General Meeting Information

Date: April 12, 2021
Time: 2:30 - 4:30 pm
Location: Zoom

  • Agenda

    Joint FHDA Academic Senates Meeting Agenda and Supporting Documents:

    Joint Senates Meeting Agenda

    Supporting Documents: 

    New Language on Professional Conference/ TrainingRetraining Funds

    Faculty Evaluations - 2021 Foothill Academic Senate COOL Subcommittee's  J1 & J2 Modification Proposals

    Statewide Academic Senate (ASCCC) Spring Plenary Resolutions:

    Spring 2021 ASCCC Resolutions Packet

    Review Period Comments, New Resolutions & Amendments 

    De Anza Academic Senate Meeting Agenda
    Time Topic Action Objective                       Discussion Leader
    4:00-4:02 Approval of Agenda  A   Chow, All

    Standing Committee Updates


    College Council Shared Governance Task Force

    Pape, Chow,  Lee

    AP 4222 Remedial Coursework (formerly Remedial Limit Waivers)

    (first reading)


    First reading of Administrative Procedures 4222's Legally required - CCLC update to to reflect an amendment to Education Code Section 78213 that places certain limits on enrolling students in remedial English or mathematics coursework. 


     Needs and Confirmations



    Denica Kelly as Faculty Representative for the Executive Director for the district International Student Program Hiring Committee

    ISP Search Committee Members: 

    • Rob Mieso, (Chair) 
    • (EO rep) – TBD (Pat Hyland??) 
    • Kristy Lisle – FH Administrator 
    • Nazy Galoyan – DA Administrator 
    • FH Faculty rep – TBD  
    • FH Classified rep – TBD  
    • DA Faculty rep – TBD (Denica Kelly??) 
    • DA Classified rep – TBD  
    • Joseph Ng, ISP Supervisor, DA 
    • Lark Cratty, ISP Supervisor, FH 
    • District ISP rep – TBD  
    4:20-4:30  Good of the order Items I

    April is Diversity, Equity, & Inclusion (DEI) Awareness Month:

    DEI Awareness Month video message highlighting our California community colleges system’s commitment to DEI and anti-racism and welcoming new voices and leaders to join in the work ahead:

    CANDID Inclusion Series

    Standing Against Racism and Injustice

    The Office of Communications is proud to present CAN/DID, a new multimedia series that explores equity and social justice issues by drawing on the knowledge and experiences of our own community members – including students, faculty and classified professionals.

    The first video to be released is a preview of future installments in the occasional series, which will incorporate online video, social media and other formats to examine lessons we can all learn from the struggles of different groups and individuals

    Watch the trailer, meet series participants and find resources for support and further exploration at Future installments will also be posted there.

    The CAN/DID Inclusion Series is produced by the multimedia team and others in the Office of Communications, in consultation with the Office of Equity, Social Justice and Multicultural Education. It was developed as a way to expand on collegewide efforts following the murder of George Floyd in May 2020. Those efforts included funding of a full-time, permanent position for an Umoja program counselor, online discussions and activities for students and employees, and the creation of the Standing Against Racism resource webpage.


    Public Comment on items not on agenda (Senate cannot discuss or take action)Actions:

    A = Action
    D = Discussion
    I = Information

    Zoom Information 

    Join Zoom Meeting

    Phone one-tap: US: +14086380968,,96480684218# or +16699006833,,96480684218#
    Meeting URL:
    Meeting ID: 964 8068 4218
    Passcode: 777342

  • Minutes

    Call to Order


    District Academic Senate President

    Issac Escoto, , Counselor,  Foothill College

    De Anza Senate Officers

    Karen Chow, Academic Senate President, faculty member, English, women's studies, Asian American Studies
    Mary Pape, Academic Senate Vice President, faculty and chair for Computer Information Systems and Student Learning Outcome Coordinator
    So Kam Lee, Academic Senate Secretary, Part time faculty, IIS Division

    Foothill Senate Officers

    Kathryn Maurer, 1st year Academic Senate President, faculty, Anthropology
    Robert Cormia, Academic Senate Secretary/Treasurer, NanoTechnology
    Eric Kuehnl, Academic Senate Vice President, Music Technology and Media Studies, Faculty Co-chair of the College Curriculum Committee

    Roll Call

    Quorum of voting membership confirmed.

    Adoption of agenda

    Adopted by consensus.

    Public comment on items not on agenda (senate cannot discuss or take action)

    Louise  shared information from a statewide student-athlete health and wellness study conducted during the 2019-20 academic year by CCCAA, California Community College Athletic Association, in partnership with CCEAL, The Community College equity Assessment Lab. The purpose of the survey was to better understand the experiences of student athletes at the community college level, more specifically, examine the factors that affect academic participation, campus involvement, psychology, and identity. They surveyed 4000 student athletes from 76 different athletic programs, including De Anza.

    Louise highlighted several items from the 35 pages document. 

    The top 5 areas of need for support: nutrition, stress reduction, injury prevention, financial assistance, food assistance.

    The document ended with a list of 15 recommendations to support student athlete success.  The De Anza Athletic department will use these results and recommendations, especially the results specific to De Anza athletes to support the students.

    Lianna, DASG representative: announced that the student senate has voted to change their names from DASB, De Anza Associated Student Body, to DASG, De Anza Student Government.  

    Karen announced and welcomed the arrival of baby daughter to executive committee member Rusty Johnson. Colette Lucia Johnson, born 1:38 pm 4/8/2021 at 6 lbs 10.2 oz and 51 cm. Mom and baby are doing fine. Dad apologized for missing this meeting to attend to newborn dad duties.

    New Language on Professional Conference/ TrainingRetraining Funds

    Article 35 & 36 Application Table

    New Language on Professional Conference/ TrainingRetraining Funds

    Explain the differences in eligibility and application procedures for Professional Conference Funds vs. Training-Retraining Funds

    Article 35 TrainingRetraining Fund is only open to tenured full time faculty or probationary faculty who will be tenured by the next year. 
    Application due by April 15 for funding in the next academic year. Applications are reviewed by the PDL sabbatical proposal review committee.

    Article 36 Professional Conference Fund is available to all full faculty and part time faculty with reemployment preference. 
    No one has been travelling to conferences and funding has built up.There have been requests for asynchronous conferences, webinars and workshops. The existing language for the professional conference funds does not allow for these requests.

    FA has renegotiated the following changes for the application of these funds that's effective now. This is a permanent change that was agreed upon in March, not just during COVID, but moving forward.

    In addition to the professional conferences and meetings, the funds can be used for seminars, webinars, workshops that happen in person or online.

    It includes courses offered by organizations that are not accredited institutions,
    People can apply for funds moving forward, but can't get reimbursed for previous events.

    This is a permanent change. FA will monitor the amount of funding, how it is used and how much is needed each year. They will renegotiate either the total amount, or how it's used in the future. 

    Kathy explained the difference between training/retraining (continuing education units on a transcript) and professional conference (webinar, workshop, training without units on a transcript).

    Faculty should check into the availability of the Perkins Fund to pay for a professional conference or meeting or seminar. Be smart about what is available. There is not enough in the Professional Conference Fund to allocate $1600 for everyone that qualifies. Perkins Fund does have limits on travel and how many faculty can attend the same conference.

    Appendix R

    Dawn offers a workshop on how to apply for conference and travel funds every quarter. She will send out the announcement for Spring quarter.

    FA plans to renegotiate the application timeline for the training/retraining funds in the next three-year contract.

    There are still a lot of professional conference funds available. They encouraged people to apply. Committee has been quick to approve the applications. 

    There was a question about the timeline for the report and submission for reimbursement. Ideally, the submission should come in right after the event. De Anza/30 days. Foothill/10 days. Don’t make it a practice of waiting until the end of the quarter to submit.

    Lorrie Ranck: the paperwork still has to go through signatures and processing which is why the timely submission is important (given the district has a 90 day timeline).

    Backstory: Foothill shortened its deadline to 10 days because people were waiting a long time to submit for reimbursement. That caused confusion about how much money was left to allocate, leading to situations of both running out of funds and other years, denying requests thinking they were out of funds when they really weren’t.

    Faculty Evaluations

    2021 COOL J1 & J2 Modification Proposals
    Faculty Evaluations - 2021 Foothill Academic Senate COOL Subcommittee's  J1 & J2 Modification Proposals

    Presentation and discussion on  initiatives and proposals to update faculty evaluation tools.

    COOL, Committee on Online Learning, proposed the following changes

    J1 Modifications Proposals
    Presently, there are two J1 instruments: A.1 "Classroom Instruction" and A.2 "Online Instruction". They proposed developing a A.3 "Hybrid Instruction" instrument. The Hybrid (A.3) instrument would include all of the criteria from the A.2 Online J1, with changes to criteria #11.

    1. Provides clear instructions on expectations for both synchronous and asynchronous course components and creates meaningful connections between synchronous and asynchronous parts of the course. (new criteria) 

    11a Uses synchronous class time efficiently (criteria #11 taken from A.1) 

    11b Provides clear and consistent guidance about access to and navigation of online course content (criteria #11 taken from A.2)

    Shagun suggested making 11a and 11b separate criteria.

    Kathy Perino: That can be worked out in final negotiations and to list them a 11, 12, 13 instead of 11, 11a, and 11b. This is a proposal, it is editable. They are looking for faculty feedback.  

    COOL also proposed renaming the A.1 and A.2 J1 Instruments to: A.1 "Classroom/Synchronous Instruction" and A.2 to "Online/Asynchronous Instruction"

    J2 Modifications Proposals
    Develop a J2 Student Evaluation instrument for Hybrid Instruction. Recommended making language modifications to two items on the J2 “Classroom Instruction” instrument.

    Rename the J2 A.1 instrument “Classroom/Synchronous Instruction” and the J2 A.2 instrument “Online/Asynchronous Instruction”

    There are online fillable forms for the J2 student evaluation. Students should not have to print or scan anything. Contact dean for link to forms.

    Other Considerations
    Revise Articles and, which specify that evaluators are compensated $200 and evaluation should be no less than 50 min. and no more than 100 min.

    There was a discussion about increasing both the amount of time allowed, and compensation for online and hybrid J1 evaluations. 100 min. does not offer adequate time to provide a comprehensive, meaningful evaluation of asynchronous online nor hybrid instruction. 

    John Fox: I am wondering about the process to evaluate each piece of this. For face to face and online classes, there are particular processes. Would someone evaluating a hybrid class sit in for a 50 minute class period, then look at the online aspect of the class to look for the "meaningful connections?" How much more work is this?

    One estimate suggested more than 120 minutes.

    There was an emphasis on parity, acknowledging the different needs and demands between online and classroom situations. The evaluator has to make the connection between content and assessment, look at the course navigation and course policies.

    FA has created an Equity Task Force to look at evaluation tools and language from an equitable perspective.

    David noted the difference in language and bias in student evaluation.

    He quoted the current language for in-classroom sensitivity evaluation - "Demonstrates sensitivity in working with students of diverse racial, ethnic, national origin, and ancestry background; color; sex, gender identity, and sexual orientation; physical and mental ability; medical condition; age; marital status; religious creed; and socioeconomic status."

    Gender bias is very problematic. the same can be said of bias against faculty of color - Instructors of color also get lower evaluations from students.

    Some Resources on Bias:

    There was an expressed interest in forming a joint senate FA task force. Lianna asked about student involvement in the faculty evaluation task force.

    There was also concern over the confidentiality of the evaluation.

    Timeline, a year or more process.

    Plenary Resolutions

    Spring 2021 ASCCC Resolutions Packet Review Period Comments, New Resolutions & Amendments

    Spring 2021 ASCCC Resolutions Packet
    Review Period Comments, New Resolutions & Amendments

    Senate reps share questions/comments re: resolutions, in preparation for delegate voting at ASCCC Spring Plenary

    3.01 Include Cultural Competence in Faculty Evaluations
    Resolved, That the Academic Senate for California Community Colleges work with the California Community Colleges Chancellor’s Office, state-level faculty union leaders, and other system partners to explore the development of Title 5 regulatory language that would address the inclusion of cultural competence and diversity-focused criteria in faculty evaluation processes in ways that are meaningful yet respectful of local governance and negotiation processes. 

    Cultural competence to cultural humility.

    3.03 3.03 S21 Denounce Anti-Asian American Pacific Islander (AAPI) Racism

    6.01 S21 Revisiting the 50% Law and the Faculty Obligation Number

    9.01 S21 Develop a Set of Resources to Assist in Establishing Ethnic Studies Programs in Alignment with California State University Requirements

    9.02 S21 Develop a Rubric for Ethnic Studies Courses and Ethnic Studies or Cultural Awareness Competencies

    Ethnic Studies 9.07 in the New Resolutions document 

    6.02  Support AB 417 (McCarty, 2021) as of March 8, 2021

    6.04 Flexibility in Remote Attendance at Local Academic Senates

    20.01 Student Participation in Hiring Processes

    Announcements (limited to 3 minutes, Senate cannot take action).

    Lianna asked about joint senate approval of the housing resolution. De Anza Academic Senate approved the resolution on March 15. If the Foothill AS also approves the resolution, then there is joint Senate approval.

    Adjournment of Joint Meeting

    De Anza Academic Senate Meeting

    Approval of Agenda

    • Agenda approved.

    Standing Committee updates

    AP 4222
    Remedial Coursework (formerly Remedial Limit Waivers)(first reading)

    First reading of Administrative Procedures 4222's Legally required - CCLC update to reflect an amendment to Education Code Section 78213 that places certain limits on enrolling students in remedial English or mathematics coursework.

    Remedial coursework consists of pre-collegiate basic skills courses.

    A student’s need for remedial coursework shall be determined using appropriate assessment instruments, methods, or procedures.

    No student shall receive more than 45 quarter units for remedial coursework. A student who exhausts this unit limitation shall be referred to appropriate adult noncredit education services.

    No student shall be required to enroll in remedial English or mathematics coursework that lengthens their time to complete a degree unless placement research that includes consideration of high school grade point average and coursework, shows that those students are highly unlikely to succeed in transfer-level coursework in English and mathematics. A student may be required to enroll in additional concurrent support, including additional language support for English as a Second Language students, during the same semester that they take a transfer-level English or mathematics course, but only if the college determines the support will increase their likelihood of passing the transfer level English or mathematics course and will not result in disproportionate impact. The college shall minimize the impact on student financial aid and unit requirements for the degree by exploring embedded and low or noncredit support options.

    A student who successfully completes remedial coursework or who demonstrates skill levels which assure success in college-level courses may request reinstatement to proceed with college level coursework.

    Students enrolled in one or more courses of English as a Second Language and students identified as having a learning disability are exempt from the limitations of this procedure.

    Students who demonstrate significant, measurable progress toward development of skills appropriate to enrollment in college-level courses may be granted a waiver of the limitations of this procedure.

    College catalogs shall include a clear statement of the limited applicability of remedial coursework toward fulfilling degree requirements and any exemptions that may apply to this limitation.

    Mary D: who is to determine and how to determine it?

    Shagun: We may also want to work with counseling to see how early notification tools may play a role in determining a student's need for additional support.

    Lisa: task force in math department; if the courses actually changed success rate; inconclusive; deeply flawed; absolute incorrect; variety of issues; sample size; some real issues; working within the math department; how to prepare students for courses.

    Lisa Mesh: In response to Mary D’s question, I’m not so sure yet how much sway each college will have in this decision.  We, as a Math department are trying to understand what we can do to offer these classes to students.  To your question, the current state survey that I mentioned earlier was intended to show whether these courses improve the likelihood of student success, but, as noted, this instrument is deeply incorrect.

    Erik: I would like to point out the unique position this puts departments like Math and English in. (alongside any other departments that had "basic skill" prereqs). Many courses at DA rely on the Math and English Department to provide prerequisites that prepare students for those classes. Unlike these courses that rely on students arriving prepared, we are asking the Math and English departments to perform continual research to justify any pre- or co-requisites. This is a significant ask in terms of time and effort for these and other departments that want to institute required pre-transfer level courses.

    Needs and Confirmation

    Academic Senate Bank Account Financial Report
    The Winter expenses include Starbucks gift cards for the newly tenured faculty. 

    Curriculum Comm BHES Rep
    eLumin training this quarter 

    Election Committee volunteers, need 2 more.


    Denica Kelly as Faculty Representative for the Executive Director for the district International Student Program Hiring Committee

    ISP Search Committee Members: 
    Rob Mieso, (Chair) 
    (EO rep) – TBD (Pat Hyland??) 
    Kristy Lisle – FH Administrator 
    Nazy Galoyan – DA Administrator 
    FH Faculty rep – TBD  
    FH Classified rep – TBD  
    DA Faculty rep – TBD (Denica Kelly??) 
    DA Classified rep – TBD  
    Joseph Ng, ISP Supervisor, DA 
    Lark Cratty, ISP Supervisor, FH 
    District ISP rep – TBD

    Denica Kelly approved to serve on committee by unanimous consent.

    Good of the Order

    • Evan Low bill to defund Calbright AB1432 passed in the higher ed committee with a vote of 11 to 0.
    • Felisa Vilaubi and Alma Garcia, the change in the by-laws added 2 embedded counselors to the executive committee.
    • Betty motioned, Terrence seconded, to adjourn, no objection.





    Karen Chow


    Mary Pape

    Executive Secretary

    So Kam Lee

    Part-time Faculty Representatives

    Ishmael Tarikh

    Mary Donahue

    Academic Services & 
    Leaning Resources

    Cecilia Hui


    Bio/Health/Environmental Sciences 

    Robert Kalpin

    Anna Miller

    Business/Computer Science/
    Applied Technologies

    Rick Maynard


    Counseling and Disability Support Programs & Services

    Betty Inoue

    Kevin Glapion*

    Anita Vazifdar

    Creative Arts  


    Elizabeth Mjelde

    Equity and Engagement

    Cynthia Kaufman


    Intercultural/International Studies

    Anu Khanna


    Language Arts 

    Shagun Kaur

    Lauren Gordon

    Physical Education 

    Louise Madrigal

    Rusty Johnson

    Physical Sciences, Math, & Engineering

    Lisa Mesh

    Terrence Mullens

    Social Sciences & Humanities

    Rich Booher

    Nellie Vargas

    Student Development & EOPS

    Mary Sullivan


    Curriculum Committee

    Erik Woodbury

    Professional Development*

    Dawn Lee Tu

    Administrator Liaison*

    Lorrie Ranck

    DASB Representative*

    Lianna Vaughan

    Kimberly Lam

    Faculty Association Representative*

    Bob Stockwell

    *non-voting member





    Lloyd Holmes

    De Anza President

    Rob Miesa

    VP of Student Services

    Christina Espinosa-Pieb

    VP of Instruction

    Pam Grey

    VP of Administrative Services

    Hyon Chu Yi-Baker

    Director of College Life & Student Judicial Affairs


    Marisa Spatafore

    Associate VP of Communications & External Relations

    Scott Olsen

    Classified Senate

    Max Meyberg

    De Anza Student Trustee

    Mallory Newell-

    Institutional Research

    Moaty Fayek

    Dean of Business/Computer Info Systems

    Renee Augenstein

    Articulation Officer

    Brian Malone

    Tenure Review Coordinator

    Daniel Smith

    Dean of Creative Arts

    Eric Mendoza

    Dean of Physical Education and Athletics

    Alicia Cortez

    Dean of Equity and Engagement

    Randy Bryant

    Dean of Career & Technical Education (CTE)

    Kathryn Maurer

    Foothill Academic Senate President

    Isaac Escoto

    FHDA District Academic Senate President

    Laureen Balducci

    Dean of Counseling, DSPS & Title IX Coordinator

    Anita Kandula

    Dean of Biological, Health, and Environmental Sciences

    Michele LeBleu-Burns

    Dean of Student Development/EOPS

    Lisa Mandy

    Director of Financial Aid

    Nazy Gayloyan

    Dean of Enrollment Services

    Edmundo Norte

    Dean of Intercultural/International Studies

    Jerry Rosenberg

    Dean of Physical Sciences, Math & Engineering

    Judy Miner

    FHDA Chancellor

    Elvin Ramos

    Dean of Social Sciences and Humanities

    Patrick Gannon

    Director, Book Store

    David Ulate

    FHDA Research & Planning

    Mae Lee

    Curriculum Committee Vice-Chair

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