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The Disciplines List: An Overview

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Title: The Disciplines List: An Overview


1
The Disciplines List An Overview
  • Academic Senate for CA Community
  • Colleges
  • Leadership Institute

Revised 6/16/04
2
Topics Discussed in this Session
  • Historical Overview Applicable Legislation
  • Disciplines List Minimum Qualifications
  • Equivalencies
  • Placement of Courses within Disciplines
  • FSAs (Faculty Service Areas)

3
Session Objectives
  • Describe the inter-relationship between
  • The Disciplines List
  • Minimum Qualifications
  • Placement of Courses in Disciplines
  • Discuss regulations professional responsibility
    related to
  • Educational preparation of Faculty MQs
  • Hiring Criteria
  • Assignment to teach specific courses
  • Identify requirements related to granting
    Equivalency
  • Legal Definition
  • Faculty Responsibilities
  • Problems and Possible Alternatives

4
Session Objectives, cont.
  • Explain how Placement of courses in Disciplines
  • Should be determined
  • Influences faculty assignment
  • May impact course articulation
  • Discuss implications of faculty assignment to
    FSAs
  • Impact on FTF vs. PTF
  • Wide vs. Narrow FSAs
  • Concept of qualified vs. competent in a
    Discipline
  • Share Information from Session with Colleagues!

5
A Brief History
  • Community College Reform Bill (AB1725)
  • Passed in September 1988
  • Effected Numerous Changes in Ed. Code Title 5
  • Role in determining qualifications of faculty
  • Expertise in Disciplines vs. K-12 model
  • Disciplines List replaced Credentials
  • Minimum Qualifications (MQs) established to
    determine qualifications for faculty service in
    each discipline
  • Note Lifetime Credentials are still Valid

6
Development of Disciplines List
  • Preparation Maintenance of Disciplines List
    assigned to Academic Senate (Ed. Code 87357)
  • Works through local senates
  • Consults with statewide organizations
  • Makes recommendations to Board of Governors
  • Disciplines organized into two Lists
  • Disciplines requiring a Masters Degree
  • Disciplines in which a Masters Degree is not
    generally expected or available
  • Note A separate list for non-credit also exists
    (Title 5 53412)

7
Development of Disciplines List, cont.
  • Board of Governors Approves List
  • Must rely primarily on the advice and judgment
    of the Academic Senate
  • Reviewed Revised every 3 years
  • Recommendations from next review scheduled for
    Spring 2005
  • This review and revision process has already
    begun
  • Used for Hiring Faculty Placing Courses in
    Disciplines


8
A Few Applicable Regulations
  • Degrees credits from accredited institutions
    (Title 5 53406)
  • Occupational license or certificate required in
    certain programs (Title 5 53417)
  • Professional License may substitute for MQs in
    selected disciplines (Accounting, Counseling,
    etc.)
  • Regulations include specific MQ requirements for
  • Health Services Personnel
  • Non-credit Instructors
  • Apprenticeship instructors
  • DSPS personnel
  • EOPS personnel
  • Learning Assistance and Tutoring Coordinators
  • Work Experience Coordinators.

9
Applicable Regulations, cont.
  • When Disciplines List requires a masters, a
    degree beyond the masters also satisfies
    requirement
  • MQs in discipline are same whether position is
    FTF or PTF
  • District may hire person who possesses
    qualifications different from but equivalent to
    those on Disciplines List
  • Equivalency criteria and procedures agreed upon
    by governing board and local senate (Title 5
    53430)

10
Locally Established Requirements
  • Local requirements may be higher
  • MQs reflect statewide minimums for persons to be
    considered qualified in a discipline
  • Districts may establish additional qualifications
    more rigorous than those listed on Disciplines
    List
  • Consider impact of raising MQs on candidate pools
  • Potential violation of EEOC Guidelines
  • Suggest listing additional qualifications as
    Preferred

11
Examples of Minimum Qualifications
  • Masters List
  • Anthropology Masters in anthropology or
    archaeology OR Bachelors in either of the above
    AND Masters in sociology, biological sciences,
    forensic sciences, genetics or paleontology OR
    The equivalent.
  • Non Masters List
  • -Any bachelors degree and two years of
    experience, or any associate degree and six years
    of experience.
  • -All disciplines on this list reflect this MQ
  • Remember Individuals with lifetime credentials
    are not required to meet MQs. They are
    grandparented may teach in subject area
    covered by the credential.

12
Equivalency
  • What is Equivalency?
  • Phrase OR the equivalent under each discipline
  • Allows hiring faculty without exact degrees
    listed
  • (Ed Code 87359, Title 5 53430)
  • Intended Uses of Equivalency
  • Substitute degree with different name
  • (i.e. Literary Studies substituted for
    English)
  • Eminence in a field (i.e. artists, authors)
  • Professional/Occupational Experience in
    Vocational Area
  • Limited to Non-Masters list
  • Teaching Experience not included (Title 5
    53404)

13
Equivalency Legal Requirements
  • Qualifications must be at least equivalent
  • No one may be hired to serve as a community
    college faculty member unless the governing
    board determines that he or she possesses
    qualifications that are at least equivalent to
    the minimum qualifications specified (Title 5
    53430)
  • District Policies Practices re Equivalency
  • Shall be developed and agreed upon jointly by
    representatives of the governing board and the
    academic senate and approved by the governing
    board (Ed Code 87359)

14
What About Single-Course Equivalency?
  • Violates underlying principles of MQs
  • Ed Code and Title 5 refer to qualifications in
    terms of Disciplines not courses or subject areas
    within a Discipline
  • (Ed Code 87357 Title 5
    53410 and 53430)
  • Chancellors Office opinion A district is
    not authorized to establish a single-course
    equivalency as a substitute for meeting minimum
    qualifications in a discipline. (Legal Opinion
    L03-28, December 2003)
  • Undermines commitment to the public.....
  • That faculty have achieved the high degree of
    academic preparation and professional
    qualifications that we deem essential for quality
    instruction!

15
Single-Course Equivalency.
  • Frequently Cited Issues
  • Difficulty attracting qualified candidates
  • Allows someone with specific knowledge or skill
    to teach in a limited area
  • Some faculty with less preparation may actually
    be better equipped to teach lower level students
    (i.e. Basic Skills)
  • Potential Problems
  • May lead to two-tiered system of qualified and
    not so well qualified faculty
  • Possible inappropriate teaching assignments
  • Individual may possess limited perspective of
    entire discipline
  • May affect bumping rights
  • The Bottom Line It Violates Intent of
    AB1725!!

16
More on Single-Course Equivalency
  • What Can Districts Do?
  • Consider offering specific courses under a
    community service (not-for-credit) program or as
    noncredit.
  • MQs for non-credit generally require a bachelors
    degree in the discipline
  • Continue working to increase pool of qualified
    faculty
  • Remember
  • Faculty -- working through their senates -- have
    responsibility to control the equivalency
    process!
  • See Senate paper on Equivalency to the MQs (1999)

17
Placement of Courses in Disciplines
  • Important Because
  • Classifies courses by discipline
  • Indicates preparation (MQs) required to teach
    courses
  • Influences faculty hiring
  • Local Senates Maintain Responsibility
  • Academic and professional matters includes (as
    first area) curriculum including establishing
    prerequisites and placement of courses within
    disciplines (Title 5 53200)
  • Required for all courses (credit non-credit)
    for which campus receives apportionment
  • Not required for community service courses
  • Suggestion Include discipline designations on
    all course outlines

18
Cross-listing Courses
  • Reason
  • Course fits more than one discipline
  • Advantage
  • Individual with MQs in either discipline would be
    qualified to teach the course
  • Examples
  • Economic History of the U.S.
  • May be cross-listed with Economics History and
    taught by faculty member with MQs for Economics
    or History
  • Speech Communication 140 Journalism 140
  • Course may be taught by faculty member with MQs
    for Journalism or Speech/Communication
  • Potential Concerns
  • May impact articulation agreements
  • May affect bumping rights

19
Interdisciplinary Courses
  • Requirements
  • Course clearly does not fall within a single
    discipline
  • Combines two or more disciplines to such a degree
    that some preparation in each constituent
    discipline is required
  • More specialized preparation required than with
    cross-listed courses
  • Interdisciplinary Studies Masters in the
    interdisciplinary area OR Masters in one of the
    disciplines included in the interdisciplinary
    area and upper division or graduate course work
    in at least one other constituent discipline.
    (p.7)
  • Example
  • If Western Civilization listed as
    Interdisciplinary
  • Components may be art, philosophy, literature
    therefore Instructor qualifications require some
    preparation in each area
  • Qualifications must be based on course
    description of record

20
Principles on Placement of Courses
  • The guiding principle is course content, not
    personnel issues
  • Base decision to place a course in a discipline
    on the body of knowledge necessary to teach the
    course
  • A decision of Curriculum Committee
  • Process varies depending on local academic senate
    policies and curricular issues
  • Regardless of the local situation, discipline
    faculty need to be involved in assignment of
    courses to disciplines.
  • Remember Not all programs or department titles
    are disciplines Use approved Disciplines List.

21
Faculty Service Areas (FSAs)
  • What Are They?
  • Definition Faculty Service Area means a service
    or instructional subject area or group of related
    services or instructional service areas performed
    by faculty and established by a community college
    district
  • (Ed Code, 87743.1)
  • When Are They Used?
  • In the event of a Reduction in staff (RIF)
  • Usually Assigned _at_ Time of Hire
  • Note Affect Contract faculty only

22
Faculty Service Areas (FSAs), cont.
  • Legal Responsibility
  • Each district shall maintain a permanent record
    for each faculty member employed by the district
    of each faculty service area for which the
    faculty member possesses the minimum
    qualifications for service and in which he or she
    has established competency pursuant to district
    competency
  • (Ed Code 87743.4)
  • A Collective Bargaining Issue

23
Faculty Service Areas (FSAs), cont.
  • Why Are FSAs Important?
  • Determines seniority and bumping rights among
    contract faculty if a reduction in staff
    becomes necessary
  • What are the Requirements for FSAs?
  • Legislation specifies that faculty member must be
    qualified and competent
  • Qualified means meeting MQs for a discipline
  • Competent means meeting district criteria to
    teach (or work) in the specified service or
    subject area

24
How Are FSAs Established?
  • Local District has Autonomy
  • Determined by faculty
  • Bargaining agent in consultation with academic
    senate
  • May be Broad or Narrow
  • e.g. disciplines, departments, divisions, or
    other broad categories
  • May include Competency Requirement
  • e.g. recency in discipline
  • Advantages and Disadvantages
  • Broad FSAs protect most senior faculty
  • Narrow FSAs tend to protect integrity (currency)
    of the discipline

25
Whats the Difference Between an MQ and an FSA?
  • MQs determine qualifications for hiring faculty
  • Are developed statewide
  • Apply to all faculty (full and part-time)
  • FSAs determine the order of layoff should a RIF
    become necessary
  • Are developed locally
  • Apply only to contract faculty

26
In Summary, Are You Able to
  • Describe the inter-relationship between
  • The Disciplines List
  • Minimum Qualifications
  • Placement of Courses in Disciplines
  • Discuss regulations professional responsibility
    related to
  • Educational preparation of Faculty MQs
  • Hiring Criteria
  • Assignment to teach specific courses
  • Identify requirements related to granting
    Equivalency
  • Legal Definition
  • Faculty Responsibilities
  • Problems and Possible Alternatives

27
In Summary, Are You Able to
  • Explain how Placement of courses in Disciplines
  • Should be determined
  • Influences faculty assignment
  • May impact course articulation
  • Discuss implications of faculty assignment to
    FSAs
  • How Developed When Faculty Members Assigned
  • Impact on FTF vs. PTF
  • Wide vs. Narrow FSAs
  • Concept of qualified vs. competent in a
    Discipline
  • Share Information from Session with Colleagues?

28
Relevant Resource Documents
  • Minimum Qualifications for Faculty and
    Administrators in CA Community Colleges
  • (Human Resources Div. Chancellors Office,
    March 2003)
  • Placement of Courses within Disciplines
  • (Academic Senate, April 1994 currently
    in revision)
  • Equivalence to the Minimum Qualifications
  • (Academic Senate, Spring 1999)
  • Qualifications for Faculty Service in CA
    Community Colleges MQs, Placement of Courses in
    Disciplines and FSAs
  • (March 2004 - Draft in Session Packet)
  • A Re-Examination of Faculty Hiring
  • (Academic Senate, Fall 2000)
  • Chancellors Office Curriculum Standards Handbook

29
Questions and Comments?
  • Please complete return Evaluations
  • Resource materials from State Academic Senate
    Office are available on the website
    http//www.academicsenate.cc.ca.us
  • If you have questions or comments, or if you
    would like a copy of this PowerPoint, please
    e-mail
  • Mark_snowhite_at_eee.org
  • or hanna_at_sbcc.edu
  • Thanks for Coming!

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