May 21, 2019, Board of Trustees Meeting

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WEST VALLEY – MISSION COMMUNITY COLLEGE DISTRICT

BOARD OF TRUSTEES MEETING

AGENDA

WEST VALLEY COLLEGE

MAY 21, 2019

BOARD OF TRUSTEES

Anne Kepner ∙ P r e s i d e n t

S u s a n F i s h V i c e P r e s i d e n t

Adrienne Grey

Randi Kinman

J a c k L u c a s

Robert Owens

Karl Watanabe

Roman Matera ∙ M C Student Trustee Kian Lechner ∙ WVC Student Trustee

Patrick Schmitt ∙ C h a n c e l l o r

GUIDELINES FOR PUBLIC PARTICIPATION IN BOARD OF TRUSTEES MEETINGS

The following instructions are intended as a guide for members of the public who wish to address the Board of Trustees. These guidelines are in the interest of giving the Board a fair opportunity to hear a diversity of viewpoints.

1. Oral Communications from the Public (Items Not Listed on the Agenda)

You are asked to sign up at the beginning of the meeting, using the form provided at the entrance to the Board Room, but you are not required to do so. The completed form should be submitted to the Board Clerk. When you make your presentation, approach the podium, wait to be recognized by the President of the Board, and identify yourself and the topic you wish to discuss. Limit your presentation to three (3) minutes.

2. Public Discussion (Items Listed on the Agenda)

We welcome comments from the public specific to items that are part of the Board agenda for that meeting. In fairness to those who wish to speak and as a courtesy to those who have come to listen, we request that you adhere to the following guidelines. If you wish to speak, you are asked to provide a completed form to the Board Clerk, but you are not required to do so. When the Board President opens an item for discussion and calls for speakers, approach the podium, identify yourself, and limit your presentation to three (3) minutes. If you wish to give an opinion which has already been expressed by others, please do not be repetitive. The President may impose additional time limitations on any major discussions involving multiple speakers.

ADJOURNMENT TIME

Pursuant to District Policy, Regular Board meetings will be adjourned not later than 11:00 p.m. unless continued by a majority vote of the Board members present.

DOCUMENTS PROVIDED TO THE BOARD OF TRUSTEES

In accordance with the Ralph M. Brown Act, copies of the staff reports and other materials provided to the Board of Trustees in connection with this agenda are available in the Chancellor’s Office, 14000 Fruitvale Avenue, Saratoga, CA, 95070, at the time they are distributed to the Board.

In compliance with the Americans with Disabilities Act, individuals needing special accommodations should contact the Chancellor’s Office at 408-741-2011. Notification 24 hours prior to the meeting will allow the District to make reasonable arrangements to ensure accessibility.

(A) = Action (I) = Information Table of Contents

Agenda 3 CONSIDER APPROVAL OF CURRICULUM CHANGES AT WEST VALLEY COLLEGE 5.1 CONSIDER APPROVAL OF CURRICULUM CHANGES AT WEST VALLEY COLLEGE 8 CONSIDER APPROVAL OF CURRICULUM CHANGES AT MISSION COLLEGE 5.2 Mission College Curriculum 33 PERSONNEL TRANSACTIONS TO BE ACTED UPON BY THE BOARD OF TRUSTEES 6.1 PERSONNEL TRANSACTIONS TO BE ACTED UPON BY THE BOARD OF TRUSTEES 49 APPROVAL OF BID #CA09-1819, WEST VALLEY COLLEGE SECURITY LOCKDOWN UPGRADE 7.1 WVC Security lockdown - FE Controls 50 APPROVAL OF RFP #05-1819 FOR CONSTRUCTION MANAGEMENT SOFTWARE FOR THE MEASURE W BOND PROGRAM 7.2 Const. Mgmt. software - Bentley 51 INCREASE OF OPTIONAL STUDENT ACTIVITIES FEE AT WEST VALLEY COLLEGE 5.3 INCREASE OF OPTIONAL STUDENT ACTIVITIES FEE AT WEST VALLEY COLLEGE 52 COLLEGE AND CAREER ACCESS PATHWAYS (AB288) DUAL ENROLLMENT PARTNERSHIP AGREEMENT BETWEEN MISSION COLLEGE AND SANTA CLARA UNIFIED SCHOOL DISTRICT 5.4 SCUSD CCAP First Review 57 PRESENTATION OF THE MISSION COLLEGE LOCAL VISION GOALS 5.5 PRESENTATION OF THE MISSION COLLEGE LOCAL VISION GOALS 59 5.5 MC Goals 61 PRESENTATION OF THE WEST VALLEY COLLEGE LOCAL VISION GOALS 5.6 PRESENTATION OF THE WEST VALLEY COLLEGE LOCAL VISION GOALS 63 5. WVC VISION GOALS 65 EQUAL EMPLOYMENT OPPORTUNITY FUND MULTIPLE METHOD ALLOCATION MODEL CERTIFICATION FORM APPROVAL, FISCAL YEAR 2018-19 6.2 EEO Multiple Method 67 6.2 Attachment 71 PUBLIC OPPORTUNITY FOR COMMENT AND ADOPTION OF THE TEAMSTERS LOCAL 856 (SUPERVISORS UNIT) INITIAL PROPOSALS TO THE WEST VALLEY-MISSION COMMUNITY COLLEGE DISTRICT 6.3 Adoption of of Supervisor Proposals 97 1 PUBLIC OPPORTUNITY FOR COMMENT AND ADOPTION OF WEST VALLEY-MISSION COMMUNITY COLLEGE DISTRICT INITIAL PROPOSALS TO TEAMSTERS LOCAL 856 (SUPERVISORS UNIT) 6.4 Adoption of WVMCCD 98 ELIMINATION OF CLASSIFIED POSITIONS 6.5 Elimination of classified positions 99 6.5 Attachment 101

2 WEST VALLEY-MISSION COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES MEETING TUESDAY, MAY 21, 2019

West Valley College 14000 Fruitvale Avenue, Saratoga, CA 95070 6:00 p.m. Public Session Campus Center Club Room 6:01 p.m. Closed Session Campus Center Club Room 7:00 p.m. Public Session Board Room

1.0 CALL TO ORDER – PUBLIC SESSION 1.1 Roll Call Oral 1.2 Oral Communication from the Public on Closed Session Agenda Members of the audience may address the Board on any item listed on the Closed Session agenda. Comments will be limited to three (3) minutes per agenda item, with a total of fifteen (15) minutes of public comment on an item unless waived by the Board. Oral 2.0 ADJOURN TO CLOSED SESSION DIRECTION TO LABOR NEGOTIATORS (Government Code 54957.6) Provide direction to Associate Vice Chancellor of Human Resources, Albert Moore, and Chancellor Patrick Schmitt, District-designated representatives, regarding negotiations with WVMFT/AFT Local 6554, WVMCEA, Teamsters, and POA; and to Chancellor Patrick Schmitt regarding unrepresented groups. PUBLIC EMPLOYMENT, Pursuant to Government Code 54957 Title: Chancellor 3.0 RECONVENE PUBLIC SESSION 3.1 Pledge of Allegiance Oral 3.2 Report of Closed Session Action Oral 3.3 Approval of the Order of the Agenda (A) Oral 3.4 APPROVAL OF THE MINUTES (A) 3.5 PRESENTATIONS/RECOGNITIONS Oral Recognition of Roman Matera, Outgoing Mission College Student Trustee Educational and Student Services Presentation: West Valley College Art and Design Programs Presenter: Andrew Chandler, Dean, Cilker School of Art and Design

3 3.6 Oral Communications from the Public This portion of the meeting is reserved for persons desiring to address the Board on any matter not on the agenda. No action will be taken. Public comments on items on the agenda will be taken at the time the item is discussed by the Board. 3.7 Written Communications from the Public Oral 4.0 UNFINISHED BUSINESS- There is none. APPROVAL OF CONSENT AGENDA ACTION ITEMS (A) Action items will be acted upon in one motion unless they are removed from the Consent Agenda. Information items will not be discussed unless they are removed from the Consent Agenda. 5.0 COLLEGE PROGRAMS AND SERVICES – Consent Agenda 5.1 CONSIDER APPROVAL OF CURRICULUM CHANGES AT WEST VALLEY COLLEGE (A) 8 Recommendation: That the Board of Trustees approve the curriculum changes at West Valley College as presented. 5.1 CONSIDER APPROVAL OF CURRICULUM CHANGES AT WEST VALLEY COLLEGE 5.2 CONSIDER APPROVAL OF CURRICULUM CHANGES AT MISSION COLLEGE (A) 33 Recommendation: That the Board of Trustees approve the curriculum changes at Mission College as presented. 5.2 Mission College Curriculum 6.0 HUMAN RESOURCES – Consent Agenda 6.1 PERSONNEL TRANSACTIONS TO BE ACTED UPON BY THE BOARD OF TRUSTEES (A) 49 Recommendation: That the Board of Trustees approve the listed items. Appointment(s) Academic a. Dina Aburous, Instructor, Accounting, Mission College, 100% of full time, 10 months per year; effective January 24, 2020. b. Javier Huerta, Instructor, English (Puente), Mission College, 100% of full time, 10 months per year; effective August 23, 2019. c. Rachel Anderson, Instructor, Biology, West Valley College, 100% of full time, 10 months per year; effective August 23, 2019. Classified a. Andrea Washington, Administrative Assistant, WVMCEA Office, Technical & Business Unit, West Valley College, 80% of full time, 12 months per year; effective May 28, 2019. 6.1 PERSONNEL TRANSACTIONS TO BE ACTED UPON BY THE BOARD OF TRUSTEES

4 7.0 BUSINESS AND FINANCE – Consent Agenda 7.1 APPROVAL OF BID #CA09-1819, WEST VALLEY COLLEGE SECURITY LOCKDOWN UPGRADE (A) 50 Recommendation: That the Board of Trustees approve the lowest responsive and responsible bid received from FE Controls Corporation in the amount of $284,000 and reject all other bids. The award of the contract is based on the Base Bid plus allowances. 7.1 WVC Security lockdown - FE Controls 7.2 APPROVAL OF RFP #05-1819 FOR CONSTRUCTION MANAGEMENT SOFTWARE FOR THE MEASURE W BOND PROGRAM (A) 51 Recommendation: That the Board of Trustees approve the five- year agreement with Bentley Systems Incorporated for construction management software in the amount of $285,200. 7.2 Const. Mgmt. software - Bentley REGULAR ORDER OF AGENDA 5.0 COLLEGE PROGRAMS AND SERVICES 5.3 INCREASE OF OPTIONAL STUDENT ACTIVITIES FEE AT WEST VALLEY COLLEGE (A) 52 That the Board of Trustees approve the name change of the Associated Student Government Fee to Student Activities Fee and increase the optional fee from $4 per semester to $14 per semester beginning of Fall 2019. 5.3 INCREASE OF OPTIONAL STUDENT ACTIVITIES FEE AT WEST VALLEY COLLEGE 5.4 COLLEGE AND CAREER ACCESS PATHWAYS (AB288) DUAL ENROLLMENT PARTNERSHIP AGREEMENT BETWEEN MISSION COLLEGE AND SANTA CLARA UNIFIED SCHOOL DISTRICT ( I) 57 It is recommended that the Board of Trustees receive, review and present the College and Career Access Pathways (CCAP) Dual Enrollment Partnership Agreement with Santa Clara Unified School District (SCUSD) as required by Ed Code (EC § 76004(b)) before approving it at a subsequent Board meeting. 5.4 SCUSD CCAP First Review 5.5 PRESENTATION OF THE MISSION COLLEGE LOCAL VISION GOALS (A) 59 Recommendation: That the Board of Trustees approve the Mission College Local Vision Goals as presented. 5.5 PRESENTATION OF THE MISSION COLLEGE LOCAL VISION GOALS 5.5 MC Goals

5 5.6 PRESENTATION OF THE WEST VALLEY COLLEGE LOCAL VISION GOALS (A) 63 Recommendation: That the Board of Trustees approve the West Valley Local Vision Goals as presented. 5.6 PRESENTATION OF THE WEST VALLEY COLLEGE LOCAL VISION GOALS 5.6 WVC VISION GOALS 6.0 HUMAN RESOURCES 6.2 EQUAL EMPLOYMENT OPPORTUNITY FUND MULTIPLE METHOD ALLOCATION MODEL CERTIFICATION FORM APPROVAL, FISCAL YEAR 2018-19 (A) 67 Recommendation: That the Board of Trustees adopt the Equal Employment Opportunity (EEO) Fund Multiple Method Allocation Model Certification Report. 6.2 EEO Multiple Method 6.3 PUBLIC OPPORTUNITY FOR COMMENT AND ADOPTION OF THE TEAMSTERS LOCAL 856 (SUPERVISORS UNIT) INITIAL PROPOSALS TO THE WEST VALLEY-MISSION COMMUNITY COLLEGE DISTRICT (A) 97 Recommendation: That the Board of Trustees hear public comment on the proposals, close the public comment period, and adopt the proposals. 6.3 Adoption of Supervisor Proposals 6.4 PUBLIC OPPORTUNITY FOR COMMENT AND ADOPTION OF WEST VALLEY-MISSION COMMUNITY COLLEGE DISTRICT INITIAL PROPOSALS TO TEAMSTERS LOCAL 856 (SUPERVISORS UNIT) (A) 98 Recommendation: That the Board of Trustees hear public comment on the proposals, close the public comment period, and adopt the proposals. 6.4 Adoption of WVMCCD 6.5 ELIMINATION OF CLASSIFIED POSITIONS (A) 99 Recommendation: That the Board of Trustees approve the elimination of the following positions and direct District staff to issue Notice of Layoff to affected employees. 6.5 Elimination of classified positions 6.5 Attachment 7.0 BUSINESS AND FINANCE – There are no items. 8.0 BOARD – There are no items.

6 9.0 INFORMATION REPORTS AND ITEMS FOR FUTURE BOARD CONSIDERATION 9.1 TRUSTEE COMMENTS (I) Oral 10.0 CONTINUATION OF CLOSED SESSION, IF NECESSARY 11.0 RECONVENE PUBLIC SESSION 11.1 Report of Closed Session Action Oral

ADJOURNMENT

ITEM 5.1 MAY 21, 2019 ACTION ITEM CONSENT AGENDA

PREPARED BY: CHERYL MILLER, CHRIS DYER, JAMIE ALONZO, LUIS PORTILLO AND DOONU BARIFE

REVIEWED BY: BRADLEY DAVIS

APPROVED BY: PATRICK SCHMITT

SUBJECT: CONSIDER APPROVAL OF CURRICULUM CHANGES AT WEST VALLEY COLLEGE

CHANCELLOR’S RECOMMENDATION: That the Board of Trustees approve the curriculum changes at West Valley College as presented.

Funding Source/Fiscal Impact The General Fund is the major funding source for the cost of instruction, which pertains to the offering of approved courses. These costs are offset, to varying degrees, by apportionment received for credit-based instruction and other associated fees.

Reference(s) Curriculum development and approval is an ongoing activity overseen by the Academic Senate, and its subordinate Curriculum Committee, and the Office of Instruction. It is integrated into the West Valley College Program Review process. It is emphasized in many sections of Standard II of the Accreditation Standards of the Accrediting Commission for Community and Junior Colleges. Likewise, it is regulated through Title 5 and WVMCCD District Policies 4020 and 4025.

Background/Alternatives As per District policy, the curriculum changes to programs and courses described herein have been considered and approved by the Curriculum Committee, the Articulation Officer, and the Academic Senate between April 15, 2019 and April 22, 2019. Each of the curriculum changes and the foregoing approvals has been further reviewed by the Chief Instructional Officer, the College President, and the District Chancellor. The Office of

8 Instruction further certifies that the programs and courses described herein satisfy all applicable requirements of Title 5 and have also been submitted to the Associated Students Organization of West Valley College.

Coordination Offerings have been coordinated between West Valley College and Mission College through a process of consultation.

Follow-up/Outcomes Following Board approval of the curriculum changes, updates to catalogs and class schedules will be made, and campus marketing communication will reflect the changes, as appropriate.

9 SUMMARY OF CURRICULUM CHANGES – 05/21/2019

NEW CREDIT COURSES NONE CREDIT COURSE REVISIONS

NUTR015 REQUISITE APPROVALS NONE DISTANCE EDUCATION

NONE

COURSE DEACTIVATIONS

NONE NEW NON-CREDIT COURSES

NONE

NON-CREDIT COURSE REVISIONS NONE PROGRAM DEACTIVATIONS: Kitchen & Bath Design, CERT Sports Medicine, CERT NEW PROGRAMS NONE

PROGRAM REVISIONS

Computer Science, CERT Creating Music for Film, TV and Gaming, CERT Kinesiology, AA Music, AA Philosophy, AA Pilates Instructor, CERT

10 CREDIT COURSE REVISIONS

COURSE EFF COURSE ID JUSTIFICATION INFORMATION DATE

NUTR015 Course ID: 2019 Course is being revised to correct the SAM code. NUTR015 Fall Course Title: Human Nutrition

Units: 3 Lecture: 3 Laboratory: 0 Work Experience: 0

Grade Options: Pass/No Pass, Letter Grade methods

Pre-Requisite: NONE

Basic scientific principles as they apply to human nutrition in maintaining health and preventing disease are discussed. Concentration is on the nutrient requirements of the human body throughout life. Biochemical functions and

11 interrelationships of nutrients are examined. Current nutritional controversies are evaluated. Students have the opportunity to gain practical experience in evaluating nutritional data by completing a self-study project. This course is designed for the student who has no science background.

12 PROGRAM DEACTIVATIONS

PROGRAM EFF TYPE JUSTIFICATION NAME DATE

Kitchen & Certificate 2019 The certificate is being deactivated because of the high unit count Bath Fall and because of low completions. Design

Sports Certificate 2019 This certificate is not viable because it is not leading to jobs. Medicine Fall

13 REVISED PROGRAMS

Computer Science, CERT

The goals and objectives of the Computer Science Certificate of Achievement are to provide a solid theoretical foundation and practice of computer organization and software development encompassing analysis and design, to implementation and testing.

Upon completion of the Computer Science Certificate of Achievement, students will demonstrate the ability to:

1. Use a scripting language (like Python) to perform data analysis 2. Design, implement and test programs written with a compiled, object-oriented language (like C++ or Java) 3. Implement and test common data structures (like stacks, queues, heaps, maps, trees and graphs) and algorithms with a compiled, object-oriented language (like C++ or Java) 4. Demonstrate an understanding of computer organization (hardware) and be able to code in assembly language

The certificate is designed for those students who have a desire to pursue a career as a computer or engineering technician.

Submission Rationale:

• Change courses or rules • Change to Cover Info

Effective Fall 2019

The Computer Science department is revising this certificate to meet current Title 5 standards and to reflect the current thinking of the computer industry by the inclusion of two new classes in the department: CIST 05A and CIST 05B. The name of the program was also changed.

Required Courses: CIST005A - Introduction to Python 4

CIST004A - Computer Programming I (C++ Programming)

OR 4 CIST004A1 - Computer Programming I (Java)

MATH019 - Discrete Mathematics 4 CIST004B - Computer Programming II (C++ Language) OR 4 CIST004B1 - Computer Programming II (Java) CIST039 - Microcomputer Assembler Programming 3

14 CIST005B - Advanced Python 4 OR 3 CIST037 - C Programming

Total Certificate Units 22-23

Recommended Sequence:

Fall, Year 1 8 units CIST 005A 4 CIST 004A or CIST 004A1 4 Spring, Year 1 8 units MATH 019 4 CIST 004B or CIST 004B1 4 Fall, Year 2 6-7 units CIST 039 3 CIST 005B or CIST 037 3-4

Total Certificate Units: 22-23 units

15 Creating Music for Film, TV and Gaming, CERT

The Creating Music for Film, TV and Gaming Certificate of Achievement requires the successful completion of 2 semesters, 18 units. This program provides Career Technical Education (CTE) opportunities in creating music for film, TV and gaming. This curriculum covers areas in, but not limited to, electronic and acoustic music production, songwriting and arranging, cinematic orchestration, music theory, software music notation, MIDI sequencing, and digital audio sequencing and editing. Featuring state of the art facilities, industry-standard hardware and software, the courses are designed for students of all levels, providing hands-on experience and thorough training in the creative and technical challenges specific to music for film, TV and gaming.

Upon completion, students will be able to compose a music cue for film, TV or gaming in a selected genre. Students will have acquired skills in media music production, media songwriting, cinematic orchestration, digital audio sequencing and editing, MIDI programming, and digital music notation.

These skills are specific to careers in, but not limited to media songwriter, TV composer, commercial composer, film composer, video game composer, app composer, web composer, music editor, music supervisor, digital audio workstation operator, copyist, and music licensor.

Submission Rationale:

• Change to courses or rules

Effective Fall 2019

This is a voluntary revision to remove a course from the certificate. This program is being revised to decrease units from 21 to 18 by removing MUSC 068.

Required Courses MUSC 005 - Fundamentals of Music 3 MUSC 007 - Film Music Appreciation 3 MUSC 030A - Beginning Piano, Level 1 1 MUSC 039H - Applied Music: Composition 1 MUSC 063A - Introduction To Music Production 3 MUSC 066 - Digital Audio and Notation 1 MUSC 067A - Creating Music for Film, TV, and Gaming: Foundations 3 MUSC 067B - Creating Music for Film, TV and Gaming: Techniques 3

Total Certificate Units 18

16 Recommended Sequence:

Fall, Year 1 10 units MUSC 005 3 MUSC 030A 1 MUSC 063A 3 MUSC 067A 3 Spring, Year 1 8 units MUSC 007 3 MUSC 039H 1 MUSC 066 1 MUSC 067B 3

Total Certificate Units: 18 units

17 Kinesiology, AA

The Associate of Arts in Kinesiology is a 60 unit program serving students seeking a lower division education in Kinesiology. The program provides students the opportunity to demonstrate a proficiency in human movement as it applies to physical education, health, and nutrition. The objective is to provide students the knowledge and skills needed for entry-level employment. Students must complete the following program requirements: 37 Units of major core courses and the General Education/Breadth Requirements for an A.A. Degree.

Upon successful completion of this program students will be able to:

• Apply dietary guidelines and current nutritional recommendations for various populations including athletes, older adults, and pre-natal women. • Identify major muscle groups, their functions, and adaptations to exercise. • Demonstrate proficiency in human movement as it applies to sports, dance, aquatics, marine diving, combatives, fitness, health, and nutrition. • Analyze the basic principles of physical education and sport in our society and the role of these disciplines in the school, recreation, sport, and industrial settings. • Critically analyze and evaluate the social and community factors that influence controllable and uncontrollable risk factors for developing chronic disease.

Submission Rationale:

• Change to Cover Info • Change to courses or rules • Change Program Sequence

Effective Fall 2019

The kinesiology department has new theory and activity courses to add to the program. Deactivated courses are being removed.

Required Core Courses: 31 units BIOL 047 - Human Anatomy 5 KINT 030 - Introduction to Kinesiology 3 NUTR 015 - Human Nutrition 3 BIOL 048 - Human Physiology 5 KINT 031 - Psychological Foundations of Sport 3 KINT 032 - Introduction to Coaching Sport 3 KINT 033 - Women in Sports 3 HSCI 005 - Responding to Emergencies: Comprehensive First Aid/CPR/AED 2 CHEM 030A - Fundamentals of Chemistry 4

Kinesiology Activity Courses: 6 units KINS2.04 - Swimming-Beginning 1 KINS2.05 - Swimming-Intermediate 1

18 KINS2.06 - Swimming-Advanced 1 KINS2.07 - Master's Swimming 1 KINS4.03 - Fitness Aerobics 1 KINS4.05 - Fitness - Aqua Aerobics 1 KINS4.07 - Fitness Competitive Athlete 1 KINS4.12 - Fitness-Stretch and Flex 1 KINS4.13 - Fitness Walking 1 KINS4.16 - Fitness Weight Training 1 KINS4.22 - Step Fitness 1 KINS4.24 - Total Fitness for Men 1 KINS4.25 - Total Fitness for Women 1 KINS4.28 - Fitness Jogging 1 KINS4.29 - Body Sculpting 1 KINS4.30 - Functional Fitness 1 KINS4.31 - Core Training 1 KINS4.32 - Boot Camp 1 KINS4.33 - Cardio Cross Training 1 KINS4.35 - Trail Running 1 KINS6.02 - Karate-Beginning 1 KINS6.03 - Self-Defense 1 KINS6.06 - Karate - Intermediate 1 KINS6.07 - Kickboxing 1 KINS6.08 - Boxing 1 KINS7.02 - Badminton-Beginning 1 KINS7.03 - Badminton-Intermediate 1 KINS7.10 - Golf-Beginning 1 KINS7.11 - Golf-Intermediate 1 KINS7.12 - Golf-Advanced 1 KINS7.18 - Beginning Tennis 1 KINS7.20 - Intermediate Tennis 1 KINS7.21 - Advanced Tennis 1 KINS7.23 - Scuba Diving 2 KINS7.24 - Scuba Diving-Advanced 2 KINS7.26 - Studio Cycling 1 KINS7.27 - Studio Cycling Advanced 1 KINS8.03 - Baseball/Softball-Advanced 1 KINS8.04 - Beginning Basketball 1 KINS8.05 - Intermediate Basketball 1 KINS8.06 - Advanced Basketball 1 KINS8.08 - Soccer-Beginning 1 KINS8.09 - Soccer-Advanced 1 KINS8.10 - Soccer-Intermediate 1

19 KINS8.12 - Baseball/Softball-Beginning 1 KINS8.13 - Baseball/Softball-Intermediate 1 KINS8.15 - Volleyball-Beginning Skills 1 KINS8.16 - Volleyball-Intermediate Skills 1 KINS8.17 - Volleyball-Advanced Skills 1 KINS8.18 - Beach Volleyball 1 KINA9.01 - Intercollegiate Baseball-Men 3 KINA9.02 - Intercollegiate Basketball-Men 1.5 KINA9.03 - Intercollegiate Men's Basketball-Post-Season Fundamentals 1.5 KINA9.07 - Intercollegiate Soccer-Men 3 KINA9.08 - Intercollegiate Soccer-Women 3 KINA9.09 - Intercollegiate Softball-Women 3 KINA9.10 - Intercollegiate Swimming-Men 3 KINA9.11 - Intercollegiate Swimming-Women 3 KINA9.16 - Intercollegiate Beach Volleyball-Women 3 KINA9.18 - Intercollegiate Water Polo-Men 3 KINA9.20 - Women's Intercollegiate Water Polo 3 KINA9.30 - Intercollegiate Pre-Season Conditioning 1 KINA9.41 - Athletic Baseball - Skills and Techniques 2 KINA9.42 - Athletic Basketball - Skills and Techniques 1

KINA9.47 - Athletic Men's Soccer - Skills and Techniques 1 KINA9.48 - Athletic Women's Soccer - Skills and Techniques 1 KINA9.49 - Athletic Softball - Skills and Techniques 2 KINA9.55 - Athletic Men's Water Polo - Skills and Techniques 1 KINA9.56 - Athletic Women's Water Polo - Skills and Techniques 1 KINA9.60 - Post Season Conditioning 1 KINS11.01 - Yoga for Health 1 KINS11.02 - Intermediate Yoga 1 KINS11.03 - Gentle Restorative Exercise 1 KINS11.04 - Power Yoga 1 KINS11.05 - Mindful Meditation 1 KINS11.08 - Pilates Mat Workout 1 KINS11.09 - Intermediate Pilates Mat Workout 1 DANC041 - Ballroom and Latin Dance: Beginning 1 DANC042 - Ballroom and Latin Dance: Intermediate 1 DANC043 - Ballroom and Latin Dance: Advanced 1 DANC044 - Lindy Hop & Swing 1

20 DANC051A - World Dance: Flamenco of Spain, Beginning 1 KINS12.22 - Advanced Marine Diver 1.5 KINS2.02 - Lifeguard Training 1 KINS12.20 - Open Water Diver 1.5 KINS11.10 - Advanced Pilates Mat Workout with Reformer, Cadillac, and Chair 1 KINA9.04 - Intercollegiate Tennis-Women 3 KINA9.17 - Intercollegiate Volleyball-Women 3 KINS4.36 - Everyday Food and Fitness 1 KINS4.37 - Barre Fitness 1 KINS4.41 - Speed, Plyometrics, Agility and Quickness Level 1 1 KINS4.42 - Speed, Plyometrics, Agility and Quickness Level 2 1 KINS4.43 - Speed, Plyometrics, Agility and Quickness Level 3 1 KINS6.01 - MMA - Mixed Martial Arts 1 KINS6.10 - Karate - Advanced 1 KINS8.20 - Introduction to Sport Fundamentals 1 KINS8.21 - Fundamentals of Sport-Beginning 1 KINS8.22 - Fundamentals of Sport-Intermediate 1 KINS8.23 - Fundamentals of Sport-Advanced 1

Recommended Electives HSCI012 - Understanding Stress - A Multidisciplinary Perspective 3 HSCI008 - Contemporary Health 3

Total Major Units 37 units

Recommended Sequence:

Fall, Year 1 13 units BIOL 047 5 HSCI 005 2 KINT 030 3 NUTR 015 3 Spring, Year 1 9 units CHEM 030A 4 KINT 031 3

21 Kinesiology Activity (Any Course from list) 2 Fall, Year 2 10 units BIOL 048 5 KINT 032 3 Kinesiology Activity (Any Course from list) 2 Spring, Year 2 5 units KINT 033 3 Kinesiology Activity (Any Course from list) 2

Total Program Units: 60 units

22 Music, AA

The Department of Music and Dance offers a comprehensive program designed to provide a wide variety of musical experience for the student seeking to transfer to a baccalaureate program in performance or music education for a career as a musician or music teacher. The goal of the Associate of Arts in Music is to prepare students to transfer to a School of Music or conservatory to pursue a BA or BM in Music. Courses required in Associate of Arts in Music lay a foundation for success in upper division music coursework.

Students who complete the Associate of Arts in Music will be able to:

• Demonstrate proficiency on voice or instrument in final jury, incorporating accurate performance practice based on historical eras and diverse musical styles; • Perform standard solo and ensemble repertoire appropriate to the performance area; • Demonstrate the ability to hear, identify and work conceptually with the elements of music, through sight- reading and musical analysis in placement exams; • Critique musical performances with an awareness of vocabulary, musical style, performance practice, and interpretation suitable for transfer to a school of music; • Create derivative or original music in extemporaneous and/or written form; • Develop and demonstrate informed artistic choices in performance.

Careers in music include:

• Music Teacher (Vocal, Instrumental, General Music) • Community School • Parks & Rec Program • Public/Private K-12 School • College or University • Private Music Teacher • Band, Orchestral, Choral Music Director • K-12 school ensemble director • College, Conservatory & University ensemble director • Community ensemble director • Church or Synagogue Music Director • Cantor (Church, Synagogue) • Church Organist • Conductor (Vocal or Instrumental) • Educational Settings (K-12, College, University) • Church & Community Settings • Community Choirs • Music Director (Musical Theater) • K-12 school musical theater director • College, Conservatory & University musical theater director • Community musical theater director • Collaborative Pianist (Accompanist) • Composer or Arranger • Film, TV, Gaming, Commercial jingles • Songwriter

23 • Lyricist • Symphony Orchestra musician • Ballet: orchestra musician, conductor • Concertmaster (Orchestra) • Section Leader (Orchestra) • Section Member (Orchestra) • Orchestra Manager • Musical Theater Singer • Broadway, Off-Broadway, Touring Shows • National, Regional, Local • Concerts and Recitals: performer, producer • Floor Shows (Hotels, casinos, clubs) • Band Member (Vocalist) • Opera Singer • Productions, Concerts and Recitals • National, Regional, Local • Music Librarian • Music Therapist • Sound Designer • Sound Technician • Recording Artist • Studio Musician • Music Publisher • Music Copyist • Music Licensing Consultant • Music Producer • Radio Music Director • Music Store Manager • Music Instrument Sales Representative • Music Instrument Repair and Restoration Specialist • Music Instrument Builder/Designer • Piano Tuner/Technician

Music majors should meet with a full-time faculty member for advising and planning for timely completion of the AA degree in Music.

NOTES:

1. Music majors with prior piano experience may meet the Piano Proficiency requirement (MUSC 031A/B) via credit by examination. Music majors with no prior piano experience should enroll in Beginning Piano (MUSC 030A/B) using elective units, to remediate prior to enrolling in Intermediate Piano (MUSC 31A/B). 2. Music majors deficient in knowledge of scales, key signatures, intervals and chords are advised to take Fundamentals of Music (MUSC 005) to remediate prior to enrolling in Theory Level 1 (MUSC 003A). 3. Audition is required for admission to large ensembles (MUSC 42, 48, 49), and the Applied Music program (MUSC 039A-G). Admission is based on the skill level and likelihood the student will be able to meet transfer audition requirements two years hence. 4. This is a high-unit program due to multiple, sequential subject matter courses beginning in the first semester in accordance with NASM standards. It will require the student

24 to take classes during Winter and/or Summer intersessions in order to complete the program including all transfer GE requirements in two years.

Submission Rationale

• Change Program Sequence • Change to Cover Info • Change to Program Narrative • Change courses or rules

Effective Fall 2019

This revision is necessary to adjust the program requirements subsequent to a unit change in the recent revision of MUSC 039A-G, as well as revisions to a significant number of listed courses including course title and number changes. The units for core requirements has decreased while those available for music electives has increased.

Core Requirements: Theory, Musicianship, History, Piano, Digital Notation. Credit by examination available 22 units for MUSC 031A and/or MUSC 031B to those students possessing prior piano experience. MUSC 003A - Music Theory Level 1 3 MUSC 003B - Music Theory Level 2 3 MUSC 004A - Music Theory Level 3 4 MUSC 004B - Music Theory Level 4 4 MUSC 020A - Musicianship Level 1 1 MUSC 020B - Musicianship Level 2 1 MUSC 031A - Intermediate Piano Level 3 1 MUSC 031B - Intermediate Piano Level 4 1 MUSC 066 - Digital Audio and Notation 1 MUSC 001 - Music History: Medieval, Renaissance and Baroque Periods 3

Core Requirements: Large Ensemble. Complete four semesters of the same course appropriate to major 4 units instrument of study, as determined by music faculty. MUSC 042 - Concert Choir 1 MUSC 049 - Symphonic Band 1 MUSC 048 - Symphony Orchestra 1

Core Requirements: Applied Music. Complete four semesters in the appropriate course based on major 4 units instrument of study. Changing instrument and/or course will delay completion of this requirement.

25 MUSC 039A - Applied Music: Brass 1 MUSC 039B - Applied Music: Woodwind 1 MUSC 039C - Applied Music: Strings 1 MUSC 039D - Applied Music: Percussion 1 MUSC 039E - Applied Music: Piano 1 MUSC 039F - Applied Music: Guitar 1 MUSC 039G - Applied Music: Voice 1

Electives: Complete seven units from the following 7 units courses MUSC 002 - Music History: Classical, Romantic and Contemporary Periods 3 MUSC 005 - Fundamentals of Music 3 MUSC 006 - Introduction to Music Education 2 MUSC 007 - Film Music Appreciation 3 MUSC 009 - Jazz Music History 3 MUSC 026 - Techniques of Jazz-Rock Guitar 2 MUSC 027 - Introduction to Jazz Piano 2 MUSC 030A - Beginning Piano, Level 1 1 MUSC 030B - Beginning Piano, Level 2 1 MUSC 032A - Beginning Voice, Level 1 1 MUSC 032B - Beginning Voice, Level 2 1 MUSC 033A - Intermediate Voice, Level 3 1 MUSC 033B - Intermediate Voice, Level 4 1 MUSC 035A - Diction for Singers: Italian, English & Latin 1 MUSC 035B - Diction for Singers: German, French & Spanish 1 MUSC 036A - Beginning Guitar-Level 1 1 MUSC 036B - Beginning/Intermediate Guitar-Level 2 1 MUSC 036C - Intermediate Guitar-Level 3 1 MUSC 036D - Intermediate/Advanced Guitar-Level 4 1 MUSC 039H - Applied Music: Composition 1 MUSC 040 - Chamber Singers 2 MUSC 042 - Concert Choir 1 MUSC 043A - Techniques of Jazz Improvisation 2 MUSC 043B - Techniques of Jazz Improvisation 2 2 MUSC 044A - Musical Theater & Opera Scenes: Comic Opera 2 MUSC 044B - Musical Theater & Opera Scenes: Verismo Opera 2 MUSC 044C - Musical Theater & Opera Scenes: Mid-20th Century Musicals 2

26 MUSC 044D - Musical Theater & Opera Scenes: Modern Musicals 2 MUSC 048 - Symphony Orchestra 1 MUSC 049 - Symphonic Band 1 MUSC 051 - Jazz Band 2 MUSC 052A - Ensemble Performance in Jazz and Popular Music 2 MUSC 054 - History of Rock and Roll Music 3 MUSC 055 - World Music 3 MUSC 056 - Percussion Ensemble 1 MUSC 057 - History and Culture of Hip-Hop 3 MUSC 061 - Jazz Singers 2 MUSC 062A - Solo Performance in Jazz and Popular Music 1 MUSC 063A - Introduction To Music Production 3 MUSC 063B - Commercial Music Production 3 MUSC 064 - Sound Design 3 MUSC 065A - Recording Arts I 3 MUSC 065B - Recording Arts II 3 MUSC 065C - Recording Arts III 3 MUSC 067A - Creating Music for Film, TV, and Gaming: Foundations 3 MUSC 067B - Creating Music for Film, TV and Gaming: Techniques 3 MUSC 068 - Cinematic Orchestration for Film, TV and Gaming 3 MUSC 069B - Songwriting, Level 2 3 MUSC 070 - Music Business 3

Total Major Units 37 units

Recommended Sequence:

Fall, Year 1 7 units MUSC 003A 3 MUSC 020A 1 Applied Music (Any Course) 1 Large Ensemble (Any Course) 1 Music Electives (Any Course) 1

27 Spring, Year 1 8 units MUSC 003B 3 MUSC 020B 1 MUSC 066 1 Applied Music (Any Course) 1 Large Ensemble (Any Course) 1 Music Electives (Any Course) 1 Summer, Year 1 3 units MUSC 001 3 Fall, Year 2 10 units MUSC 004A 4 MUSC 031A 1 Applied Music (Any Course) 1 Large Ensemble (Any Course) 1 Music Electives (Any Course) 3 Spring, Year 2 9 units MUSC 004B 4 MUSC 031B 1 Applied Music (Any 1 Course) Large Ensemble (Any 1 Course) Music Electives (Any Course) 2

Total Program Units: 68-70 units

28 Philosophy, AA

The Associate of Arts degree in Philosophy provides students with the opportunity to develop skills to think logically, critically, and philosophically and apply these skills to everyday life. In developing these abilities, students will be introduced to a wide range of philosophical topics found in the history of ideas. After earning this degree, students will have the abilities necessary to perform in-depth critical analysis and theorizing, which are desired skills in the workforce and in academia.

Upon completion of the Associate of Arts degree in Philosophy, a student will be able to do the following:

• Demonstrate clarity and rigor of thought and expression. • Evaluate reasoning in order to develop precise and persuasive arguments and to resist faulty arguments • Apply philosophy's analytical approach to people's most basic assumptions about the world and human condition. • Analyze the vitality and relevance of classical philosophical debates to contemporary life. • Identify and describe characteristics of diverse multicultural traditions.

Submission Rationale

• Change Program Sequence • Change to Program Narrative • Change to Cover Info • Change courses or rules

Effective: Fall, 2019

This is a required revision to meet Title 5 standards. Changes include updates to the program description, program sequence, program narrative, and units for completion.

Required Core Courses: 21 units PHIL 001 - Introduction to Philosophy 3 PHIL 002 - Introduction to Logic 3 PHIL 004 - Comparative Religions OR PHIL 021 - World Philosophers on Death and the Good Life 3 PHIL 005 - Introduction to Social and Political Philosophy 3

PHIL 022 - Philosophy of Religion 3 ENGL 001A - English Composition 3 PHIL 003 - Introduction to Ethics OR PHIL 017 - Logic & Critical Reasoning 3

Total Major Units 21 units

29 Recommended Sequence:

Fall, Year 1 9 units ENGL 001A 3 PHIL 001 3 PHIL 002 3 Spring, Year 1 6 units PHIL 003 or 17 3 PHIL 005 3 Fall, Year 2 6 units PHIL 004 or 21 3 PHIL 022 3

Total Program Units: 60 units

30 Pilates Instructor, CERT

The Pilates Instructor Certificate of Achievement requires the successful completion of 13 units and an exploration into the field of kinesiology. This program provides Career Technical Education (CTE) opportunities in teaching the Pilates method of exercise. Students are presented the skills for training clients in a group setting or one-on-one. Students are introduced to the historical origins of Pilates, contemporary styles of Pilates, and Pilates for special populations. The comprehensive program includes instruction in the mat exercise series along with training on the reformer, cadillac, arcs, barrels, and chairs. Additional topics include fitness assessment, postural analysis, exercise technique, program design, nutrition, behavioral coaching, and client relations.

Upon completion of the program, students are prepared to instruct Pilates classes, perform a postural analysis, assess fitness levels, determine readiness for physical exercise, design safe and effective Pilates exercise programs, monitor progress, and adjust training protocols to meet client goals. Employment opportunities include working at a commercial health club, a Pilates studio, or as an entrepreneurial business owner or manager. Students are prepared to take the Pilates Method Alliance national exam.

Upon successful completion of the program, students are prepared to:

• Design and instruct Pilates exercise routines for healthy, aging, and special populations. • Instruct clients on the Reformer, Cadillac, Chair, and barrels.

Upon successful completion of the Pilates Instructor Certificate of Achievement, students are prepared for employment in the fitness industry as a Pilates instructor.

Submission Rationale

• Change Program Sequence • Change to Cover Info • Change courses or rules

Effective: Fall, 2019

This program is being revised to meet Title 5 recency mandates. Updates have been made to the course rules, program sequence, and description. A new course was also added to the program. Program units have been decreased from 21 to 13.

Required Core Courses: 10 units KINS 11.06 - Pilates Reformer and Mat Instructor Training 3 HTCH 004 - Structure and Function of the Human Body 3 KINS 11.07 - Pilates Cadillac, Chair and Barrels Instructor Training 2 KINS 11.10 - Advanced Pilates Mat Workout with Reformer, Cadillac, and Chair 1 KINS 11.09 - Intermediate Pilates Mat Workout 1 Required Elective: 3 Units NUTR 015 - Human Nutrition 3

31 KINT 042 - Principles of Strength Training and Conditioning 3 BUSN 054 - Small Business Start Up and Management 3 BUSN015 - The Entrepreneurial Mindset 3 NUTR 022 - Sports Nutrition 3 KINT 070 - Principles of Exercise Prescription and Program Design 3 KINT 030 - Introduction to Kinesiology 3

Total Certificate Units 13 units

Recommended Sequence:

Summer, Year 1 4 units KINS 11.06 3 KINS 11.09 1 Fall, Year 1 4 units HTCH 004 3 KINS 11.10 1 Spring, Year 1 5 units KINS 11.07 2 NUTR 015 3

Total Certificate Units: 13 units

32 ITEM 5.2 MAY 21, 2019 ACTION ITEM CONSENT AGENDA

PREPARED BY: LINPING YU, THAIS WINSOME AND LEANDRA MARTIN REVIEWED BY: DANIEL PECK

APPROVED BY: PATRICK SCHMITT

SUBJECT: CONSIDER APPROVAL OF CURRICULUM CHANGES AT MISSION COLLEGE

CHANCELLOR'S RECOMMENDATION: That the Board of Trustees approve the curriculum changes at Mission College as presented.

Funding Source/Fiscal Impact The General Fund is the major source for the cost of instruction, which pertains to the offering of approved courses. These costs are offset, to varying degrees, by apportionment received for credit-based instruction and other associated fees.

Reference(s) Curriculum development and approval is an ongoing activity overseen by the Academic Senate, and its subordinate Curriculum Committee, and the Office of Instruction as per District Policy 4020. It is integrated into the Mission College Program Review process. It is emphasized in many sections of Standard II of the Accreditation Standards of the Accrediting Commission for Community and Junior Colleges. Likewise, it is regulated through Title 5 and WVMCCD District Policy 4020.

Background/Alternatives As per District policy, the curriculum changes to programs and courses described herein have been considered and approved by the Curriculum Committee and the Articulation Officer. Each of the curriculum changes and the foregoing approvals has been further reviewed by the Chief Instructional Officer, the College President, and the District Chancellor. The Office of Instruction further certifies that the programs and courses described herein satisfy all applicable requirements of Title 5 and have also been submitted to the Associated Students Government of Mission College. Degrees

33 developed in compliance with State-approved Transfer Model Curricula (TMC) pursuant to SB-1440 (Padilla, 2010) have already been approved by the District Chancellor acting as designee for the Board of Trustees, and are being presented here as information items.

Coordination Offerings have been coordinated between Mission College and West Valley College through a process of consultation.

Follow-up/Outcomes Following Board approval of the curriculum changes, updates to catalogs and class schedules will be made, and campus marketing communications will reflect the changes, as appropriate. Courses which are archived will be removed from the College catalog; courses which are deleted will be removed both from the College catalog and from the state Curriculum Inventory.

34 Curriculum Summary

New Course - Credit SJS 001 SJS 002 SJS 003

Credit Course Revision CAP 033B ENG 001C ESL 930LC CAP 046D ENG 005A ESL 940LC CHI 001 ENG 005B SOC 016 CHI 002 ENG 007A ENG 001B ENG 007B

Non-credit Course Revision NCE 910B NCE 920B NCE 920A NCE 924

Administrative Change None

Prerequisites CHI 002 ENG 001C ENG 001B SOC 016

Distance Education CAP 033B ENG 001B SJS 001 CAP 046D ENG 001C SJS 002 CHI 001 ESL 930LC SJS 003 CHI 002 ESL 940LC

Credit Course Deletion None

New Program - Credit Social Justice Studies – AA-T

New Program - NonCredit

Program Revision Noncredit – Beginning ESL Certificate of Competency

NEW COURSES (Content review completed)

All courses without a 900 number designation have advisories of eligibility for ENGL 001A and READ 053.

SOCIAL JUSTICE STUDIES

SJS 001 – Social Justice 3.00 Unit(s) Grade Options: Pass/No Pass Option

Interdisciplinary study of social justice. The course will cover philosophical and historical foundations of the social justice concept and movement and examine the socio-economic, cultural and political conditions of key social groups. The lens will be centered on but not limited to the experiences of the United States.

Rationale for SJS 001 – Social Justice – 3.00 Unit(s) This course is an introduction to the new Social Justice program and a gateway course to all other courses in that program. This program offers a new interdisciplinary approach to the important and timely topic of social justice.

SJS 002 – Introduction to Gender Studies 3.00 Unit(s) Grade Options: Pass/No Pass Option

In this course, students will learn how sex and gender are shaped by biological and environmental factors, and what research shows about sex differences. Further, students will examine gender from feminist perspectives. This course will examine how gender is constructed in various institutions such as the family, mass media, education, and the economy. In this course students will be given a basic understanding of the gender and feminism and will be introduced to relevant theories of gender, the intersectionality of gender, race and class, as well as how gender shapes an individual’s experience of the world in realms such as communication, sexuality, relationships, work, health and violence.

Rationale for SJS 002 – Introduction to Gender Studies – 3.00 Unit(s) This course is one of the core courses for the Social Justice Studies AA-T degree.

SJS 003 – Introduction to LGBTQ Studies 3.00 Unit(s) Grade Options: Pass/No Pass Option

This introductory course introduces students to a broad range of historical and contemporary gay, lesbian, bisexual, transgender, and queer issues addressed through sociological, political, racial, and sexual context.

Rationale for SJS 003 – Introduction to LGBTQ Studies – 3.00 Unit(s) This course will be a requirement for the AS-T Social Justice Studies degree. This course satisfies lower division transfer requirements for degrees in Social Justice Studies, Women’s and Gender Studies within the University of California and the California State University system. We anticipate offering one section each semester.

CREDIT COURSE REVISION

COMPUTER APPLICATIONS

CAP 033B – Word Processing – Course 2 3.00 Unit(s) Grade Options: Pass/No Pass Option

Students develop an in-depth knowledge of Word in order to prepare documents. This course includes text-editing, formatting, storage, retrieval, macros, mail-merge, document filing and management, printing, and special features of the program. Advanced software capabilities are covered including review features, themes, sorting, lists, etc.

Rationale for CAP 033B – Word Processing – Course 2 – 3.00 unit(s) The department made revisions to the textbook, distance education, methods of evaluation, faculty requirements, time commitment for students, outcomes, and methods of instruction.

CAP 046D – Introduction to Microsoft PowerPoint 1.00 Unit(s) Grade Options: Pass/No Pass Option

The software program PowerPoint is taught in this course. Students learn the basic techniques for creation of a presentation such as transitions, animation and formatting of slides.

Rationale for CAP 046D – Introduction to Microsoft PowerPoint – 1.00 unit(s) The department made revisions to the textbook, distance education, methods of evaluation, faculty requirements, time commitment for students, outcomes, SLOs, and methods of instruction.

FOREIGN LANGUAGES

CHI 001 – First Semester Chinese 5.00 Unit(s) Grade Options: Pass/No Pass Option

This course is an introduction to the basic oral and written structures of the Mandarin Chinese language. Emphasis is placed on communication and relevancy. Reading and writing is introduced and practiced. Aspects of the Chinese culture in China and Chinese-speaking countries are presented and discussed.

Rationale for CHI 001 – First Semester Chinese – 5.00 unit(s) The Foreign Language Department is adding a fully online option to Chinese 1. Currently, the class is offered in hybrid form.

CHI 002 – Second Semester Chinese 5.00 Unit(s) Grade Options: Pass/No Pass Option Prerequisites: CHI 001

Chinese 002 is a continuation of Chinese 001 and is an elementary level course.

Rationale for CHI 002 – Second Semester Chinese – 5.00 unit(s) The Department of Foreign Language is converting the current Chinese 2 hybrid courses to fully online.

ENGLISH

ENG 001B – English Composition and Literature 3.00 Unit(s) Grade Options: Grade Only Prerequisites: ENG 001A or ENG 001AX

This course continues emphasis on English composition skills with an introduction to techniques of reading and writing about literature and acquiring skills in analysis and interpretation.

Rationale for ENG 001B – English Composition and Literature – 3.00 Unit(s) The English Department added the option of English 001AX to prerequisites.

ENG 001C – Clear Thinking in Writing 3.00 Unit(s) Grade Options: Grade Only Prerequisites: ENG 001A or ENG 001AX

This course continues an emphasis on English composition skills and enhancing critical thinking, particularly in the reading and writing of arguments. Course content includes analytical reading skills and methods of analysis, principles of logic, techniques of reasoning and style, and research skills. This course may be offered via distance learning.

Rationale for ENG 001C – Clear Thinking in Writing – 3.00 Unit(s) Updated course description, updated course textbooks, added ENG 1AX as a prerequisite option, and added DE.

ENG 005A – English Literature through the 18th Century

39 3.00 Unit(s) Grade Options: Pass/No Pass Option

This course is a survey of English literature that begins with Anglo-Saxon writings and the epic “Beowulf” and extends through the works of the eighteenth century ending with the writings of Samuel Johnson.

Rationale for ENG 005A – English Literature through the 18th Century – 3.00 Unit(s) This course was revised to update textbooks, prerequisites, and SLOs.

ENG 005B – English Literature from the 19th Century to Present 3.00 Unit(s) Grade Options: Pass/No Pass Option

This course is a chronological survey of the second half of English literature, beginning with the Romantic Period of the nineteenth century and continuing to the present.

Rationale for ENG 005B – English Literature from the 19th Century to Present – 3.00 Unit(s) This course was revised to update textbooks, prerequisites, and SLOs.

ENG 007A – American Literature to 1865 3.00 Unit(s) Grade Options: Pass/No Pass Option

This course covers major American writers and literary traditions through 1865. It begins with Native American works and ends with the work of Walt Whitman.

Rationale for ENG 007A – American Literature to 1865 – 3.00 Unit(s) The English Department has revised SLOs, updated textbooks, revised prerequisites, and revised wording in the course description.

ENG 007B – American Literature 1865 to Present 3.00 Unit(s) Grade Options: Pass/No Pass Option

40 This course covers major American writers and literary traditions from 1865 to the present.

Rationale for ENG 007B – American Literature 1865 to Present – 3.00 Unit(s) The English Department has revised prerequisites, updated textbooks, changed SLOs, and revised the course description.

ENGLISH AS A SECOND LANGUAGE

ESL 930LC – High Beginning Language and Culture 3.00 Unit(s) Grade Options: Pass/No Pass Option

This is the first of a two course sequence designed to help the high-beginning student develop strategies for communicating in the English language. Although some strategies for speaking are included, the emphasis is on developing skills in listening, reading, vocabulary and writing. Topics of American culture are covered.

Rationale for ESL 930LC – High Beginning Language and Culture – 3.00 Unit(s) This course has been revised to update course content and online textbooks. The title of the course has been changed from "Listening and Culture" to "Language and Culture" to reflect the emphasis on integrated skills.

ESL 940LC – Low Intermediate Language and Culture 3.00 Unit(s) Grade Options: Pass/No Pass Option

This is the second semester of a one-year course. It is designed to help the low- intermediate student develop and strengthen strategies for communicating in the English language. Although strategies for speaking are covered, the emphasis is on developing skills in listening, writing, and reading. Topics of American culture are covered.

Rationale for ESL 940LC – Low Intermediate Language and Culture – 3.00 Unit(s)

41 This course has been revised to update course content and online textbooks. The title of the course has been changed from “Listening and Culture” to “Language and Culture” to reflect the emphasis on integrated skills.

SOCIOLOGY

SOC 016 – Introduction to Statistics in Social and Behavioral Sciences 3.00 Unit(s) Grade Options: Pass/No Pass Option Prerequisites: PSY 001 or Prerequisites: SOC 001 and MAT 000C or Prerequisites: Appropriate placement by Multiple Measures or MAT 000C or MAT 000CM/00CMX.

For students majoring in psychology, sociology, and other behavioral sciences. Introduces students to the basic statistical techniques and design methodologies used in behavioral sciences. Topics include descriptive statistics; probability and sampling distributions; statistical inference and power; linear correlation and regression; chi- square; t-tests, and ANOVA. An emphasis will be placed on the interpretation and relevance of statistical findings and the application of statistical concepts to real-world problems in the behavioral and social sciences.

Rationale for SOC 016 – Introduction to Statistics in Social and Behavioral Sciences – 3.00 Unit(s) This course was revised to align with new standards to our AA-T degrees in Administration of Justice, Psychology, and Sociology. The revision includes changes to the course description, course outline and prerequisites.

NON-CREDIT COURSE REVISION

NONCREDIT ENGLISH AS A SECOND LANGUAGE

NCE 910B – Foundations in ESL II Total Hours of Instruction: 64

42 Grade Options: Pass/No Pass, Satisfactory Progress

This course is a continuation of NCE 910A. This course continues to develop very low beginning students’ skills in basic reading, writing, listening, speaking, and grammar. In 910B, students further develop the grammar of present tense and begin to learn present continuous and simple past.

Rationale for NCE 910B – Foundations in ESL II This course was revised to remove a co-requisite laboratory course, add a satisfactory progress grade option, and update textbooks.

NCE 920A – Beginning ESL I Total Hours of Instruction: 64 Grade Options: Pass/No Pass, Satisfactory Progress

This noncredit course provides basic functional practice in reading, writing, listening, speaking, and grammar for beginning ESL students.

Rationale for NCE 920A – Beginning ESL I This course was revised to remove a co-requisite laboratory course, add a satisfactory progress grade option, and update textbooks.

NCE 920B – Beginning ESL II Total Hours of Instruction: 64 Grade Options: Pass/No Pass, Satisfactory Progress

This course is a continuation of NCE 920A. It builds on the topics learned in 920A, but also introduces more complex structures and provides more practice in reading, writing, listening, speaking, and grammar for beginning ESL students. It also provides preparation for placement in Level 930 ESL classes.

Rationale for NCE 920B – Beginning ESL II This course was revised to remove a co-requisite laboratory course, add a satisfactory progress grade option, and update textbooks.

43 NCE 924 – Beginning ESL College Skills Total Hours of Instruction: 32 Grade Options: Pass/No Pass, Satisfactory Progress

This course is designed for beginning level ESL students who wish to improve their academic preparation and study skills for greater success in ESL courses.

Rationale for NCE 924 – Beginning ESL College Skills This course was revised to change the title and course number, add a satisfactory progress grade option, update content, and update textbooks. The new title and course number reflect an alignment with the new NCE 930 level academic skills course “NCE 934 Bridge to ESL College Success”.

NEW PROGRAMS - CREDIT

Associate of Arts (A.A.) Degree for Transfer in Social Justice Studies – 60.0 Unit(s)

This CSU transfer-degree program is an interdisciplinary study of social justice. The program will cover philosophical and historical foundations of the social justice concept and movement and examine the socio-economic, cultural and political conditions of key social groups.

Program Learning Outcome: • Assess the relationship of economic systems, such as capitalism and socialism, and public policy to social justice. • Explain concepts and theories of race, ethnicity, gender, sexuality, and disability and how they are socially and politically constituted and institutionalized. • Identify the interplay of race, ethnicity, class, and sexuality affecting gender relations and inequality.

Transfer Opportunities: Ethnic Studies, Labor Studies, Gender Studies, Sociology, and Women's Studies are among the many CSU majors available to students who complete this program.

Program Requirements:

Courses Required Credits Core Course: 3 courses, 9 minimum Unites 9.0 SJS 001 - Social Justice 3.0 SJS 002 - Introduction to Gender Studies 3.0 OR SJS 003 - Introduction to LGBTQ Studies 3.0 OR SOC 021 - Minorities in the United States 3.0

List A: Support Courses. Select three (3) courses from at least 9.0 – 11.0 TWO (2) of the following areas (Area 1, Area 2, Area 3, Area 4). Only 1 course from Area 4 may be used

Area 1 History of Government HIS 033 - Women’s Issues Past and Present 3.0 OR HIS 033H – Women’s Issues Past and Present – Honors 3.0 OR POL 006 - Politics of Race, Class and Gender 3.0

Area 2 Arts and Humanities HUM 016A - Hispanic Roots & Culture 3.0 OR HUM 018 - African-American Culture and Humanities 3.0 OR HUM 018H - African-American Culture and Humanities – Honors 3.0 OR HUM 020 - Asian Roots and Culture 3.0 OR HUM 022 - Introduction to Islam 3.0 OR HUM 024 - The Asian-American Experience 3.0

Area 3 Social Science ECN 001A - Principles of Macroeconomics 4.0 OR ECN 001B - Principles of Microeconomics 4.0 OR POL 001 - American Government 3.0

45 OR POL 001H - American Government - Honors 3.0 OR PSY 001 - General Psychology 3.0 OR PSY 001H - General Psychology – Honors 3.0 OR PSY 045 - Introduction to Human Sexuality 3.0 OR SOC 001 - Introduction to Sociology 3.0 OR SOC 001H - Introduction to Sociology – Honors 3.0 OR SOC 045 - Human Sexuality 3.0

Quantitative Reasoning and Research methods. Only 1 class may be used.

MAT 010 - Elementary Statistics 4.0 OR MAT 010H - Elementary Statistics – Honors 4.0 OR POL 005 - Political Science Research Methodology 3.0 OR PSY 015 - Introduction to Research Methods 3.0 OR PSY 015H - Introduction to Research Methods – Honors 3.0 OR SOC 016 - Introduction to Statistics in Social And Behavioral Sciences 3.0

Total Units for the Major 18 - 20 Total Units for the Degree 60 Rationale: This CSU Transfer-Degree program will serve the needs of students seeking careers in social and behavioral sciences who wish to focus their studies on issues of race, gender and equity.

PROGRAM REVISION - NONCREDIT

46 Certificate of Competency in Beginning ESL

The program in Beginning ESL equips students with the basic English language skills they need in order to reach personal goals, improve employability, or enter into ESL courses at the high beginning level. This includes listening, speaking, pronunciation, reading, grammar, writing skills, and study skills, as well as the computer skills needed to access and succeed in using 21st century course materials.

Program Learning Outcome:

Students will demonstrate the reading, vocabulary, grammar, writing, listening, pronunciation, and speaking skills necessary to succeed in the high-beginning level ESL courses.

Career/Transfer Opportunities:

A familiarity with spoken and written English at the beginning level is required in order to improve employability or to succeed in ESL courses at the high beginning level.

Program Requirements:

Courses Required Hours

Required Core NCE 920A – Beginning ESL 1 64 AND NCE 920B – Beginning ESL 2 64 AND NCE 925 – Preparation for Academic ESL 64

Elective Courses NCE 920GW – Beginning Grammar and Writing 54 OR NCE 920PL – Beginning Pronunciation and Listening 54

Total Hours 246

Rationale:

47 This program was revised to align with the new noncredit ESL 930 level program. There will now be three noncredit ESL programs: Low-Beginning, Beginning, and High- Beginning. Two elective courses in grammar and pronunciation were added to this beginning level certificate in order to help students improve specific skills they find personally challenging.

48 ITEM 6.1 MAY 21, 2019 ACTION ITEM CONSENT AGENDA

PREPARED BY: SEAN MCGOWAN

REVIEWED BY: ALBERT M. MOORE

APPROVED BY: PATRICK SCHMITT

SUBJECT: PERSONNEL TRANSACTIONS TO BE ACTED UPON BY THE BOARD OF TRUSTEES

CHANCELLOR'S RECOMMENDATION: That the Board of Trustees approve the listed items.

I. Appointment(s)

Academic

a. Dina Aburous, Instructor, Accounting, Mission College, 100% of full time, 10 months per year; effective January 24, 2020. Position ID# MF0128. Fund 110- General Fund.

b. Javier Huerta, Instructor, English (Puente), Mission College, 100% of full time, 10 months per year; effective August 23, 2019. Position ID# MF0098. Fund 110- General Fund.

c. Rachel Anderson, Instructor, Biology, West Valley College, 100% of full time, 10 months per year; effective August 23, 2019. Position ID# WF0109. Fund 110- General Fund.

Classified

d. Andrea Washington, Administrative Assistant, WVMCEA Office, Technical & Business Unit, Range 63 ($5,341.58-$7,037.25), Division of Student Equity & Success, West Valley College, 80% of full time, 12 months per year; effective May 28, 2019. Position ID# WC1092. Fund 133-State Categorical Programs Fund.

49 ITEM 7.1 MAY 21, 2019 ACTION ITEM CONSENT AGENDA

PREPARED BY: JAVIER CASTRUITA

REVIEWED BY: ED MADULI

APPROVED BY: PATRICK SCHMITT

SUBJECT: APPROVAL OF BID #CA09-1819, WEST VALLEY COLLEGE SECURITY LOCKDOWN UPGRADE

CHANCELLOR'S RECOMMENDATION: That the Board of Trustees approve the lowest responsive and responsible bid received from FE Controls Corporation in the amount of $284,000 and reject all other bids. The award of the contract is based on the Base Bid plus allowances as follows:

Contractor Base Bid Allowance Total Award Amount FE Controls Co $264,000 $20,000 $284,000

Funding Source/Fiscal Impact The funding for this project comes from Land Corporation.

Reference(s) This item is associated with the implementation of the WVC Facilities Master Plan and the WVMCCD 5-Year Construction Plan.

Background/Alternatives A Notice to Bidders was advertised and bids were solicited on the District’s PlanetBid System. One bid was received on April 19, 2019, at 11:00 AM. Although only one bid was submitted, District staff is recommending award of this bid because the bid is below the construction budget.

Coordination This project includes the work of the Executive Director of Facilities Maintenance, Operations, and Construction; the Director of Facilities; West Valley College Administration; and the Executive Director of General Services.

Follow-up/Outcome Upon Board approval, a contract will be issued to FE Controls Corporation in the amount of $284,000 for adding emergency door lockdown devices to five buildings at West Valley College.

50 ITEM 7.2 MAY 21, 2019 ACTION ITEM CONSENT AGENDA

PREPARED BY: JAVIER CASTRUITA

REVIEWED BY: ED MADULI

APPROVED BY: PATRICK SCHMITT

SUBJECT: APPROVAL OF RFP #05-1819 FOR CONSTRUCTION MANAGEMENT SOFTWARE FOR THE MEASURE W BOND PROGRAM

CHANCELLOR'S RECOMMENDATION: That the Board of Trustees approve the five-year agreement with Bentley Systems Incorporated for construction management software in the amount of $285,200.

Funding Source/Fiscal Impact This item will be funded by the Measure W bond program.

Reference(s) This item is associated with the implementation of the WVC and MC Facilities Master Plans, the WVMCCD 5-Year Construction Plan, and the Measure W bond program.

Background/Alternatives A Notice to Bidders was advertised on March 15, 2019, and March 22, 2019, calling for Request for Proposals (RFP) to provide a construction management software system for the Measure W bond program. Three RFP’s were received through the PlanetBid system on April 17, 2019 at 11:00 AM. A committee of staff from the Facilities and General Services departments interviewed two of the Construction Management Software (CMS) companies and selected the Bentley Systems Incorporated CMS system.

The Bentley construction management software system is a WEB-based program that integrates financial management, construction document control, and project scheduling in one construction management software system. This will allow the District’s Facilities Department to manage the Measure W bond program in an efficient and effective manner. The initial agreement will be for five years in the amount of $285,200 with an option to renew for five additional years.

Coordination The Executive Director of General Services and the Executive Director of Facilities Maintenance, Operations and Construction, reviewed and worked on this agreement.

Follow-up/Outcome Upon Board approval, an agreement will be executed with Bentley Systems Incorporated in the amount of $285,200.

51 ITEM 5.3 MAY 21, 2019 ACTION ITEM

PREPARED BY: CHANTAL NAUGLE

REVIEWED BY: BRADLEY DAVIS

APPROVED BY: PATRICK SCHMITT

SUBJECT: INCREASE OF OPTIONAL STUDENT ACTIVITIES FEE AT WEST VALLEY COLLEGE

CHANCELLOR’S RECOMMENDATION: That the Board of Trustees approve the name change of the Associated Student Government Fee to Student Activities Fee and increase the optional fee from $4 per semester to $14 per semester beginning of Fall 2019.

Funding Source/Fiscal Impact Currently, students are charged a voluntary Associated Student Government (ASG) fee of $4 for each Fall and Spring semester. Students pay this fee when registering for classes, and any student may opt out of paying the fee through the Financial Aid office. The ASG fee directly funds the Associated Students of West Valley College (ASWVC) to provide funding for a wide range of clubs, services, programs, and events on campus.

The amount generated for ASWVC each semester is based on student enrollment, which is typically higher in the Fall semester. In Fall 2018, ASWVC received $30,056 from the fee, and at the beginning of Spring 2019, ASWVC received $18,744 from the fee. For the 2018-2019 academic year, ASWVC funds have been used for sending student representatives to leadership conferences, creating events on campus such as Spring Fling and the South Bay Community Colleges Assembly, expanding the Books for Food program, and for providing assets for active student clubs. Given the College’s declining enrollment, coupled with the rising costs of goods and services, ASWVC no longer accrues sufficient revenue to produce adequate student activities.

The proposed increase of the student fee will generate $112,000 in Fall of 2019 and $84,000 in Spring of 2020. The name change of the fee would not create a fiscal impact. The additional revenue would support the maintenance and expansion of student life on campus. More specifically, the allocation of funds would increase student activities and programs, increase

52 the number of student clubs, create and maintain campus-wide traditions, and produce new student leadership opportunities. A portion of the funds will be used for funding the Campus Activities Board, a small body of students that host major events on campus and manage the Info Desk, which is currently only partially funded.

Reference(s) Per Chapter 4.3 and 4.5 of the Student Fee Handbook created by the Chancellor’s Office of California Community Colleges, a student body organization may charge an optional student activities fee under the authority of the California Education Code 70902 subdivision (a).

Background/Alternatives California Community Colleges have a long history of implementing student activities fees. At West Valley College, the ASG fee has remained unchanged for over thirty years, since 1988, when it was reduced from $7 to $4. West Valley College’s student fee is the lowest in the Bay Area. This limits student engagement.

Name of College Student Activities Fee Approximate Number Equivalent (semester) of Students

Cañada College 15 6,758

College of San Mateo 15 9,377

De Anza College* 15 19,606

Foothill College* 15 15,001

Skyline College 15 9,221

Cabrillo College 10 13,852

Chabot College 10 14,501

Las Positas College 10 8,835

Mission College 7 7,219

Evergreen Valley College 5 9,168

53 Ohlone College 5 10,310

San Jose City College 5 8,215

West Valley College 4 8,056

*colleges with quarter system, $10 fee per quarter

The ASWVC held an election between April 10, 2019 and April 18, 2019 open to all West Valley College students. The election’s singular purpose was to allow students the chance to vote on whether or not to support the increase in student fees. The election was held online and advertised broadly, and students were required to enter their student ID number before casting their vote. During the election, 587 unduplicated students voted, and overwhelmingly 71.4% of students supported the fee increase.

Coordination The increase in the Student Activities Fee was approved by the ASWVC Executive Board and the Board facilitated a vote at a student senate meeting. The ASWVC student senate voted unanimously in favor of the increase on April 9, 2019. West Valley’s College Council also recommended approval of the fee increase on April 25, 2019. This item was reviewed by Liebert Cassidy Whitmore, the office of Student Equity & Success, and the Office of the President

Follow-up/Outcome Upon Board approval, the optional Student Activities Fee increase to $14 will be implemented in Fall of 2019. A process will be created by the college to ensure that students may elect out of paying the optional fee.

Student Fee Handbook California Community Colleges Chancellor’s Office Effective June 1, 2012

Chapter 4

4.3. Mandatory Student Activities Fee. There is no statutory authority for charging a mandatory student activities fee. However, an optional or voluntary student activities fee is permissible. It is imperative that the optional nature of the fee be communicated to students and that students have an effective means of declining to pay the fee.

Questions have been raised regarding the legality of the “negative check-off” approach to collecting a student activities fee. Under this approach the student, when registering or enrolling, is given the option of checking a box indicating that he or she does not choose to pay a student activities fee. If the student checks the box, he or she will not be charged the fee. If the student does not check the box, the fee will be assessed. Because this negative check-off approach preserves a student's option to pay or not pay the fee, it is both legal and appropriate. The test to be applied in implementing a negative check-off approach is that a reasonable student going through the enrollment process and reading the forms must understand that he or she has the option of paying or not paying the student activities fee.

55 Questions have also been raised about the legality of a system of student activity fee collection that requires the student to obtain a signature of a district official to waive the fee. Because the student's option to pay is preserved, the method is technically legal. However, because additional tasks are required of both the student and the district to process a student's desire to reject an optional fee, this method is fraught with potential problems. To implement a sign-off system, the district should take every precaution to ensure that officials authorized to sign off the fee for students are on-site and easily accessible during the registration period. The test to be applied here is whether opting not to pay the fee is unduly burdensome. For obvious reasons, mail, online, or telephone registration processes will require even more careful assessment.

4.5. Fees Charged Through Student Body Organizations. Unless expressly authorized by statute, a student body organization cannot charge a fee that a district governing board does not have authority to levy. It should be noted, however, that student body organizations may charge students a student activity fee or sell them a student body card so long as the fee or charge is optional as discussed under 4.3, Mandatory Student Activities Fee, above.

56 ITEM 5.4 MAY 21, 2019 INFORMATION ITEM

PREPARED BY: OMAR MURILLO

REVIEWED BY: DANIEL PECK

APPROVED BY: PATRICK SCHMITT

SUBJECT: COLLEGE AND CAREER ACCESS PATHWAYS (AB288) DUAL ENROLLMENT PARTNERSHIP AGREEMENT BETWEEN MISSION COLLEGE AND SANTA CLARA UNIFIED SCHOOL DISTRICT

CHANCELLOR’S RECOMMENDATION: It is recommended that the Board of Trustees receive, review and present the College and Career Access Pathways (CCAP) Dual Enrollment Partnership Agreement with Santa Clara Unified School District (SCUSD) as required by Ed Code (EC § 76004(b)) before approving it at a subsequent Board meeting.

Funding Source/Fiscal Impact If approved, Mission College will offer community college pathway courses exclusively to SCUSD students at Mission College or the Santa Clara Unified School District campuses. West Valley Mission Community College District (WVMCCD) will claim apportionment for enrolled students under this CCAP Agreement. These classes will be in addition to course sections offered on the Mission campus and will generate full-time equivalent students (FTES).

Reference(s) Education Code 76004 (Assembly Bill 288) establishes the College and Career Access Pathways Act to authorize California Community College districts to enter into formal partnership agreements with local school districts. The goal is to create easier pathways from high school to community college and to offer or expand dual enrollment opportunities for under-represented higher education students or for students who may not be college bound. This partnership aligns with the goals of Mission College's Educational and Facilities Master Plan and its Student Equity Plan related to improving the student pathways to degrees and transfer, strengthening collaborative partnerships with K-12 institutions, and increasing access and success for underrepresented groups.

57 Background/Alternatives Students who complete college credit while enrolled in high school, are more likely to earn high school diplomas, to enroll in community colleges and four-year colleges, to attend post- secondary education on a full-time basis, and to complete degrees in those institutions, than students without these experiences. SCUSD is a public school district serving grades 9-12 with students whose residences are located within the regional service area of WVMCCD and these students deserve an opportunity to participate in an accelerated process that can further ensure academic success. This CCAP Agreement allows students to pursue this dual enrollment opportunity.

Courses offered as part of this CCAP Agreement shall be community college courses acceptable towards a career technical education credential or certificate, or preparation for transfer, or appropriate to improve high school graduation rates or help high school pupils achieve college and career readiness.

References This agreement has been reviewed by the Mission College President, Mission College Vice President of Instruction, Mission College Vice President of Student Services and the Superintendent of the Santa Clara Unified School District. This CCAP template has been reviewed by the District Attorney, Liebert Cassidy Whitmore. This agreement is also being presented to the SCUSD Board and may undergo changes before it is returned.

Coordination The operational and instructional aspects of this agreement will be administered and monitored by the Vice President of Student Services and Vice President of Instruction. An Educational Administrator to be specified in the Appendix to the CCAP Agreement will serve as point of contact to facilitate coordination and cooperation between the college and SCUSD, in conformity with WVMCCD policies and standards.

Follow-up/Outcome After the proposed Career Access Pathways (CCAP) Dual Enrollment Partnership Agreement is presented as an information item to the WVMCCD Board of Trustees, it will be brought back at a subsequent meeting for public comment and as an action item. The same steps are being coordinated with the SCUSD Board. Upon approval by both governing boards, Mission College will submit the agreement to the CCC Chancellor’s Office for review and coordinate with SCUSD staff to implement the pathway in preparation for the first cohort in the Fall 2019 semester.

ITEM 5.5 MAY 21, 2019 INFORMATION ITEM REGULAR AGENDA

PREPARED BY: INGE BOND

REVIEWED BY: DANIEL PECK, LEANDRA MARTIN

APPROVED BY: PATRICK SCHMITT

SUBJECT: PRESENTATION OF THE MISSION COLLEGE LOCAL VISION GOALS

CHANCELLOR’S RECOMMENDATION: That the Board of Trustees approve the Mission College Local Vision Goals as presented.

Funding Source/Fiscal Impact None

Reference(s) This reporting requirement is a result of the California Community Colleges Chancellor’s Office (CCCCO)’s Vision for Success local implementation requirements, entitled the Local Vision Goals. Mission College will present its Local Vision Goals, as well as an explanation of how those goals align with the Vision for Success.

Background/Alternatives In July 2017, the CCCCO released the Vision for Success, intended to address inadequate completion rates and equity gaps at the California Community Colleges. In fall 2019, the CCCCO announced the requirement that every California Community College develop its own local goals that reflect the Vision for Success goals. In December 2019, Mission College affirmed to the CCCCO that it had a plan for developing the Local Vision Goals.

Coordination The Mission College Institutional Effectiveness Committee coordinated the development, dissemination, and review of the Local Vision Goals. The Local Vision Goals are being adopted at the college level as part of a larger set of Institutional Goals for Mission

59 College. These Institutional Goals include additional college goals as well as related strategies.

Follow-up/Outcome The CCCCO requires that the Board of Trustees review and approve the Local Vision Goals. The College needs to submit its Local Vision Goals, signed by the College President Daniel Peck, the Academic Senate President Thais Winsome, and the West Valley-Mission Community College District Board President Anne Kepner by May 31, 2019. Progress towards the Local Vision Goals will be shared throughout the college through an annual report.

Local Vision Goals Summary for Board of Trustees May 16, 2019 Context:

• July 2017, CCC Chancellor’s Office released Vision for Success, an ambitious set of goals for improvement of completion, equity, and efficiency

• In July 2018, the Governor and the Legislature established a new funding formula for the CCCs [AB 1809, Chapter 33, Statutes of 2018]. That legislation also sought to more strongly link financial planning with broader educational planning. Specifically, it established that districts must take certain actions, including the adoption of college level performance goals that: 1) Are aligned with the system-wide goals in the Vision for Success 2) Are measurable numerically 3) Specify the timeline for improvement Methodology:

• All Goals: o Adopted the targets as aligned with the Vision for Success o In keeping with the methodology used at Mission College for setting local institution-set standards and aspirational goals, use a multi-year mean as the baseline, rather than a single year . Smooths out anomalous years and provides a more accurate and realistic baseline to use in setting goals o Using this mean as the baseline, calculated goal per Vision for Success specification

61 • Equity Goals: o Apply the methodology described above to groups identified as being disproportionately impacted on each of the selected goals via a proportionality index method o Following state advisement, equity goals are not set for groups that are too small to provide meaningful baselines or for groups where targets are too small to be practically significant

Mission College Local Vision Goals:

Goal Description DI Group - Target - Aligned with Vision Baseline 2021-2022 Goal 5 for Success Count Goal Count 1A Increase number of AA, AS, and AD-Ts N/A 20% increase by 2021-2022 474 569 1B Increase number of certificates N/A 20% increase by 2021-2022 205 246 1C Increase number attaining the Vision Goal N/A 20% increase by 2021-2022 479 575 2A Increase number of AD-Ts N/A 20% increase by 2021-2022 181 217 2B Increase number of CSU and UC transfers N/A 35% increase by 2021-2022 679 815 3 Decrease the avg number of units earned N/A decrease to average of 79 units 101 79 4A Increase the median earnings N/A 9% increase by 2021-2022 $40,364 $43,997 5: 2A Increase number of AD-Ts White Reduce equity gap by 40% 26 32 5: 2B Increase number of CSU and UC transfers Disabled Reduce equity gap by 40% 32 45 Black or African 5: 2B Increase number of CSU and UC transfers American Reduce equity gap by 40% 18 26 Hispanic 5: 2B Increase number of CSU and UC transfers or Latino Reduce equity gap by 40% 131 180

Next Steps:

• Approved goals submitted to the state Chancellor’s Office by May 31st • Fall 2019: College discussions to incorporate the Local Vision Goals into larger college planning and develop activities to support of attainment of these goals

ITEM 5.6 MAY 21, 2019 INFORMATION ITEM REGULAR AGENDA

PREPARED BY: GLORIA GUTIERREZ

REVIEWED BY: BRADLEY DAVIS

APPROVED BY: PATRICK SCHMITT

SUBJECT: PRESENTATION OF THE WEST VALLEY COLLEGE LOCAL VISION GOALS

CHANCELLOR’S RECOMMENDATION: That the Board of Trustees approve the West Valley Local Vision Goals as presented.

Funding Source/Fiscal Impact N/A

Reference(s) This reporting requirement is a result of the California Community Colleges Chancellor’s Office (CCCCO) Vision for Success local implementation requirements, entitled the Local Vision Goals. West Valley College has developed its Local Vision Goals in alignment with the percentage-based improvements mandated of all colleges by the CCCCO.

Background/Alternatives In July 2017, the CCCCO released the Vision for Success, intended to address inadequate completion rates and equity gaps at the California Community Colleges. In Fall 2019, the CCCCO announced the requirement that every California Community College develop its own local goals, based on the state requirements for improvements in the Student Completion, Transfer, Unit accumulation, Workforce and Equity.

Coordination In conjunction with College Council and the West Valley Academic Senate, President Brad Davis coordinated the development, dissemination, and review of the Local Vision Goals.

Follow-up/Outcome The CCCCO requires that the Board of Trustees review and approve the Local Vision Goals. The College will submit its Local Vision Goals, signed by the College President Brad Davis, the Academic Senate President Gretchen Ehlers, and the West Valley- Mission Community College District Board President Anne Kepner by May 31, 2019. West Valley College will create sub-goals to address the mandated increases through the participatory governance process as part of its 2025 Educational Master Planning scheduled for Fall 2019.

64 Local Vision Goals (April 16, 2019)

Goal 1: Completion Systemwide Goal: Increase by at least 20% the number of CCC students annually who acquire associate degrees, credentials, certificates, or specific job-oriented skill sets. # in 2016-17 Expected in 2021-22 % Increase Goal 1A: Increase All Students Who Earned an Associate Degree (including ADTs) West Valley College will increase among all students, the number who earned an associate degree or associate degree for transfer in the selected or subsequent year from: 636 763 20% Goal 1B: Increase All Students Who Earned a Chancellor's Office Approved Certificate West Valley College will increase among all students, the number who earned a Chancellor's Office approved certificate in the selected or subsequent year from: 121 145 20% Goal 1C: Increase All Students Who Attained the Vision Goal Completion Definition West Valley College will increase among all students, the number of students who earned various types of awards and the number of students who enrolled in either a noncredit career education course or any college level credit course in the selected or subsequent year from: 633 760 20%

Goal 2: Transfer Systemwide Goal: Increase by at least 35% the number of CCC students system-wide transferring annually to a UC or CSU. # in 2016-17 Expected in 2021-22 % Increase Goal 2A: Increase All Students Who Earned an Associate Degree for Transfer West Valley College will increase among all students, the number who earned an associate degree for transfer in the selected or subsequent year from: 329 444 35% Goal 2B: Increase All Students Who Transferred to a CSU or UC Institution West Valley College will increase among all students, the number who transferred to a four- year institution from: 958 1293 35%

Goal 3: Unit Accumulation Systemwide Goal: Decrease the average number of units accumulated by CCC students earning associate degrees, from approximately 87 total units to 79 total units, a decrease of 9%. # in 2016-17 Expected in 2021-22 % Decrease Goal 3A: Decrease Average Number of Units Accumulated by All Associate Degree Earners West Valley College will decrease among all students who earned an associate degree in the selected year, the average number of units earned in the California community college system among students who had taken at least 60 units at the college from: 83 75.53 9%

65 GoalSystemwide 4: Workforce Goal: Increase the percent of exiting students who report being employed in their field of study, from the most recent statewide average of 69% to 76%, an increase of 9%. # in 2016-17 Expected in 2021-22 % Increase Goal 4A: Increase Median Annual Earnings of All Students West Valley College will increase among all students who did not transfer to a four-year institution, sum of median earnings for the four quarters immediately following academic year of exit from: $36,788 $40,098.92 9% Goal 4B: Increase All Students Who Attained the Living Wage West Valley College will increase among all students who exited college and did not transfer to four-year proportion who attained the regional living wage for a single adult measured institution, the immediately following academic year of exit from: 40% 44% 9% Goal 4C: Increase All Students with a Job Closely Related to Their Field of Study West Valley College will increase among all students who responded to the CTE Outcomes Survey and did not transfer, the proportion who reported that they are working in a job very closely or closely related to their field of study from: 71% 77% 9%

Goal 5: Equity Additional answers to previous questions are required before you may fill out this section.

66 ITEM 6.2 MAY 21, 2019 ACTION ITEM

PREPARED BY: RYAN NG

REVIEWED BY: ALBERT M. MOORE

APPROVED BY: PATRICK SCHMITT

SUBJECT: EQUAL EMPLOYMENT OPPORTUNITY FUND MULTIPLE METHOD ALLOCATION MODEL CERTIFICATION FORM APPROVAL, FISCAL YEAR 2018-19

CHANCELLOR’S RECOMMENDATION: That the Board of Trustees adopt the Equal Employment Opportunity (EEO) Fund Multiple Method Allocation Model Certification Report.

Funding Source/Fiscal Impact Funds for the continuation of District efforts to promote EEO and diversity will be provided to the District by the State Chancellor pursuant to the provisions set forth below. Pending the State Chancellor’s approval of the West Valley-Mission Community College District model certification form, the District’s allocation from the State is projected to be comparable to the allocation of 2017-18, in the tens of thousands of dollars.

Reference(s) Title 5 regulations, section 53000 et seq. WVMCCD BPs 3410, 3420, 3430 Education Code 87100 et seq. Board of Governors Standing Order 374

Background/Alternatives The District Board of Trustees most recently revised and approved the District EEO Plan at its regularly-scheduled meeting on May 15, 2018.

Under the State Chancellor’s authority to “represent the Board of Governors in monitoring the use of the Equal Employment Opportunity Fund for the purpose of promoting equal employment opportunities in hiring and promotion at community college districts,” the Chancellor’s Office implemented a new fund allocation model. The Multiple Method allocation model was developed by the State Chancellor's Office's longstanding Equal Employment Opportunity and Diversity Advisory Committee and the CCCCO’s Legal Division Office over the course of six months in 2016-17. The West

67 Valley-Mission CCD Associate Vice Chancellor of Human Resources is a co-chair of the body.

Purpose

In the past, districts received money from the EEO Fund, which was allocated proportionally to the FTES of each district each year. The purpose of implementing a new model was to increase compliance with legal EEO requirements and provide our students with the educational benefits of a diverse workforce.

Resources provided to the Board of Governors for the purpose of promoting equal employment opportunity in hiring and promotion within the system shall be placed in an EEO Fund and shall be allocated consistent with the following: (a) A portion of the fund, but not more than 25 percent, shall be set aside to provide technical assistance, service, monitoring, and compliance functions. (b) That portion of the funds not allocated pursuant to subdivision (a) may be allocated to the districts in the following categories: (1) an amount proportional to the full-time equivalent students of each district to the total full-time equivalent students for all districts; (2) an equal dollar amount to each district; (3) an amount related to success in promoting equal employment opportunity. Multiple methods of measuring success shall be identified by the Chancellor working through the established Consultation Process.

“Success in promoting” EEO involves implementation of best practices. Until 2016-17, the “multiple methods of measuring success” allocation option had not been utilized by the Board of Governors or Chancellor’s Office.

The State Chancellor’s Office's Equal Employment Opportunity and Diversity Advisory Committee and the Legal Affairs Division identified 9 best-practice areas for “success in promoting” EEO. These 9 areas serve as the “multiple methods” for allocating the EEO Fund:

1. District’s EEO Advisory Committee and EEO Plan Pre-Hiring 2. Board policies and adopted resolutions 3. Incentives for hard-to-hire areas/disciplines 4. Focused outreach and publications Hiring 5. Procedures for addressing diversity throughout hiring steps and levels 6. Consistent and ongoing training for hiring committees Post-Hiring 7. Professional development focused on diversity 8. Diversity incorporated into criteria for employee evaluation and tenure review

68 9. Grow-Your-Own programs

Multiple-Method Allocation Model

According to the model, a district’s EEO Diversity advisory committee, chief human resources officer, chief executive officer, and governing board must certify that the district meets the requirements. The form must be submitted to the California Community Colleges Chancellor’s Office, Legal Affairs Division by June 1 of each year.

Multiple Method 1: Role of District EEO Advisory Committee and EEO Plan

Under the Multiple Method allocation model, districts must minimally have an operational EEO Advisory Committee and an updated EEO Plan in order to qualify for receipt of the EEO Funds (Multiple Method 1). Districts are required to submit a board- adopted EEO Plan every three years to the Chancellor’s Office. (Title 5, Section 53003). Districts are also required to establish an EEO Advisory Committee to assist in developing and implementing the EEO Plan. (Title 5, Section 53005).

Multiple Methods 2-9:

To receive funding for a particular year’s allocation amount, districts are also required to meet a minimum of 6 of the remaining 8 Multiple Methods.

Each district that meets the requirements of the Multiple Method allocation model will receive $45,000 (estimated) for use in the upcoming year.

Use of the EEO Funds

Under Education Code, Section 87108 and Title 5, Section 53030, EEO Funds received by the districts may be used for:

• Outreach and recruitment; • In-service training on equal employment opportunity; • Accommodations for applicants and employees with disabilities pursuant to Title 5, Section 53025; • Activities designed to encourage students to become qualified for, and seek, employment as community college faculty or administrators; and • Other activities to promote equal employment opportunity.

Resources

The certification form requires districts to report the various activities that they are implementing or have implemented to promote EEO for each of the 9 multiple methods.

69 Coordination The District EEO Diversity Advisory Council was involved in the generation of the new funding model and has continued to provide input to the Associate Vice Chancellor, who represents the members’ ideas and concerns at the State Chancellor’s EEO Advisory Committee meetings. Representatives of the District continue to attend webinars, trainings and summits, and to represent the District at various EEO recruiting and awareness events across the state. Human Resources Specialists and the Associate Vice Chancellor prepared a draft report form based on input and direction from our local Advisory Council.

The Council approved the completed form in May 2019. The completed form will be signed by the Associate Vice Chancellor and Chancellor.

Follow-up/Outcome Following Board approval, the Board President will sign the certification report on behalf of the Board, and the Associate Vice Chancellor of Human Resources will promptly submit the fully completed signature page and report form to the State Chancellor’s Office in compliance with the deadline of June 1, 2019.

Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019

District Name: West Valley-Mission Community College District

Does the District meet Method #1 (District has EEO Advisory Committee, EEO Plan, and submitted Expenditure/Performance reports for prior year) (All mandatory for funding). ☒ Yes ☐ No The district met at least 6 of the remaining 8 Multiple Methods? (Please mark your answers.) ☒ Yes ☒ Method 2 (Board policies and adopted resolutions) ☐ Method 3 (Incentives for hard-to-hire areas/disciplines) ☒ Method 4 (Focused outreach and publications) ☒ Method 5 (Procedures for addressing diversity throughout hiring steps and levels) ☒ Method 6 (Consistent and ongoing training for hiring committees) ☒ Method 7 (Professional development focused on diversity) ☒ Method 8 (Diversity incorporated into criteria for employee evaluation and tenure review) ☒ Method 9 (Grow-Your-Own programs) ☐ No

I CERTIFY THAT THIS REPORT FORM IS COMPLETE AND ACCURATE. Please attach meeting agenda showing district EEO Advisory Committee’s certification of this report form. Chair, Equal Employment Opportunity Advisory Committee

Name: Albert M. Moore Title: Associate Vice Chancellor, Human Resources

Signature: Date: May 3, 2019

Chief Human Resources Officer

Name: Albert M. Moore Title: Associate Vice Chancellor, Human Resources

Signature: Date: May 3, 2019

Chief Executive Officer (Chancellor or President/Superintendent)

Name: Patrick Schmitt Title: Chancellor

Signature: Date: May 13, 2019

President/Chair, District Board of Trustees Date of governing board’s approval/certification: , 2019

Name: Anne Kepner Title: President/Chair, Board of Trustees

Signature: Date: May 21, 2019 1 71

Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019

This form requires districts to report the various activities that they are implementing to promote Equal Employment Opportunity for each of the 9 Multiple Methods.

When providing explanation(s) and evidence of your district’s success in implementing the Multiple Methods, please keep narrative to no more than one page per Multiple Method. If you reference an attachment, please ensure it is attached to your submittal.

Nine (9) Multiple Methods Mandatory for Funding 1. District’s EEO Advisory Committee, EEO Plan, and submittal of Expenditure/Performance reports for prior year.

Pre-Hiring 2. Board policies & adopted resolutions 3. Incentives for hard-to-hire areas/disciplines 4. Focused outreach and publications

Hiring 5. Procedures for addressing diversity throughout hiring steps and levels 6. Consistent and ongoing training for hiring committees

2 72

Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019

Post-Hiring 7. Professional development focused on diversity 8. Diversity incorporated into criteria for employee evaluation and tenure review 9. Grow-Your-Own programs

Does District meet Multiple Method #1 (District has EEO Advisory Committee, EEO Plan, and submitted Expenditure/Performance reports for prior year)? ☒ Yes ☐ No

Under the Multiple Method allocation model, districts must minimally have an operational district EEO Advisory Committee, and an updated EEO Plan. Additionally, districts are required to annually report on the use of EEO funds. • In order to qualify for receipt of the EEO Fund, districts are required to submit a board- adopted EEO plan every three years to the Chancellor’s Office. (Title 5, section 53003). • EEO Plans are considered active for three years from the date of when the district’s Board of Trustees approved the plan. • The districts are required to establish an EEO Advisory Committee to assist in the development and implementation of the EEO Plan. (Title 5, section 53005). • The districts are required to annually submit a report on the use of Equal Employment Opportunity funds. (Title 5, section 53034).

Please provide an explanation and evidence of meeting this Multiple Method, #1.

3 73

Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019 The 2018-2019 fiscal year marks the second year of the EEO Plan’s regular three-year cycle for 2017-2020. Although no changes were made to the EEO plan this year, the EEO Diversity Advisory Council requested its members to begin reviewing the EEO Plan in anticipation of making changes for next year. The EEO Plan is available on the District website at the following link: EEO Plan 2017- 2020.

The District Associate Vice Chancellor of Human Resources is the Chair of the EEO Diversity Advisory Council. In addition, the Associate Vice Chancellor (AVC) of Human Resources serves as the co-chair for the State Chancellor’s Office’s EEO and Diversity Advisory Committee. As the Chair of the EEO Diversity Advisory Council, AVC Albert Moore gives reports to and seeks input from the District Council, the District’s highest-level participatory governance body, as well as the Board of Trustees. His reports include updates from the State Chancellor’s Office EEO and Diversity Advisory Committee; acknowledgement of faculty and staff participation in the statewide registry annual recruitment fairs in northern and southern California, regional diversity fairs, college career fairs, Title IX training, screening committee training, and other appropriate training; and updates on the work of the Council.

The District’s EEO Diversity Advisory Council met four times this year. Since the addition of the Director of Compliance, Training, and Employee Relations, the Council, with Human Resources support, has offered the most substantial portfolio of trainings ever this year, with a focus on developing our managers, diversity and inclusion, and Title IX and discrimination. EEO funds continue to be primarily utilized for professional development in EEO, and outreach and recruitment. Council meeting agendas and summaries can be found at the following link: Meeting Agendas & Summaries

Evidence for Multiple Method #1: Multiple Method #1 Evidence

To receive funding for this year’s allocation amount, districts are also required to meet 6 of the remaining 8 Multiple Methods.

Does the District meet Method #2 (Board policies and adopted resolutions)? ☒ Yes ☐ No

Please provide an explanation and evidence of meeting this Multiple Method, #2.

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Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019 A locally elected, seven-member Board, governs the West Valley-Mission Community College District. Two students (one from each college) are elected by their respective student bodies to serve as the Student Trustees. Board members serve four-year terms. The WVMCCD Board of Trustees acts in a manner consistent with its policies and makes decisions in accordance with its policies and procedures. In addition, the Board regularly evaluates its policies and practices and revises them as necessary. Once the Board approves or revises new policies, it directs its administration to implement the policies and related procedures and practices in a timely and efficient manner. Board Policy 2410 states, “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.” The policies adopted by the Board are consistent with the provisions of the law. In 2012, the Board adopted a complete conversion to the template of the Community College League of California (CCLC – a model policy and procedure service), bringing the policy manual into better alignment with many of its fellow community college districts. The Board approved revisions to the complete policy manual in 2015 and, periodically, it revisits and revises particular policies that require immediate attention. One such example was the substantial revisions due to changes in state and federal law regarding sexual and other assaults. Furthermore, the Board requires that these policies be reviewed regularly, ensuring that updates align with the CCLC Policy and Procedure model to revise existing policies and procedures in accordance with Board Policy and Administrative Procedure 2410. The Board may review each of the seven chapters of the Board Policy Manual (based on recommended new, revised, or deleted policies noticed in the CCLC updates) with an eye to improving service to the community in general and to the students in particular. In addition, the administration submits recommendations for new policy and revisions as necessary. Each policy describes the expected responsibilities, processes, and outcomes. Administrative Procedures are revised on a similar timeline, ensuring that the procedures accurately account for and reflect any changes to policies. Such procedures are carefully reviewed by constituent groups and the EEO Diversity Advisory Council (as appropriate), and approved by the District Council.

Although the Board did not make any changes or updates to the Board Policies and Administrative Procedures in the area of EEO and Diversity this year, they continue to meet regularly to help guide the district. The most recent changes from the last few fiscal years include the adoption of Resolution No. 17022101 In Support of Deferred Action for Childhood Arrivals (DACA) and Board Policy 5505 – Bullying Policy and AP 5505 – Bullying and Bullying Investigations.

In support of the District’s commitment to EEO, the following policies and procedures are listed below:

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Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019 District Board Policies

Chapter 2- BP 2410 Board Policies and Procedures Chapter 3- BP 3050 Institutional Code of Ethics BP 3410 Nondiscrimination BP 3420 Equal Employment Opportunity BP 3430 Prohibition of Harassment Chapter 5- BP 5505 Bullying Policy Chapter 7- BP 7100 Commitment to Diversity BP 7120 Recruitment and Hiring BP 7160 Professional Development BP 7510 Domestic Partners

District Administrative Procedures:

Chapter 2- AP 2410 Board Policies and Procedures Chapter 3- AP 3050 Institutional Code of Ethics AP 3200 Accreditation AP 3250 Institutional Planning AP 3410 Nondiscrimination AP 3420 Equal Employment Opportunity AP 3430 Prohibition of Harassment AP 3435 Discrimination and Harassment Investigations Chapter 5- AP 5505 Bullying and Bullying Investigations Chapter 7- AP 7100 Commitment to Diversity AP 7120 Recruitment and Hiring AP 7160 Professional Development AP 7510 Domestic Partners

Evidence for Multiple Method #2: Multiple Method #2 Evidence

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Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019 Does the District meet Method #3 (Incentives for hard-to-hire areas/disciplines)? ☐ Yes ☒ No

Please provide an explanation and evidence of meeting this Multiple Method, #3.

The colleges of the District, Human Resources, and the EEO Diversity Advisory Council continue to discuss and review the merits, challenges, costs, and potential applications of incentives for hard-to-hire areas/disciplines. The District does provide reimbursement of some travel expenses for those candidates outside a certain geographic radius of the campus locations. The District Human Resources staff also work with hiring managers and committees for hard to hire areas/disciplines to do targeted recruitment in professional job boards/listings (See Method #4, below).

Does the District meet Method #4 (Focused outreach and publications)? ☒ Yes ☐ No

Please provide an explanation and evidence of meeting this Multiple Method, #4.

In order to reach the broadest potential applicant pool, the District posts all position openings to a minimum of 20 job boards. These include: 1. VeteransinHigherEd.com 2. InsideHigherEd.com 3. ccjn.org (Community College Job Network) 4. AcademicCareers.com 5. CommunityColleges.com 6. AcademicKeys.com 7. Indeed.com 8. Handshake.com 9. ChronicleVitae.com 10. cccregistry.org 11. BlacksInHigherEd.com 12. HispanicsinHigherEd.com 13. LGBTinHigherEd.com

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14. CCJobsNow.com 15. AsiansInHigherEd.com 16. HigherEdJobs.com 17. CCJobs.com 18. LinkedIn 19. DiverseEducation.com 20. InsightintoDiversity.com

The District strives to broaden the diversity of potential applicant pools through focused outreach and publication of job openings. Toward this end, the District subscribes to and posts all position openings to the following diversity-focused online publications: • VeteransinHigherEd.com • BlacksInHigherEd.com • DiverseEducation.com • AsiansInHigherEd.com • LGBTinHigherEd.com • HispanicsinHigherEd.com • InsightintoDiversity.com

The District participated in six job fairs during the 2018-2019 year. These include: • West Valley Career Fair, West Valley College, Saratoga, CA, October 10, 2018 • California Community Colleges Registry Job Fair, Los Angeles, CA, January 26, 2019 • California Community Colleges Registry Job Fair, Oakland, CA, February 2, 2019 • Foothill-DeAnza’s Employee Career Fair, Cupertino, CA, February 7, 2019 • San Francisco’s Annual Diversity Employment Day Career Fair, San Francisco, CA, April 9, 2019 • San Jose’s Annual Diversity Employment Day Career Fair, San Jose, CA, June 19, 2019

Members of the District’s EEO Diversity Advisory Council have the opportunity to volunteer in representing the District at all job fairs. Two to three member teams are assembled to attend the recruiting events. Each team is composed of a human resources representative plus a faculty and/or administrator (including a diverse representation of race, ethnicity, and gender). Brochures and recruitment materials are designed to highlight the colleges, location, and diversity of our collegiate community to support these outreach endeavors.

Evidence for Multiple Method #4: Multiple Method #4 Evidence

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Does the District meet Method #5 (Procedures for addressing diversity throughout hiring steps and levels)? ☒ Yes ☐ No

Please provide an explanation and evidence of meeting this Multiple Method, #5.

Human Resources has established formal procedures for hiring managers and search committees to follow when conducting a recruitment to fill a vacant position. These procedures aim to ensure a fair and objective recruitment process; one that reduces the risk of harmful bias, and produces effective hires and a diverse workforce. Copies of the District recruitment procedures, of which the faculty hiring procedures are currently under review for revision by the EEO Diversity Advisory Council, are attached. Highlighted within the attached recruitment procedures are those procedures that promote workforce diversity and equal employment opportunity: 1. The search committee will reflect diversity and inclusiveness. 2. Search committee members are expected to demonstrate objectivity, fairness and equality of treatment. 3. All applicants are asked to respond to a written prompt as part of the application process that addresses sensitivity and commitment to diversity. At least one screening criteria evaluates an applicant’s demonstration of sensitivity to diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds. 4. At least one, and, in most cases, two questions during the interview process must touch on issues of diversity. 5. Committee members are expected to identify any individual conflicts of interest that would represent a risk to potential bias in the recruitment, and address it before the recruitment moves forward. 6. Committees use composite scoring to maintain an objective standard to selecting candidates for further consideration. 7. Human Resources reviews composite scoring and encourages committees to be inclusive in their interviewing. 8. Human Resources reviews each stage of the recruitment process and can require any actions to ensure equal employment opportunity.  Please also note the information on search committee training contained in Multiple Method #6

Revision of Full-Time Faculty Recruitment & Selection Procedures This year, the District completed a review process of the recruitment procedures for full-time faculty employees. The EEO Diversity Advisory Council and Executive Management Team reviewed the proposed updates to the recruitment procedures and shared feedback to Human Resources. Human Resources presented a final draft to the two college Academic Senates in

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Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019 April 2019, and they are currently under review. Human Resources hopes to have them implemented by the end of the 2018-19 academic year.

EEO Monitors In 2018-2019, Human Resources began piloting the use of EEO Monitors in certain recruitments to assess their effectiveness in ensuring compliance with District policies and procedures. Recruitments that might be deemed highly visible or at risk of having their integrity questioned, were selected for pilot EEO monitors. Human Resources professionals, with advanced training in EEO practices and procedures, performed these EEO Monitor roles. The EEO Monitor attends search committee meetings, observes all interviews, and provides resource and guidance to the search committee throughout the recruitment process. Search committees have welcomed the presence of EEO Monitors, and utilized them frequently in search committee meetings for clarification of procedures as well as addressing unexpected scenarios presented by applicants. The District intends to expand this program in 2019-2020, by seeking nominations for a small cadre of managers and Council members to participate in training and serve as EEO Monitors for selected recruitments.

Job Announcements The District strives to ensure that potential applicants know the District’s commitment to equal employment opportunity and nondiscrimination. On all job postings, the following statement is included:

West Valley-Mission Community College District is an Equal Opportunity Employer that seeks to employ a diverse workforce who will contribute to an inclusive and welcoming educational and employment environment. The District is committed to nondiscrimination on the basis of ethnic group identification, race, color, national origin, religion, age, sex, physical disability, mental disability, genetic information, ancestry, gender identity, gender expression, sexual orientation, language, accent, citizenship status, transgender status, parental status, marital status, economic status, military or veteran status, and medical condition consistent with applicable federal and state laws.

Evidence for Multiple Method #5: Multiple Method #5 Evidence

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Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019 Does the District meet Method #6 (Consistent and ongoing training for hiring committees)? ☒ Yes ☐ No

Please provide an explanation and evidence of meeting this Multiple Method, #6. The District Human Resources department is dedicated to providing ongoing training and development for employees participating in our hiring processes. To ensure compliance, the District requires anyone participating in recruitment and selection to complete training every two years in the following areas:

1. Understanding Federal and State Laws 2. Understanding the benefits of workforce diversity 3. Eliminating bias in hiring decisions 4. Implementing best practices in serving on a search committee

Search Committee Training Beginning in 2017, the District adopted the training program, “Hiring the Best While Developing Diversity in the Workforce: Legal Requirements and Best Practices for Screening Committees,” as the training requirement in certifying anyone to be eligible to serve on a search committee. On June 10, 2018, the District engaged with its law firm to train five District Human Resources Staff to become certified trainers to present the “Hiring the Best While Developing Diversity in the Workforce: Legal Requirements and Best Practices for Screening Committees” training program. The District employs two Human Resources Specialists and the Director of Compliance, Training & Employee Relations to plan, coordinate, and manage compliance. These trainers will receive supplemental training to keep current with legal and administrative requirements in the area. In the academic year 2019-2020, additional trainings and refreshers will be offered.

In the current year, administrators, faculty and staff were provided multiple options at both colleges to complete the training prior to serving on a hiring committee. This training was offered on the following dates: • Option A: Friday, November 30, 2018 from 9:00am- 12:00pm at Mission College (TAV-130) • Option B: Friday, November 30, 2018 from 1:30pm-4:30pm at West Valley College (CHE-152) • Option C Friday, January 18, 2019 from 1:00 pm – 4:00pm at West Valley College (CHE 152) • Option D: Thursday, January 31, 2019 from 1:00 pm – 4:00pm at Mission College (TAV-130) • Option E: Friday, March 22, 2019 from 9:00 am – 12:00pm at West Valley College

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Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019 (CHE-150) • Option F: Friday, March 29, 2019 from 1:00 pm – 4:00pm at Mission College (TAV-130)

Since 2017, the district has certified 424 people to serve on search committees. Over the past academic year, six training sessions were offered, three at each campus, and 107 participants were certified or re-certified.

Human Resources maintains the list of employees eligible to serve on search committees. This list is provided to the Academic and Classified Senates and hiring managers and, from the list, individuals can be selected to serve on search committees. Employees who have not completed this training are not allowed to serve on search committees.

Every committee member is required to sign the Participation, Training & Confidentiality Agreement. The agreement outlines that the committee member has completed, and understands, the required Search Committee EEO training, the directive to keep the process confidential, and the need to commit to impartial, ethical and respectful treatment of candidates.

Human Resources provides additional training, when requested, for audiences beyond the search committee.

EEO Monitor Training Our goal is to always provide the best experience for our applicants and also ensure that our staff is adequately trained on relevant topics. In 2019-2020, the District will make available to search committees the resource of an EEO Monitor. The District will offer EEO Monitor training for current HR professionals, and select administrators and supervisors. This program is designed to train staff, who can then be asked to serve as an EEO Monitor for assigned recruitments. Representatives from the District’s Legal Counsel will facilitate the training on June 4, 2019.

The training will include: • Background on Equal Employment Opportunity • The Role of the EEO monitor • Title 5 Obligations • Preparing to serve as the EEO Monitor • Advising the Screening Committee Members of Their Responsibilities

Hiring Manager Training While hiring managers complete the “Hiring the Best While Developing Diversity in the Workforce: Legal Requirements and Best Practices for Screening Committees” training program, the District recognizes that hiring managers perform a unique role in the hiring process. Therefore, a goal for academic year 2019-2020 will be to develop a training curriculum specific to hiring managers.

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Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019 Board of Trustees Training On April 6, 2019, the Board of Trustees received a refresher diversity training. The training covered EEO, the importance of diversity in community colleges, and how the District can create a culture of institutional commitment to EEO and diversity from top to bottom. By promoting an inclusive work and educational environment from our leadership team, the District can demonstrates its mission to serve a diverse community of learners, provide opportunity for all, and prepare students for success in a global society.

Finally, the Associate Vice Chancellor of Human Resources represents the Bay Area region on and serves as the co-chair of the State Chancellor’s Statewide EEO and Diversity Advisory Committee as well as serving on the Bay Area Community College Districts’ Employee Relations Consortium, actively participating in the sponsorship and deployment of several of the above-referenced webinars and trainings.

Evidence for Multiple Method #6: Multiple Method #6 Evidence

Does the District meet Method #7 (Professional development focused on diversity)? ☒ Yes ☐ No

Please provide an explanation and evidence of meeting this Multiple Method, #7.

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Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019 For 2018-2019, Human Resources offered multiple trainings for managers and supervisors focused on diversity, and training and development. In addition, the Council continues to collaborate with college constituent groups to promote diversity. The District has supported staff attendance at the following regional training symposiums and workshops: • Dean’s Summit Friday, October 26, 2018 (Cañada College) all day --Bay Area HR Consortium Program Description: The Bay Area CCD Employment Relations Consortium is continuing with its summit-style training series. These trainings recognize and facilitate the interdisciplinary collaboration necessary to implement today’s complex legal obligations. In this full-day summit, deans – whether new or veteran – were provided with a toolkit of legal principles and operational strategies for effective management of employees. The summit touched on several areas which impact a dean’s day-to-day management duties, including labor relations, discipline, evaluation, and use of temporary employees. Participants had the opportunity to discuss and analyze challenging management issues with other participants and the presenter. • Creating a Culture of Respect Friday, December 7, 2018 from 1-4pm (West Valley College) Program Description: This workshop was developed to address some of the issues surrounding diversity and its impact on the workplace. This session covered subjects including; creating a culture of respect; confronting prejudice; managing differences; and understanding the power of diversity. • Safety Summit February 8, 2019 (Mission College) all day -- Bay Area HR Consortium Program Description: In this day-long summit, representatives from Bay Area community colleges joined together to discuss the legal obligations of responding to campus safety concerns, without simultaneously violating the rights of accused parties, victims, students, employees, and employee organizations. Together in this training, creative solutions were developed for multifaceted scenarios that touch on these issues. • Exercising Your Management Rights Friday, March 15, 2019 from 1-4pm (Mission College) Program Description: This introductory overview workshop identified the rights of supervisors and managers with respect to employee associations/unions and showed them how to exercise those rights in ways that can improve their management skills and preserve management rights.

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• Managing the Marginal Employee/Accommodating Bad Behavior Summit April 19, 2019 (Cabrillo College) all day -- Bay Area HR Consortium Program Description: This summit provided administrators, supervisors, and managers from across the institution with tools to address performance, supervision, and discipline of employees who require specific skills and strategies to manage – marginal and disabled employees. These tools were provided through interactive exercises and lively discussion. • Preventing Harassment, Discrimination and Retaliation in the Academic Setting/ Environment Friday, May 3, 2019 from 1-4pm (West Valley College) Program Description: This practical workshop, designed for all levels of management, provided guidance on structuring personnel policies and practices as well as managing day-to-day interactions to prevent unlawful harassment. This fully meets the requirements of AB 1825 and AB 2053.

Title IX and Behavioral Intervention Teams District Human Resources now has a Director of Compliance, Training and Employee Relations dedicated to Title IX coordination districtwide, working in collaboration with the VPs of Student Services and Campus police to ensure compliance. Our trainings for fiscal year 2018-2019 included “Safety Summit,” on February 8, 2019, and Preventing Harassment, Discrimination and Retaliation in the Academic Setting/Environment on February 9, and May 3, 2019, with over 100 Administrators and Supervisors attending. The program was highly interactive and informative. In collaboration with the Association of Title IX Administrators, the District sent several Administrators to the ATIXA Fall Conference (October 4-7, 2018), obtaining ATIXA coordinator certifications, ADA 504/508 certification, and Title IX Compliance in Athletics. The District will host ATIXA Level one Civil Rights Investigator training at Mission College on June 20-21, 2019. The goal of the program will be key for managing any Title IX, civil rights, VAWA, Section 304/Clergy Act compliance, oversight of investigations, and more.

On February 6, 2019, the District Title IX Coordinator and college administrators and counselors, visited Cabrillo College for an overview of a very comprehensive Title IX program and Behavioral Intervention Teams (BIT), including a BIT meeting. A behavioral intervention team is a multi-disciplinary group whose purpose is meeting regularly to support its target audience (students, employees, faculty, and staff) via an established protocol. West Valley College and Mission College are in the process of establishing protocol and providing certification training to personnel via the National Behavioral Intervention Teams Association (NaBITA). In April 2019, the District Title IX Coordinator, Human Resources Staff, and several representatives from both WVC and MC attended a NaBITA regional conference hosted at Diablo Valley Community College District to gain more insight for developing protocols, policy, and procedures for implementing BITs.

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Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019 During 2018 and 2019, the Director of Compliance, Training and Employee Relations continued with implementation of online conduct management software to improve the effectiveness of managing complaints, investigations, and reports. MAXIENT was the original vendor selected in 2018, but due to ADA compliance and system accessibility concerns, The District decided to work with Advocate Simplicity. The District is currently implementing Advocate and the program is on schedule to launch in Fall 2019.

Diversity/Implicit Bias Training In 2018-2019, the WVMCCD EEO Diversity Advisory Council hosted a series of professional trainers and speakers to fulfill our diversity education initiatives across the District. The District provided a training series of moderated discussions to connect our community with talented, diverse and engaged presenters and colleagues who share their experience and expertise. The goal was to provide creative learning experiences by providing the very best, high-level, relevant and thought-provoking ideas pertinent to Diversity and Inclusion, and Implicit Bias. • Diversity Uncovered Training Diversity Uncovered is an interactive introduction to implicit bias, microaggressions, stereotypes, and inclusion. This training took seasoned Administrators, Faculty, Supervisors, and Classified Staff on a journey to develop a common language to identify and address challenges related to prejudice and unconscious discrimination in their workplace. This engaging and flexible training style was ideal for all staff regardless of prior diversity, equity and inclusion training. Click here to learn more about our learning partner CircleUp Education: https://www.circleuped.org/ • Race and Ethnicity: Let’s Talk About It Session 1: Thursday, May 9, 2019 from 9-12noon at West Valley College (Baltic Room) Session 2: Friday, May 10, 2019 from 9-12noon at Mission College (Gillmor 103) Program Description: Communicating about race is challenging and full of fears and trepidations; therefore, we must start by acknowledging that these are uncomfortable and sensitive topics that can get in the way of constructive and productive dialogue. It is also important to create a safe and trusting environment for these critical conversations and learning to happen with the understanding that this is a journey and not a one-time, fix-it process. The essence of a real conversation is that people feel able to express how they really feel, what they really think, and are interested to hear what others feel and think. The session began with the acknowledgement of why this is difficult with some specific recommendations and strategies for addressing the difficulty. A discussion on agreements that set the tone for a race dialogue will be a crucial way to start the process, e.g., stay engaged, speak your truth, experience and lean into discomfort and accept non-closure. The essence of the session is through the power of personal stories. The facilitator worked with and coached a panel of WVMCCD’s community members who represent different race and ethnic backgrounds to tell their stories. The stories were guided by a set of questions and topics as catalysts for the panel’s consideration. The next phase of the session included small group discussions on reactions and learning from their colleagues’ personal stories. The participants learned how to be role models and advocates for constructive dialogues through specific actions and behaviors; accept the thoughts and experiences, of other as true for them; make a commitment to join others and create an

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inclusive WVMCCD; and learn change strategies to hear, value and leverage people’s differences to create breakthroughs and support everyone to do their best work. • Communication Across Gender Differences Session 1: Thursday, May 9, 2019 from 1-4pm at West Valley College (Baltic Room) Session 2: Friday, May 10, 2019 from 1-4pm at Mission College (Gillmor 103) Program Description: Men and women are “hard wired” differently, hence their unique behaviors based on gender roles have the potential to result in misunderstanding and frustration. Learning about the “unnoticed rules” each gender culture uses to define appropriate adult behavior leads to self-awareness and introspection. It provides an opportunity to improve team communication between men and women instead of placing the blame on what one may not comprehend about the other gender. Concise and clear communication among staff and faculty will enhance the synergies across all groups throughout the institution. Technology has brought about an added challenge to communication. While increasing our abilities to communicate instantly with large groups of people, it is devoid of emotions and communication subtleties such as body language and voice intonation. Therefore, it is advantageous to learn and understand how the other gender communicates. The participants learned about the “unnoticed rules” each gender utilizes to communicate; how to interpret gender-based communication styles to avert miscommunications and misunderstandings; and to appreciate the unique communication styles men and women utilize to collaborate with each other.

Mission College has been recognized for its student equity efforts both regionally and nationally over the past two years and continues to represent the West Valley-Mission Community College District at the following conferences and symposia: • North Orange County Community College District (NOCCCD) Student Equity Symposium: Equity in Action - April 26, 2019, sponsored by the NOCCCD, held at Cypress College in Cypress, CA. Connor Keese (Student Outreach Supervisor) and Ken Songco (Director of Student Equity & Success) were invited to participate in the following symposium activities: 1. Present on a plenary panel of five CA Community College equity practioners who shared their instructional, student services, and institution-wide strategies of how their colleges are putting equity into action. 2. Present a breakout session entitled “Moving Slow to Move Quick: Advancing & Building Agency through Equity at Mission College” where we took a deeper dive into Mission College’s equity strategies such as student engagement/agency, the importance of self-care, the Mission College Equity Framework, and how the framework is informing the development of the college’s new Student Equity Plan.

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Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019 • 3CSN’s Sharing Event – Educators are Students, Students are Educators Under the leadership of Connor Keese, Mission College hosted the 3CSN Sharing Event on April 12, 2019. Attendees included cross-functional college teams of students, faculty, classified professionals and administrators from City College of San Francisco, DeAnza College, Mission College, and representatives from the CCCCO. Topics centered on learning and developing strategies to increase student engagement on statewide efforts such as AB 705, Guided Pathways, and AB 19 with student equity at the center of our discussions. • Asian Pacific Americans in Higher Education Conference - April 3 – 5, 2019, sponsored by Asian Pacific Americans in Higher Education, held at Oakland Marriott City Center, Oakland, CA. 1. Dr. Omar Murillo (Interim Vice President of Student Services) and Ken Songco (Director of Student Equity & Success) were invited to participate in the following conference activities: Dr. Murillo co-facilitated an all-day pre-conference session on AANAPISI Directors entitled “AANAPISI Summit: Where are We and What Have We Learned?” 2. Ken Songco co-facilitated a concurrent workshop with Tony Santa Ana, Program Coordinator at DeAnza College Office of Equity, Social Justice, and Multicultural Education. At the workshop entitled “Institutionalizing KAPWA: Pilipinx1 in Community College Equity Work,” the group analyzed how our shared experiences in community organizing, nonprofit, and the arts coupled with our identities as Pilipinx has informed our work toward equitizing institutions such as Mission College and DeAnza College. • USC’s Center for Urban Education Student Equity Planning Institutes Mission College sent a team of eight administrators, faculty and classified staff to attend the Student Equity Planning Institute on March 18-19 at the USC Hotel, Los Angeles, CA. The Institutes are a three-phased, semester-long support structure designed to support California Community Colleges through the equity planning process. The Institute provided our team with support, resources, and tools to use the equity planning process as an opportunity to address racial inequity. These tools are being utilized to inform data inquiry, goal setting, activity building, and funding allocation toward mitigating racial equity gaps as it relates to the Mission College’s new Student Equity Plan due to the CCCCO by June 30, 2019.

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Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019 In addition to the programs and trainings above, the Mission College Office of Student Equity has held, sponsored and/or promoted the following events:

Black Minds Matter Mission College offered the Black Minds Matter Public Online Course ,October 10, 2018 – December 5, 2018 sponsored by the Office of Student Equity & Success, Office of the Vice President of Student Services, and the Outreach Office. This public course was a nine-part webinar series where over 30 faculty, classified professionals, students, and administrators from Mission College and from the larger community participated. The Black Minds Matter course is designed to raise the national consciousness about issues facing Black boys and men in education. The course drew linkages between the pervasive undervaluing and criminalization of Black boys and men in society and how those same patterns are evident in schools, colleges, and universities. Conversations ensued on how Mission College could better support its African American student population, one of the Disproportionately Impacted students groups identified in the college’s new Student Equity Plan.

Pilipinx Radical Imagination Reader Book Launch In honor of Filipino American History Month, the AANAPISI program and the Office of Student Equity & Success proudly hosted the Pilipinx Radical Imagination Reader Book Launch on October 18, 2018. This reader is a seminal breakthrough book for Philippine diaspora studies. Co-editors and contributors of the Reader shared the importance of the book and their contributions along with a discussion and Q&A. This event was dedicated in memory of Dr. Dawn Mabalon and Steve Arevalo who have made significant contributions to the Filipino American community both locally and nationally. Filipinos make up almost 10% of Mission College’s student population. Over 80 people were in attendance.

Equity Training In collaboration with Mission College Academic Senate members, the Office of Student Equity & Success brought in Dr. Veronica Keiffer-Lewis from Allied Path Consulting to provide an equity training to five new faculty as part of the MCAS New Faculty Orientation Program on November 30, 2018. Entitled Equity Centered: From Theory to Practice, the training covered topics such as definitions of equity in the higher education context, Paul Gorski’s Equity Literacy concepts, and Equity-Mindedness. This pilot training will be the basis for a new faculty training on equity.

Barbershop Group: Under the leadership of Mission College faculty, the College hosted the Barbershop Group, a Men’s group open to faculty, classified professionals, students, and administrators aimed at creating a sense of community. Delving into understanding Mission College’s Males of Color, topics discussed include education, culture, gender, social justice, self-awareness, leadership, values, relationships, and mentoring. Group sessions and events were held in Fall 2018 and Spring 2019. Over 35 members of the Mission College community have participated.

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Women of Wonder (WOW) Group Under the leadership of faculty and staff, the College hosted the Women of Wonder (WOW) Group open to faculty, classified professionals, students, and administrators. The purpose of this group is to create community and empower, educate, and provide a safe space to open the dialogue on the topics of Intersectionality, Gender, Social Competencies, Expectations, Positive Identity, Stereotypes, Self-Esteem/Self-Efficacy, Leadership, Values, Attitude, Relationships and Mentoring. Events and group dialogues were held in Fall 2018 and Spring 2019. Over 45 members of the Mission College community have participated.

UndocuAlly Trainings Members of the Mission College Undocumented Student Taskforce offered three UndocuAlly Trainings at Mission College on October 26, 2018, January 16, 2019, and March 1, 2019. The trainings, which were eventually opened up to the District Offices and West Valley College, provided over 40 faculty, staff, and administrators with understanding of the needs for undocumented students; policies/laws pertaining to undocumented immigrants; resources available for undocumented students at Mission College; and ways individuals can be allies to undocumented students. Participants who completed the training received an ally sticker and added to the Mission College Dreamer website.

K.E.N Talk, Equity Walk Workshops Under the leadership the Mission College Student Equity & Success Committee, the K.E.N. (Kindling Equitable Notions) Talk, Equity Walk Workshop Series was offered in Spring 2019. The workshop focused on developing Self-Love, the core of the Mission College Equity Framework and helping build true community at the college based on Peck’s Four Stages of Community. The first workshop topic offered on March 11, 2019, was on the Imposter Syndrome (with over 35 participants). The second workshop topic was offered on May 11, 2019, on the Third Risk to Student Success: Interdependence vs Independence Languages…What Does Mission Speak? The workshops were open to all students, faculty, classified professionals, and administrators.

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Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019 Spring 2019 Equity Professional Development Series The Office of Student Equity & Success launched the college’s first ever Spring 2019 Equity

Professional Development Series in partnership with Allied Path Consulting where over 100 faculty, classified professionals, administrators and students participated from across the college. These trainings were designed to introduce the knowledge, skills, and abilities required to begin the work of equitizing Mission College’s policies, procedures, and practices. These trainings introduced concepts of equity literacy, building unity across college constituencies (classified professionals, faculty, students, administrators), and utilizing the Equity Framework as a tool to develop more equitable practices both within departments/programs and institution- wide. The series included three trainings: 1. Indispensable Role of Classified Professional Educators in Equity; 2. Designing for Equity: Lenses and Rubrics (focusing on Guided Pathways and AB 705 efforts); 3. Equity Centered Dialogue: From Calling-In to Equity Centered Dialogues.

Student Worker Equity Trainings This two-part training on equity was incorporated as part of the first-ever Student Worker training for all student workers in the Student Services division. The first hour-long training held on January 18, 2019, focused on the difference between equity and equality. The second training held on March 30, 2019, focused on how students can use the the Mission College Equity Framework to supplement their work as a Peer Mentor, Welcome Center Ambassador, Peer Navigator, Categorical Program Tutor or Student Assistant. Over 30 student workers took part in the trainings.

Women in Leadership - Changing the World Event On March 1, 2019, several faculty collaborated with the Office of Student Equity and Success to host the Second Annual Women in Leadership: Changing the World event at Mission College. This year, the event included a morning session with visiting academics who presented papers on women leadership and empowerment. At the luncheon, there was an award ceremony where over 100 participants from Mission College and the larger community honored the following women for their leadership contributions in their respective sectors. President Daniel Peck presented awards to the following recipients: Joy Mountford - Ford Motor Company, Global Lead Interaction Design; Devora Davis - San Jose City Councilmember; Suzanne Tamang - Stanford University, Biomedical Data Science; and Nilmini Ruben – Tetra Tech, Executive Vice President.

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Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019

Culturally Engaging Campus Environments (CECE) Survey On March 15, 2019 the Office of Research, Planning, & Institutional Effectiveness and the Office of Student Equity & Success released the results of the Culturally Engaging Campus Environments Survey, or CECE Survey. In Spring 2018, Mission College worked with the National Institute of Transformation and Equity to conduct a school-wide assessment of its students, faculty, and staff members. The purpose of this assessment was to understand how Mission College cultivates an inclusive, equitable, and supportive campus environment for our campus members. Through analyzing the data collected from the CECE surveys, this assessment produced insights regarding students, faculty, and staff members’ perceptions and experiences with the campus environments at Mission College. The CECE Executive Summary offered a summary of the key findings and recommendations to inform institutional policies and practices that aim to enact our commitment to “serves the diverse educational, economic and cultural needs of the student population of Santa Clara, the Silicon Valley and our global community” (Mission College Vision & Mission Statement). The college is currently using this qualitative data to better understand our students as well as the campus environments and conditions that foster student success at a very racially diverse campus like Mission College.

The survey is helping inform the development of the college’s new Student Equity Plan through the students’ perspective of the campus. In particular, those from Disproportionately Impacted groups such as African Americans, Latinx and Pacific Islanders. The survey will be used to help inform the college’s Guided Pathways and AB 705 efforts to better understand how we can continue and build upon fostering more culturally engaging campus environments for all students.

The West Valley College Office of Student Equity & Success continues to offer extensive workshops, trainings and cultural enrichment opportunities for both students and employees: • Trans Day of Remembrance – America in Transition – Exploring community, family, and social issues for trans people of color across the United States • Cambodian Genocide – Guest Speaker: Chany Chhi Laux • Caesar Chavez Celebration – Guest Speaker: Rudy Chavez Medina (Cesar’s Nephew) • Who Says I Can’t – Guest Speaker: Coach Rob Mendez • Persian New Year Celebration 2019 – Guest Speaker: Masih Alinjead • Global Gender Symposium • African American Student Meet & Greet • LGBTQ Meet & Greet • Native Student Meet & Greet • Asian-Pacific Islander Meet & Greet

Evidence for Multiple Method #7: Multiple Method #7 Evidence

22 92

Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019

Does the District meet Method #8 (Diversity incorporated into criteria for employee evaluation and tenure review)? ☒ Yes ☐ No

Please provide an explanation and evidence of meeting this Multiple Method, #8.

In 2018-2019, the District was able to negotiate with the West Valley-Mission Federation of Teachers (WVMFT), AFT 6554, and the Confidential Unit to incorporate diversity criteria in employee evaluations. As part of successor negotiations with WVMFT, the performance appraisal articles (Articles 24A, 24B and 108) were open for negotiation. Under Collegial Criteria Category in Article 24A – Regular Tenured Faculty, 24B – Tenure Track Contract Faculty, and Article 108 – Associate Member Performance Appraisal, the new criterion added was: • Foster an environment that promotes equity, inclusion, and equal opportunity for students and employees of the district.

Previously, the Confidential Unit had one evaluation for probationary and permanent employees. After meeting and conferring with the District, the District approved the proposed changes of having a probationary evaluation form and a permanent evaluation form. In addition to the approval of the two new forms, diversity criteria were added to both evaluation forms. For the probationary evaluation form under Section 8: Interpersonal Relationships & Customer Service, the criteria includes: • Demonstrates customer responsiveness and courtesy • Demonstrates respect and discretion when dealing with customers • Demonstrates collaborative and cooperative spirit when interacting with co-workers • Fosters an environment that promotes equity, inclusion, and equal opportunity for students and employees of the district. For the permanent evaluation form under Demonstrative Sensitivity and Awareness to Diversity, the criteria added states: • Sensitivity to diverse populations that may require special effort and attention to provide equitable and quality services • Participates in activities designed to support a diverse working and learning environment • Seeks ways to improve communication across areas of diversity

To ensure the District continues to promote an inclusive educational and working environment for students, staff, and faculty, the District has made diversity a priority by seeking to evaluate our staff and faculty on their ability to demonstrate cultural competence. The District’s goal is to include diversity criteria in all of its bargaining groups including: the Police Officers Association, Supervisors Unit (Teamsters Local 856), West Valley-Mission Classified Employee Association (WVMCEA) and Managers’ Association.

Evidence for Multiple Method #8: Multiple Method #8 Evidence

23 93

Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019

Does the District meet Method #9 (Grow -Your-Own programs)? ☒ Yes ☐ No

Please provide an explanation and evidence of meeting this Multiple Method, #9.

Faculty Diversity Internship Program The West Valley-Mission Community College District Faculty Diversity Internship Program will address diversity needs of the Silicon Valley area that are born of the region’s ever-changing demographics. The program will prepare and recruit a diverse community college faculty pool who are sensitive to the needs of the students and community we serve. The goals for the intern program are to increase the diversity of the faculty pool and for interns to become role models reflecting the diversity of the community and a global society. The program is open to all qualified applicants who meet the State Minimum Qualifications in the subject area to which interns will be assigned. It will begin Fall Semester 2019.

Program Overview & Structure The Faculty Diversity Internship Program (FDIP) – a paid internship has proven to be an effective means of providing high quality learning opportunities for faculty interns and enhancing the educational needs of our multicultural students.

The Faculty Diversity Internship Program has two components: • Thirty (30) hours of community college faculty training in the fall or spring • Hands-on experience in an educational setting with a faculty mentor during the fall or spring semesters. The training content will include: Curriculum; Instruction and Assessment; Theory and Practice; Effective Teaching and Classroom Communication Strategies; and Diverse Learning Styles.

The FDIP provides interns with a foundation in pedagogy as well as techniques, skills, and best practices for the classroom. The program is designed to give interns the fundamental theories and skills necessary to be successful in the community college setting. This program dedicates time to prepare interns for applying for faculty positions within the District and/or other California Community Colleges.

FDIP interns will receive valuable information throughout the course of the semester.

The fall or spring semesters are also a time for interns to immerse themselves in campus events and activities to help cultivate and promote understanding of the various responsibilities of our faculty, staff and students. All interns will have the opportunity to meet with the District Executive Management Team, College Cabinets, Vice Presidents, Department Deans and Chairs, and various other stakeholders that work to support our mission, vision, and values.

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Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019

Faculty Fellows Program The Office of Student Equity & Success at West Valley College created a new Faculty Fellows Program to support the whole student, their success and connection with faculty outside the classroom. For the Spring 2019 semester and the 2019-2020 academic year, 8 Faculty Fellows Positions were added to the Office of Student Equity and Success to work with and design programs for our students. The Faculty Fellows responsible for implementing programs that address, but are not limited to, student professional development, pathways to graduate school, navigating college, and Ally Trainings. The Faculty Fellows Program’s aim is to target minority groups. The positions include: • Asian American/Pacific Islander • African American/Black Students • Undocumented Students • Lesbian, Gay, Bisexual, Transgender, and Queer Students • Persian Students • Latinx/Chicanx Students • First Generation Students

One approach to mentoring is sharing our staffs’ success stories. At Mission College, the college president designates October as Student Success Month every year, however, in the past couple of years they have included stories from staff, faculty, and administration. By sharing their stories, the hope is that it inspires the reader to connect with college and District leaders who have similar backgrounds and who can help guide them toward success. The individuals who share their stories represent living proof of how their experiences created a foundation for their career goals/path, and how the colleges provided growth and development opportunities that enabled them to secure professional advancement within the community college system.

The District offers a growth incentive program for all classified, Confidential and supervisory staff. The central aim of the program is to provide work related opportunities to upgrade individual worker skills through a variety of credit and non-credit coursework, projects, workshops, or other related activities and/or to complete college level certifications or degrees. The philosophy surrounding the program is that the staff represent an integral part of the District’s ability to serve its community; Facilitating the commitment to continued growth, professionally and personally, of each individual worker, ultimately enhances the District’s institutional mission to effectively promote higher education. Similarly, a professional growth and development program is offered for faculty, which allows for automatic salary step advancement. The purpose is to encourage the continued professional growth of members through on-going updating of knowledge and ability, development of new skills and continuous analysis and improvement of professional expertise. This three (3) year process allows faculty to either take additional classes and/or complete a PG&D project that enhances teaching knowledge and/or supports college institutional advancement.

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Equal Employment Opportunity Fund Multiple Method Allocation Certification Form Fiscal Year 2018-2019

Land Corporation Scholarship In May 2019, the Chancellor announced the Land Corporation Scholarship program. This scholarship program is open to all full-time employees of WVMCCD and allows for payment of up to $4,000 annually per applicant for tuition and fees costs. The District’s goal is to provide higher education assistance and invest in its workforce to ensure they have the latest skills. With an increasingly competitive global marketplace, recruiting and retaining a great workforce is imperative for success. “Non-traditional students” are becoming a bigger part of the community college world so providing opportunities for them to continue their education will make happier employees and boost morale. The Land Corporation Scholarship is a great tuition assistance program to motivate the District’s workforce to improve their skillset, which they can use to improve and grow WVMCCD.

Evidence for Multiple Method #9: Multiple Method #9 Evidence

26 96 ITEM 6.3 MAY 21, 2019 ACTION ITEM

PREPARED BY: RYAN NG

REVIEWED BY: ALBERT M. MOORE

APPROVED BY: PATRICK SCHMITT

SUBJECT: PUBLIC OPPORTUNITY FOR COMMENT AND ADOPTION OF THE TEAMSTERS LOCAL 856 (SUPERVISORS UNIT) INITIAL PROPOSALS TO THE WEST VALLEY-MISSION COMMUNITY COLLEGE DISTRICT CHANCELLOR'S RECOMMENDATION: That the Board of Trustees hear public comment on the proposals, close the public comment period, and adopt the proposals. Funding Source/Fiscal Impact N/A Reference(s) Government Code Section 3547 requires that all initial proposals of exclusive representatives and of public school employers, which relate to matters within the scope of representation, shall be presented at a public meeting of the public school employer and thereafter shall be public record. Background/Alternatives Teamsters proposals to the District were presented to the public at the May 7, 2019, Board Meeting. Meeting and negotiating shall not take place on any proposal until a reasonable time has elapsed after the submission of the proposal to enable the public to become informed, and the public has the opportunity to express itself regarding the proposal at a meeting of the public school employer. The public’s opportunity to express itself is during the public comment period preceding the Board’s consideration of this item at the May 21, 2019, Board Meeting. Coordination After the public has had the opportunity to express itself, the public school employer shall, at a meeting that is open to the public, adopt its initial proposals. The Board is, therefore, requested to adopt the initial proposals so that negotiations may take place. Follow-up/Outcome No further action is necessary. Successor negotiations will proceed.

97 ITEM 6.4 MAY 21, 2019 ACTION ITEM

PREPARED BY: RYAN NG

REVIEWED BY: ALBERT M. MOORE

APPROVED BY: PATRICK SCHMITT

SUBJECT: PUBLIC OPPORTUNITY FOR COMMENT AND ADOPTION OF WEST VALLEY-MISSION COMMUNITY COLLEGE DISTRICT INITIAL PROPOSALS TO TEAMSTERS LOCAL 856 (SUPERVISORS UNIT)

CHANCELLOR'S RECOMMENDATION: That the Board of Trustees hear public comment on the proposals, close the public comment period, and adopt the proposals. Funding Source/Fiscal Impact N/A Reference(s) Government Code Section 3547 requires that all initial proposals of exclusive representatives and of public school employers, which relate to matters within the scope of representation, shall be presented at a public meeting of the public school employer and thereafter shall be public record. Background/Alternatives District proposals to Teamsters were presented to the public at the May 7, 2019, Board of Trustees meeting. Meeting and negotiating shall not take place on any proposal until a reasonable time has elapsed after the submission of the proposal to enable the public to become informed, and the public has the opportunity to express itself regarding the proposal at a meeting of the public school employer. The public’s opportunity to express itself is during the public comment period preceding the Board’s consideration of this item at the May 21, 2019, Board meeting. Coordination After the public has had the opportunity to express itself, the public school employer shall, at a meeting that is open to the public, adopt its initial proposals. The Board is, therefore, requested to adopt the initial proposals so that negotiations may take place. Follow-up/Outcome No further action is necessary. Sucessor negotiations will proceed.

98 ITEM 6.5 MAY 21, 2019 ACTION ITEM

PREPARED BY: ROSE SCHULTZ, RYAN NG AND SEAN MCGOWAN

REVIEWED BY: ALBERT M. MOORE

APPROVED BY: PATRICK SCHMITT

SUBJECT: ELIMINATION OF CLASSIFIED POSITIONS

CHANCELLOR'S RECOMMENDATION: That the Board of Trustees approve the elimination of the following positions and direct District staff to issue Notice of Layoff to an affected employee.

Fiscal Impact/Background Due to a lack of funds, the positions and/or employees and the amount of service rendered shall be reduced by layoff as specified below in order for the District to operate within budgeted revenue for General, Categorical and Grant funded programs.

References Education Code Sections 88014, 88017, 88117, and 88127, and Article 19 of the WVMCEA Agreement.

Title/Assignment Position ID College FTE Disposition Funding Financial Assistant WC1018 WVC .80 Eliminate 731000 (Student Body Ctr. Fee) Office Coordinator WC1097 WVC 1.0 Eliminate 124053 (Basic Skills) 134013 (Basic Skills Transformation) 124453 (Adult Education Block Grant) Program Assistant WC1054 WVC 1.0 Eliminate 591002 (CDAAP WV) 110000 (General Fund) Program Specialist WC1075 WVC 1.0 Eliminate 591001 (College for Kids) 591000 (Community Education WV) Research Analyst WC1093 WVC 1.0 Eliminate 124052 (Basic Skills) 124053 (Basic Skills) 124453 (Adult Education Block Grant) Program Analyst (Vacant) MC1028 MC 1.0 Eliminate 124280 (SVETP Grant) Educational Testing MC1107 MC 1.0 Eliminate 134013 (Basic Skills Transformation) Specialist (Vacant) 133019 (SSSP Student Success 18/19) Program Assistant WC1099 WVC 1.0 Eliminate 133013 (Strong Workforce 16/17) (Vacant) TRIO Retention Specialist 140140 WVC 1.0 Eliminate 102210 (Legacy system Cost Center) (Vacant)

99 Coordination The information contained in this item has been reviewed by the District Executive Management Team, District Council and legal counsel. The employees currently employed in the above positions, and the WVMCEA collective bargaining representatives, have been previously apprised of potential layoff.

Follow up/Outcome The affected employees will be provided appropriate notice under the WVMCEA Collective Bargaining Agreement. Those employees with collectively bargained reassignment/bumping rights following layoff will be transferred to their new permanent assignment. For those employees without collectively bargained bumping rights following layoff, the District will exercise its management right and reassign them to existing vacant positions based on education, work experience and skill level. One employee has elected to be laid off rather than accepting an assignment to a different position in a different department. The employee will retain the right to placement on the 39-Month Reemployment List. (6.5 Attachment A)

100 West Valley-Mission Community College District 6.5 Attachment A May 21, 2019 List of Employees with Collectively Bargained Bumping Rights/Reassignments For Consent Agenda

NAME LOC POSITION ID TITLE DEPARTMENT FTE MO RGE FUND From WVC WC1018 Financial Assistant Student Development 0.8 10 54 731000 Ebrahemi, Lili To DIST DC1040 Financial Assistant Finance 1.0 12 54 430000/110000 From DIST DC1040 Financial Assistant Finance 1.0 12 54 430000/110000 Van Kirk, Kay To DIST DC1005 Financial Technician Finance 1.0 12 59 110000 From WVC WC1097 Office Coordinator Basic Skills & Adult Ed. 1.0 12 59 124053/124453/134013 Hembry, Johanna To WVC WC1010 Office Coordinator EOPS 1.0 12 59 133000 From WVC WC1075 Program Specialist Community Education 1.0 12 64 591001/591000 Underwood, Star To MC MC1100 Program Specialist International Studies 1.0 12 64 591303 From WVC WC1093 Research Analyst Basic Skills & Adult Ed. 1.0 12 75 124052/124053/124453 Espinosa, Juan (Emilio) To MC MC1089 Program Analyst STEM-Pipeline 1.0 12 67 120104 From WVC WC1054 Program Assistant Community Education 1.0 12 57 110000/591002 Miranda, Lydia To MC MC1047 Program Assistant VALOR Center 1.0 12 57 110000/133020 From MC MC1047 Program Assistant VALOR Center 1.0 12 57 110000/133020 Nguyen, Duy (Dewey) Declined reassignment; accepting layoff

5/16/2019 101 rs