various topics and put them in a book. Here is an excerpt

on the same topic: “Too many people claim to know things when in fact they know nothing about them. Since

my childhood I always tried to find things out for myself and not to pretend I have knowledge when I was

ignorant. Whenever I met older people I would ask them about the experiences they have had and remember what

they said. Keep an open mind and your will learn things. You will miss other people’s good qualities if you just

concentrate on your own abilities. It is my nature to enjoy asking questions and the crudest or simplest people

have something of value to say.”

None of us here know everything, and everyone here has something to offer.

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2. Announcement, Dr. Brown has agreed to sign both of the recommendations we sent to him last month. She has

not seen the final copy. He passed the added AAS options for math competencies and the H301 Honor Roll.

Action Agenda

1. Nominations for EAC Chair: Marlene Eid

She sent out an email a few weeks ago regarding the EAC bylaws and for nominations for the EAC Chair. We

don’t have a protocol or structure in place for doing this. We will prepare something for the next meeting. She

tried to revise this into three different parts to present the nominees. The voting will happen in April. She has

received nomination for our current Chair. Sylvia accepts and appreciates the nomination. According to the

bylaws we open the nominations to those who would like to nominate someone else.

a. Just a comment, Michael thinks it would be ideal, as we are looking at 3rd

year and to add diversity, he

strongly encourages another nominee to come forward because it would be good for the body to have a

choice for future direction. This is a good time to think about that. The question to ask for nominees can

be asked at the end of the meeting.

b. The nominations should be made by today and our Chair will ask again at end of meeting for the

nominations.

2. Approve new degrees for Oregon Coast Community College: Janeen Hull [See Appendix A]

This isn’t a discussion item as we need an EAC vote on these new degrees and certificates that were brought

forward from the Oregon Coast Community College. They are in negotiations to become a contracting college

under Portland Community College. We did have Tillamook Bay and Columbia Gorge and both of those have

moved on. Now PCC is ready to take on another college to help foster their programs and be a part of PCC. This

includes going through the accreditation. All of their new curriculum and degrees and certificates will come

through PCC. These new degrees are only offered at OCCC. They do not have any impact on other degrees at

PCC. This did just come through DAC [Degrees and Certificates], it is time sensitive and needs signatures for

OCCC and that is why you are seeing it at such a late date. It is posted in the most recent DAC minutes for those

interested to look at curriculum and credits for the degree. This is a part of our process here at PCC through the

Degree and Certificates committee, to bring all new degree and certificates to the EAC. These are the ones that

were brought to our committee and we asked them to make minor changes, and they did that. And we have signed

them and are recommending for approval from you.

The ones that came through are Aquarium Science, the Associates Degree, the Aquarium Science Certificate,

Nursing, Nationally certified Medical Assistant Certificate and Acute Nursing Assistant Certificate. Their nursing

degree is different from PCC nursing degree because they do not follow the OCNE [Oregon Consortium for Nursing Education] protocol and their nationally certified medical assistant certificate is different in name and

structure from PCC. This is due to the employment base and the student population they are serving in their

community. They followed different accrediting guidelines than the ones offered at PCC. She listed the outcome

for the degrees and 39 courses went through for curriculum. We as Degree and Certificates Committee are

recommending approval for Oregon Coast Community College of the new degrees and certificates that they are

bring forward and to offer at their college. We would like you to recommend approval to vote.

a. If the nursing degree is different from PCC, are they planning on going on to get a Bachelor degree?

They are nurses, their accrediting body is different and the size of the numbers piece is why they do not use the

same national governing body as the PCC nursing program goes through. It is still a high standard.

b. The minutes from the meeting are not posted on the EAC website – they are posted on the DAC website.

New Degrees and Certificates for Oregon Coast Community College are recommended by the EAC for approval

and passed by consensus.

3. Focus Award Guidelines Revisions [see Appendix B]

There are several Focus Awards and new ones being developed all the time. There is an officially adopted Focus

Award guideline that this body accepted and recommended for approval back in June. And there was a request for

more guidance in clarifying, specifically the credits for a focus award. How many credits can be in a Focus Award

and how many is too much or not enough? Also, leave some wiggle room for each award to be different and will

still have integrity from award to award. The question of core substitutions came into play and how many can be

substituted before it is not a true focus award. Those are the questions that led up to relooking at it. [Handout

projected.]

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a. The minimum of 12 credits has not changed and 12-20 credits are the standard range. Those awards

greater than 20 may be approved, if it can be done and additional credits do not negatively impact the

degree completion. Yes you can have more than 20 credits if you include rationale as to why more than

20 credits are important.

b. The focus award has an advisor. This helps the student make a connection with a 4 year institution they

may be going to and be accepted into a program and apply for scholarships. With permission of the Focus

Award advisor, it is possible to substitute one course to meet award requirements even though it is not

specifically listed as a Focus Award course. This would occur when a student completes one particular

section of a non-listed course that supports the Focus Award requirements. For example, a section of

Writing 121 could be built around a set of readings having to do with China and be counted towards the

Asian Studies Focus Award; even though Writing 121 is not on the list of courses for that award, it has a

focus that is consistent with the Focus Award.

c. We are bringing forth from the Degrees and Certificates Committee today a request for revision to clarify

the credits and when courses can be substituted?

i. Great work in allowing the greater flexibility for the Focus Awards. My question is that the

guidelines do not impact degree completion and there are several different degree completions.

Are we talking about any student’s degree completion at PCC? For instance, the AAOT? If a

course is accepted for general education credit and the course can be in a sense double-counted

towards one or more Focus Awards, then it would not negatively impact the degree. Which

degree completion are we talking about?

This is why the guidelines are a bit vague, to leave flexibility.

ii. In some Focus Award programs the courses are from one discipline. That might make completing

the requirements for the AAOT difficult. If the courses came from a variety of disciplines and the

courses can be mixed and matched that would not be so much of a problem. The intention is not

to allow the Focus Award that the student is going for, to be a barrier for completion of the

degree.

iii. Another comment is on extending a student’s stay and if they are on a tight course selection, we

don’t want the student to become so comfortable that they do not want to leave.

iv. This does not adversely impact any student’s PCC degree completion because there would be no

way of covering every possible student’s situation. If that is what you mean, it might be better to

say: “Does not negatively impact any student’s PCC degree completion.” The people petitioning,

would not negatively impact the AAOT transfer.

v. Be cautious not to tie it to any particular degree. I would say more generally, impact a student’s

progression towards completion.

vi. If you said, ‘any degree’ then almost anything would be negatively impacted. The award is

focused on the student’s completion without impacting their degree. Even among degrees there

are different courses of General Education.

vii. Now will we have to prove it doesn’t affect degree completion? We may not know the specific

degree the student is going for.

Correct. We don’t know what degree the student to going towards. This is not the intent of the Focus Award.

vii. Going beyond 20 credits does impede progress towards a student’s degree.

Some students can go over 20. If that is your case, state your case and give some rationale as to why we should

put this student to take more credits and more classes?

Focus Award Guidelines Revisions are recommended for approval by the EAC and passed with

one abstention.

Discussion Agenda

1. Proposed change in PCC’s Tobacco Policy [See Appendix C]

This policy has to do with adding the word “e-cigarette,” to add the word and enforce this, to the “no smoking

policy.” There is no smoking allowed at PCC and this is from the Board policy, B 709, Tobacco Policy from the

Board: “Facilities owned by PCC will be tobacco free effective on September 9, 2009.” The administration

worked on the rule that would explain how the tobacco free policy is enforced with the college. The web page and

link for the policies and rules for B 709 are at the very top of the web page, which shows how the rule is

implemented at the college. [The list of items are read from projected document.]

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Public safety has had some difficulty enforcing the policy on people using e-cigarettes. There have been some

complaints as to whether e-cigarettes fall under the policy. The college cabinet has asked Veronica to share a

proposed adjustment to these rules. This is for Rules 1and 2. Add the word “e-cigarette” and add, “use of devices

that simulates tobacco smoking.” The policy is a tobacco free policy and our feedback is to adjust the wording

regarding the use of e-cigarettes to fall under the policy.

a. E-cigarettes are not tobacco. It doesn’t make sense to create a rule under the policy, when the policy

needs to be fixed [to technically include nicotine, etc.].

b. The e-cigarette gives people options to smoke without nicotine. It can be used as a replacement strategy,

it’s a gray area and the state legislature has put it off for more research. None of the European countries

yet have banned e-cigarettes. Canada does ban e-cigarettes if they contain nicotine. And that would be

difficult to enforce. From a policy point of view it is more complex, it is not tobacco, it is not yet banned

in the State of Oregon or Europe. And it can be nicotine free and also a strategy for weaning yourself

from cigarettes and nicotine. He would encourage this body to put this off until further research has been

done or the State Legislature gives us the lead.

c. Concern about use in public areas, pathways, doors and public buildings. Does the vapor bother people

with asthma?

d. I smoked cigarettes for 20 years, and found e-cigarettes as an alternative. It is steam. The nicotine content

varies as with gums and patches for weaning. I wanted to smoke and smoke inside, and then gradually I

didn’t want it anymore. I didn’t need to smoke a cigarette anymore. Also, students don’t come to me very

often and when they do, it is about the Tobacco policy. Going to the smoking area, at an isolated area of

the parking lot is not friendly and the stress of quitting smoking while starting college is a challenge. It

can be a barrier to education when the student is not interested in quitting smoking. She recommends e-

cigarette as a good option, to get to classes.

e. Does this subject, others to the vapor? How does it affect one’s health?

f. From the Health department, not smoking is the single behavior that improves health and wellness for our

community. Some statistics are 4 to 5 smokers want to, or are thinking about quitting. Nicotine is very

addictive. It is a biological addiction and psychological behavior. If this is a behavior breaker you

breaking a behavior. If it is social and environmental we change the policy. The whole idea of good

neighbor, that is exterior perimeters, he doesn’t like good neighbor areas on campuses. And the whole

idea of water vapor, is socially unacceptable. This may not be the point till we have more research.

g. Nicotine alters DNA and has genetic altering effects. Are we looking at this to support public safety? Or

to consider the health and safety issues? It is important to support people who want to quit smoking but

the health issues associated with second hand exposure to cigarette smoke go beyond the particulates. The

steam from e-cigarettes does contain nicotein and Nicotine has epigenetic

h. Do other colleges and universities have policy on this?

i. Because of lack of time for further discussion, the chair invited any further comments to be sent to her.

She received the following comments by email from three EAC members:

a. [On a quick search, there seem to be a number of articles like this one, supporting the notion that

there are still many unknowns regarding potential side effects of e-cigarettes. It was good to not

push for a conclusion on this today. We'll learn more from further studies and doing more

reading on this issue.

http://healthland.time.com/2013/12/13/smoke-from-e-cigs-still-poses-some-second-hand-risk/

b. Several other links with good information to consider before making a final decision:

i. Statement with a fact sheet link on e-cigarettes put out by the State of Oregon:

http://public.health.oregon.gov/PreventionWellness/TobaccoPrevention/SmokefreeWork

placeLaw/Pages/e-cigarettes.aspx

ii. A power point by the Oregon State Epidemiologist on ecigarettes:

https://olis.leg.state.or.us/liz/2013I1/Downloads/CommitteeMeetingDocument/30385

iii. NY Times article European Parliament Approves Tough Rules on Electronic Cigarettes:

http://www.nytimes.com/2014/02/27/business/european-union-approves-tough-rules-on-

electronic-cigarettes.html?nl=todaysheadlines&emc=edit_th_20140227&_r=0

iv. http://www.businessweek.com/articles/2014-02-06/e-cigarettes-fda-regulation-looms-for-

1-dot-5-billion-industry

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v. http://www.fool.com/investing/general/2014/02/22/e-cigarettes-the-end-of-smoking.aspx

c. Here is a link to an interesting interview in support of e-

cigarettes https://www.sciencemag.org/content/343/6171/589.summary; one to show that health

issues from second hand smoke go beyond particulates

(http://link.springer.com/article/10.1186%2F1741-7015-11-27#page-1); one showing that steam

from e-cigarettes does contain nicotine and nicotine has epigenetic effects

(http://www.economist.com/news/science-and-technology/21565573-some-effects-smoking-may-

be-passed-grandmother)]

2. Course Progress Notification: Heidi Edwards [See Appendix D]

This is an update about Course Progress Notification [CPN]. This came about as our last Title III grants, as a

means to serve as an early warning system for students. It was written into a grant that we would develop an early

warning system. The PowerPoint presentation was projected. She partnered with faculty and students to see what

would best serve us as an automated early warning option. Here is the update and report on changes to CPN. The

surveys done in the mid to late 2000’s showed that students felt they were not notified by their instructors about

their progress early in term. We developed a system for the faculty to notify students (if you weren’t already

doing so by email or in person) about their progress. Located under Banweb, my.pcc account, class summary list,

CPN link for the web form for the student. We have added a generic “say your own things” statement as an

option. Research shows that it is meaningful to send the congratulatory message and message of concern. An

optional letter grade has been added and can be used as well as a text field to say, “type your own message.”

a. The optional letter grade is optional? It is a judgment call by the feedback the instructor is providing.

(Mid-term reporting is not mandatory.)

b. Third option letter grade will show, yes. The option is good, good work, keep it up.

The message can be previewed. We recommend you send the student a CPN, or a progress update mid-term. This

can be sent multiple times for the same student. Week 1, week 3, week 5, whatever it may be. This provides

different options of messages.

We have been doing a few reports around campus concerns on usage and how student’s progress. [Reference to

charts and graphs in PowerPoint presentation.] Fall of 2008 we went live with CPN and we have a 35% increase

in faculty use over the years. These numbers are based on fall term of 2013 (fall term every year). That is about

1000 faculty unduplicated who are using CPN. With students receiving CPNs we have a 40% increase over the

years. The students know what their grade is before end of term grades. We took a look at all of the grades

submitted with CPN and took a look at the final grade. And other than the CPN grade of F or A, students stayed

the same or improved. With a CPN grade of D, 40% of students bumped up to A, B or C for a final grade. As well

as for the grade of C, 1/3 of students improved to A or B, 1/3 stayed the same and 20% dropped. We encourage its

use and it is very easy to use. Also, CPN provides analytics based on if you are submitting the optional grade.

This is great for specific programs and cohort; we do have some programs that are using this specifically, for

instance, College Success Services at Sylvania Campus, our International Student Office and Project Degree.

There are opportunities to have your students in your cohort, assigned to specific advisors. In general advising we

don’t assign students to out general advisors, but we do in our CTE programs. There are some great opportunities

to have the instructor to send an email to the student and cc: the advisor for the person of interest and follow with

the student. A lot of people don’t know about this. The Banner report is SWRTENB where the instructor can see

within your attendance method, your division, how many CPN’s are being sent out. You can slice and dice again

some of the grades and improvements being made based on students receiving this.

c. Wish we could italicize in the messages we write, so titles could be printed correctly. It’s good to model

proper punctuation for students.

Unfortunately, it is a Banner form and we cannot italicize or use quotes.

d. When a CPN is sent to a student what is the subject?

The subject is the course progress notification and CRN of the course. In the body of the email it has the CRN,

subject and the name of the instructor.

3. Course Cancellation Decisions [See Appendices E, F, G]

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We decided in our last EAC leaders meeting that it is good to have more transparency in the whole Course

Cancellation process. Thank you Michael for bringing that up. We discussed this with the DOI’s [Deans of

Instruction] and Jeff had pulled together information on how decisions are made from the Deans and others. We took

that and Michael’s information and the EAC Leaders attempted to list all of them and categorize them. We are

bringing this forward to you again, not as a formal recommendation, but this is where we are at and do you have any

suggestions? We wrote a list of things we thought were good considerations. We did notice in our previous

discussions here that wherever the exact restrictions were offered, everyone who is a department chair said, “That

won’t work.” We heard that immediately from a lot of people. Our thought here is that there would be a checklist of

sorts. We’ve heard on NPR that doctors have improved their results by having a checklist, no matter how capable and

brilliant they are. The chair spoke with Marilyn Davis (interim DOI) and she suggested that a checklist of sorts could

be given to Deans, Faculty and Department Chairs to reference and look at in the hope that a possible issue would not

be overlooked. [Handout projected and read.]

a. For the first consideration, we should error on the side of following through as what we have let dutifully

offered if at all possible.

b. Frequencies? How many sections are being offered on this campus, district wide? How often is this

offered? Is this course needed for a sequence?

c. Numbers? Can a low enrolled course be compensated by a highly enrolled course? Has enrollment been

moving upward? Have we spoken with other campus to make sure they do not cancel the same class

because of low numbers.

d. Human considerations? For students it can cause problems with Financial Aid if classes are cancelled.

Also, faculty and part-time in particular, have done a lot of prep work for the course and it is cancelled.

We wanted to include anything that came from anywhere as a checklist.

i. Is there something concrete to dialog with the student? To help the student understand there is a

rationale. From the students experience and telling them, this is what it is. It is hard when you are

stressed out and to have a discussion, I am doing a good job here. The student isn’t concerned

how the instructor is doing his job. We can tell the student, this is what everyone asks, when the

call is made and this is what was considered.

ii. New programs and new courses, one of our frustrations has been the cancellation of courses has

been by numbers only. The course is offered in one place, one time. And if not enough students

register the course is cancelled. Those that are in the program are frustrated because they do not

know how they will get through the program. That course hasn’t gone for a period of time. In

relation to that is the notion that we don’t promote programs, courses or degrees. We promote the

college. So for a really long time and I would suspect if I were to tell you we had a degree

program in Emergency Management the majority of you would not know what that means. So we

are strapped by not being able to promote the program and then cancelling classes and the

students are upset with us. The checklist does not address this.

The Chairperson asks what can be added to the checklist?

iii. There should be a tolerance policy for new programs for a defined period of time to see if we can

get traction and students.

iv. Teaches U.S. Law and does special placement in adult education, works with a team of people to

do this. For the special placement, the student’s intake happens right before the term begins.

Especially AP students tend to come at the very last minute. One campus in particular BBD ??

classes were cancelled before the intake began. Not sure why that happened, maybe too many

classes were scheduled and classes were pulled back, but there was no chance to fill the class. It is

possible the class could have been filled by the intake session.

v. The first week for the older adults, they cannot register till the first day, but if the class is

cancelled they do not get the opportunity to register. The other thing in reading over the

guidelines, CTE we schedule one year, with the estimate of what our population will be, in

advance for a program. We work so far ahead that we have already done this in an effort to offer

full classes. The other aspect is when you decide to cancel a class it is usually over a vacation.

When you are talking about contacting other faculty and chairs in the district it becomes

complicated. So offering classes that you know or anticipate at having a good fill rate is really the

job that you do prior to downloading in Banner. To get momentum, the class needs to be offered

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2 or 3 terms to get a solid fill rate. Also, the communication between your Dean and Faculty roles

is critical if you have district wide classes.

The Chairperson asks, would you add another statement?

These concerns are from the previous meeting about someone else making those decisions for

me. Because many instructors, we do this prior to scheduling. This is depending on lower

divisions, ESOL, DPD ?? as well as the faculty, chairs, the Dean and SAC. This is more

program specific.

vi. Do we collect data on courses cancelled?

vii. Is the info used for future planning?

viii. We don’t know if there is a time stamp on cancellations?

ix. Another concern expressed at the last meeting about the diversity of classes and who are the

faculty having classes cancelled. Michael brought up before, women and people of color are

having their classes cancelled and this would harm diversity.

x. Main concern, ‘the considerations and not weighed in significance, except the first point’. The

second point needs to be weighed, “frequency.” The main thrust of it was courses, taught the first

time on campus or are without the availability anywhere in the district on a given year. We

should be weighing, to allow other enrollments and protect diversity of courses. He attended the

Board of Directors meeting last week and we heard Mandy Ellertson speak to the Board relating a

concern that Literature classes are being cancelled in larger numbers. Rarely is Shakespeare

offered on any campus, maybe only once a year. The class is being cancelled because it is being

treated the same as a Writing 121 class. We need to weigh the frequency intentionally to protect

the diversity of courses like Shakespeare. So our students can have that diversity protected.

The Chair will collect comments made and any other issues, please send to Sylvia. We will add to draft.

4. Creating Gender-variant/LGB-friendly Learning Environments: Judy Zimmerman

Judy is a faculty member in Psychology at PCC Rock Creek Campus and has taught, the Woman Studies

program. She is with Kole Myrick, a student from PCC Sylvania Campus. They are here to represent the Gender

Neutral Bathrooms Task Force. We are delighted that Portland Community College does have this effort and

commitment to live into our values to create a safe, welcoming, learning environment. A community that

welcomes student diversity and intentionally creates space for that. The committee has an incredible amount of

work ahead of it. Part of the work in last few months in working with the committee, Judy has become keenly

aware of a need. Aware of the student’s difficulties faced because of gender non-conforming, gender variance and

transgender experiences. To have a place that is accessible, known and easy to find.

Today we would like to share some data and create a conversation, because of the needs this does not fall

under any one clear area in the college. We need conversation to learn what you think and what your reactions

are. We would like to share some data. There is a group called the Gay and Lesbian Straight Education Network,

they conduct an annual school climate survey, they focus on secondary education with a transiting secondary

education is mirrored by their own environment in the state of Oregon. In the state of Oregon 24% of students

have heard staff and students make negative remarks about other students regarding this. The Oregon Student

Association has also done a survey asking what amount of students identify as gender non-conforming,

transgender, gender variant or gender queer. In the survey13% of students said, “Yes, that is how I identify

myself.” Of that 13% of students, 20% indicated that they feared for their safety at school. Will the student be

hurt, made fun of, yelled at or jeered, if the student uses the bathroom and does not fit into that space? We are

looking at a wider issue. 36% of students experienced harassment. 41% of students in the Oregon Student

Association survey said they did not feel supported by college. At Rock Creek Campus 15% of students would

identify as gay, bi, lesbian or gender non-conforming. And another 6% would self-identify as gender non-

conforming. As an educator she feels badly and we have a responsibility on how we handle this issue.

Guest speaker Kole Myrick, had the best experience was last month. Kole asked a teacher to write a letter for a

scholarship. The teacher asked, what gender pronoun would you like me to use in the letter? That was huge (in a

good way). The worst experience was arguing with the teacher in the middle of class in front of everybody over

Kole wanting to use his preferred name. This made him feel very small and all eyes were on him. This was the

worst experience and he seriously considered dropping the class. Some teachers have sent an email to the students

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asking about preferred names or special accommodations for a disability. This made him more comfortable and

an email could be returned privately about preferred gender name or pronoun. When school starts and roll call

comes up the teacher has my preferred name and my legal name doesn’t show up, feeling unsafe or being outed.

He doesn’t want to broadcast this or be treated differently and yet feel safe and comfortable. He would suggest

teachers to reach out to students before the term starts. Not all of us are out, or ready to be questioned. Little

things help till we feel equality.

a. The experiences expressed are quite typical. What are the next steps? Is this something for the Office of

Equity and Inclusion to work on? There are multiple pieces at the college that go together.

b. Delighted to hear and as a staff member he was able to put in a preferred name and that carried forward.

The CPN kept the old name. Can we change this for students to put preferred name on CPN and have the

preferred name on the roster? At registration preferred names were not allowed.

c. This is something to address, legal name or preferred name in different areas of information sites.

d. She has counseled students at Sylvania who are transgender and several of issues have come up. One is

the preferred name issue. The student has been denied the ability to change their name prior to legal name

change, which is in the process. This has been very frightening for students. She has spoken with some of

the faculty how this affects the student calling the name out loud. She talked with the students about the

bathrooms and dressing rooms for PE; this requires an amazing amount of navigation, to find bathrooms,

get to class on time and to safely move through the world as the person that they are. Have the discussion

ahead of time with the student and to reach out to students.

e. We are all members of other PCC groups and this is a subject that is new to the awareness for a lot of

people. A big part is to raise awareness and if people make comments on gender neutral baths, may we

make engagement in conversation and give a little context.

f. A little data correction: the 6% mentioned, that is not 6% of the 15%, 6% of the student body surveyed

(several thousand) at Rock Creek and 7% at Cascade. PCC has the highest percentage of transgender non-

conforming students at any higher education in Oregon.

5. Strategic Planning Committee: Heiko Spoddeck [See Appendix H]

On the subject of the Steering committee, we have started with brainstorming on Spaces.com. There have been

many comments by the committee members and are very helpful - thank you. We have a lot of data and we did

more brain storming. Now we are working to identify first round of strategic themes. In the next 1 or 2 meetings

we will finalize that first round. And we will repeat the process until we are done. We will get the first input of

themes and then revise it - it is not finished. The challenges that we have come from looking too broad or too

detailed. [PowerPoint presentation projected.] We talked about strategy versus tactics, strategy being the goal and

tactics the action plan to get to the goal. The discussion on the spaces page reflects the discussion the steering

committee has had.We have come up with some themes, not quite finished and not in order. Innovation, Student

Success, , Equity & Inclusion (being intentional about it), Community, Academic Excellence, Operation,

Sustainability, People. We had to step back and have more discussion on community, define what we mean inside

and outside of community, including academic excellence and faculty excellence. Also we discussed operations,

our strengths and weaknesses. And communications with so much information but not connecting. Sustainability

is very important. We find we are existing for our communities and are feeding back and forth.

a. It is a limit of nature on the Spaces page, in the opportunity to grow and share from each other’s ideas to

come up with something more solid. Are there opportunities in the future for people on campus to talk

face to face with each other? Will there be campus lunches?

Spaces is the first step for gathering input. There will be other ways to get all the ideas, such as forums and

surveys. At first we wanted it to be more anonymous, to get all the ideas, until we could get feedback and forums.

And then we would like to be more personal, then take to the community and do a survey.

b. Many people like face to face, others like spaces. The representation on committee at PCC, how will the

faculty connect with faculty or students get the message to students?

c. This is new for students and each week we have general council meeting with all of our student

representatives. We do a check-in and ask for updates. As things gain momentum and importance,

through the process we have gotten feedback. A lot of our clubs work in focus groups to gather

information. As the student body president, she checks in with DRCs [Diversity Retention Coordinators]

and what are they noticing? We need to talk to Steering committee about doing the one-on-one part. How

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do we keep that legitimate? Because of the anonymity part we liked how everyone did respond was

intentional and organized. There was some concern if the accountability was taken off we might not get

the open response. We have spoken with faculty and staff members that intentionally did not leave their

name.

Updates:

1. Update on HECC: Frank Goulard

He will return for the March 19th meeting. Last month he spoke here and they have made more progress. We meet

once a week, he is on a sub-committee in charge of funding. [Projected HECC Oregon website.] All of the

meeting materials, reports, minutes and statistics are on the website. Next week we are refining the budget

funding.

By September we are recommending an amount for universities and community colleges in our state to

the Governor through the OEIB [Oregon Educational Investment Board]. In December the governor recommends

his starting line for the budget, for the next biennium to the legislature. In January through June the legislature

kicks it around with the Ways and Means Committee. By June of 2015 it passes in the budget for the whole state,

including our community college budget. The state currently funds roughly one-third of our operating expenses.

One-sixth comes from property taxes and another half is currently tuitions and fees. Tuition and fees make up

about half of our revenue.

Another aspect the HECC is looking at is affordability for students, because it is all about the student’s

completion and success. For that to happen it needs to be affordable. Even if it is affordable for one term, that is

not good enough, because it is not affordable for next term. Senate bill 1524 is where they are looking at the free

tuition for the first two years, with hooks in there. The hooks are to keep the student there and keep the student on

track. The hooks have been suggested already. Between that and other ideas as long as it is funded that is the key.

If you have any ideas, please bring them forward.

Frank is our union president for faculty and academic professionals.

Standing Committee Reports

1. Curriculum Committee: Linda Ferguson-Kolmes

2. We had 61 items come through the Curriculum Committee and 39 were from the Oregon Coast Community

College which is applying to be a contracting college. While our agendas are sometimes very full, with very many

things to look at, we have also been asked to look at course assessments and how they are accessing the outcomes.

Some SACS are comfortable with in-class assessments as proxies for ‘out-there’ outcomes and some SACS are

not. Thanks to the leadership fromhe Learning Assessment Council (LAC) and their subcommittees we are have

begun to take a look at the question of how well the focus on ‘out-there ‘ is working. The box is open and we

hope to have more discussion with you. If this is a burning question for your staff, we invite you to contact

Learning Assessment Council. This month the Curriculum Committee agenda will be light and we will be able to

hear back from some of the sub-committees on this issue. The meetings are open and the next one is March 5th, at

the Down Town Center..

Membership Committee

Marlene asks the question, is anyone interested in nominating themselves or nominating someone else for the

position of the EAC Chairperson?

Michael suggests a nomination for Heiko Spoddeck.

Heiko would like to think about it, it is too sudden.

We need to clean up the bylaws, it is not clear about when we end the nominations. We will accept nominations

today. Heiko can withdraw between now and the next meeting – or he can prepare a statement for the March

meeting. [The bylaws are projected to the committee.]

Task Force Updates

1. ACCEPT: Allie Flanary and Tanya Pluth

We can forego the report at this time.

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The meeting adjourned at 5:03 pm.

Minutes submitted by Carrie Peterson

Appendix A:

DAC Chair Report – EAC 2/26/2014

Following Items Recommended for Approval by DAC on 2/12/2014

Revisions

Building Construction Technology AAS

Design/Build Remodeling AAS Degree

Construction Management AAS Degree

Graphic Design AAS Degree

Horticultural Therapy Less Than One-Year: Career Pathway Certificate

Administrative Assistant AAS Degree

Administrative Assistant: Office Assistant Less Than One-Year: Career Pathway Certificate

Virtual Assistant Less Than One-Year Certificate

Specific information regarding each revision can be found in both the DAC Agenda &Minutes for 2/12/2014:

http://www.pcc.edu/resources/academic/eac/curriculum/degree-certificate-

committee/documents/FebruaryDACAgenda2014.pdf

http://www.pcc.edu/resources/academic/eac/curriculum/degree-certificate-

committee/documents/DAC2.12.14ChairNotes.pdf

Following Items Recommended for Approval by DAC on 2/12/2014 – EAC needs to formally vote on

these items.

New

Oregon Coast Community College (OCCC) is currently in negotiations to become a contracting college under

PCC.

These degrees will only be offered at OCCC. They will not have an impact on any other degrees at PCC.

Aquarium Science AAS

Aquarium Science Certificate

Nursing AAS

Nationally Certified Medical Assistant Certificate

Acute Nursing Assistant Certificate

Specific information regarding each revision can be found in both the DAC Agenda &Minutes for 2/12/2014:

http://www.pcc.edu/resources/academic/eac/curriculum/degree-certificate-

committee/documents/FebruaryDACAgenda2014.pdf

http://www.pcc.edu/resources/academic/eac/curriculum/degree-certificate-

committee/documents/DAC2.12.14ChairNotes.pdf

Following Items Recommended for Approval by DAC on 2/12/2014 – EAC needs to formally vote on this

item.

Formal Proposal

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Focus Award -

Your DAC is recommending a revision/change to the Focus Award Guidelines that were adopted by the EAC in

June of 2013.

The reason for the revision came about as a request from faculty really. The request was for more guidance and

clarity, specifically on credits and course substitutions.

Specific proposal document can be found in the EAC Agenda items for 2/12/2014:

http://www.pcc.edu/resources/academic/eac/documents/FocusAwardGuidelines2014.pdf

New Degrees/Certificates from OCCC Outcomes are listed here, however, specific information regarding each revision can be found in both the DAC Agenda & Minutes for 2/12/2014:

http://www.pcc.edu/resources/academic/eac/curriculum/degree-certificate-committee/documents/FebruaryDACAgenda2014.pdf

http://www.pcc.edu/resources/academic/eac/curriculum/degree-certificate-committee/documents/DAC2.12.14ChairNotes.pdf

Aquarium Science AAS Outcomes

Effectively communicate, verbally and in writing, scientific concepts, research findings and ideas to aquatic animal care

professionals and the general public.

Maintain, analyze, diagnose and repair aquarium life support systems and their components.

Perform basic water quality analysis using standard testing equipment.

Maintain healthy animal through proper set-up, monitoring and accepted animal husbandry practices.

Identify physically compromised animal and abnormal animal behaviors.

Work within a group to conceptualize, plan, construct and manage environments that promote healthy of fishes and

invertebrates.

Apply fundamental knowledge and skills in science, mathematics, and communications for success in a professional or

academic setting.

Aquarium Science Certificate Outcomes

Effectively communicate, verbally and in writing, scientific concepts, research findings and ideas to aquatic animal care

professionals and the general public.

Maintain, analyze, diagnose and repair aquarium life support systems and their components.

Perform basic water quality analysis using standard testing equipment.

Maintain healthy animals through proper set-up, monitoring and accepted animal husbandry practices

Identify physically compromised animals and abnormal animal behaviors

Work within a group to conceptualize, plan, construct and manage environments that promote healthy of fishes and

invertebrates.

Nursing AAS Outcomes

Use a holistic approach to develop, implement, and evaluate plans of care for patients that apply standard nursing care

plans to meet individual needs.

Communicate effectively and collaboratively in a self-directed manner with patients, families, and members of the health

care team.

Use first-level management skills in providing care for individuals and groups of patients.

Make decisions regarding patient care based on professional values and responsibilities at the associate degree nurse level

while complying with identified legal/ethical standards (scope of practice regulations established by boards of nursing and

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Code of Practice guidelines established by the American Nurses Association).

Nationally Certified Medical Assistant Certificate

Interact in a caring and respectful manner with patients, families, and the health care team.

Establish and manage office procedures and implement medical documentation systems using appropriate medical

terminology.

Perform administrative business tasks as required in a medical office.

Assist the physician and other members of the health care team in clinical procedures relate to the examination and

treatment of patients.

Comply with quality assurance requirements in performing clinical laboratory procedures.

Perform common diagnostic procedures under a licensed health care provider to ensure patient conform and safety.

Acute Care Nursing Assistant Certificate

Communicate effectively with patients and the health care team using therapeutic and professional communication

techniques in the clinical setting.

Demonstrate adherence to clients’ plan of care.

Demonstrate proper use of diagnostic, safety, and therapeutic devices within the CNA’s scope of practice.

Recognize and report normal and abnormal patterns in clinical findings and behaviors of clients to members of the health

care team.

Distinguish between personal and professional values and legal/ethical responsibilities in practice.

Show evidence of emerging understanding of anatomy and physiology of body systems, treatments, symptoms including pain and

their mutual relationships.

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Appendix B:

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Appendix C:

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Appendix D:

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18

19

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Appendix E:

DRAFT Feb 2014

Check List Before Cancelling Classes

PCC’s goal is to offer courses, not cancel them, and course schedules are put together in a good faith effort to

provide a predictable schedule that will meet the needs of students and support programs. Unfortunately, there

are times when some courses may need to be cancelled, usually because the enrollment does not meet predicted

levels. These decisions should be made with the recognition that the process is complex and many factors are

involved.

Below are a number of criteria to be considered and questions to ask before cancelling courses. These are only

considerations and not weighted in significance, except the first point.

First consideration: We should err on the side of following through with what we have led students to believe will be offered, if at all possible.

Frequency: o How many sections of this course are being offered on this campus this term? o How many sections of this course are being offered district-wide this term? o How often is this course offered at this campus throughout the year? o How often is this course offered district-wide throughout the year?

Program or Sequence: o Is this course needed for a student in a CTE program to stay on track and graduate? o Is this a course in a new program that needs time to launch? o Is this course being offered for the first time? o Is this course being offered for the first time at a new location? o Is this the final course in a sequence? o Is this the final course in a sequence offered at a specific time? For example, an evening course, or

certain days/hours of the week? o Is this course needed to maintain the breadth of options needed to fulfill General Education

requirements or to add diversity to offerings? o Is this a course where senior citizens are expected to sign up as soon as allowed? o Is it a highly specialized course serving only as an elective?

Numbers: o Can a low-enrolled course be compensated for by other highly enrolled classes or sections in the unit? o Has enrollment been slowly moving upward? o Have we talked to other campuses to make sure they don’t also cancel their last available section?

Human Considerations: o Consider the fact that students have a very short time to find classes, and some depend on them for

continuation of their financial aid. If a decision is finally made to cancel, personally contact students immediately with other alternatives.

o Consider the fact that faculty have worked hard ahead of time to plan and prepare the course, and they have planned their schedules around what is being offered.

o Consider the fact that part-time faculty are often depending on a course for their actual livelihood.

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Appendix F:

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Appendix G

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Appendix H:

Heiko’s Presentation

Report to EACFeb 26, 2014

[These are also posted under “Reports” for February 26]