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Faculty Senate
Minutes of May 13, 1998

Present: Bob Hirnle, Alicja Janovich, Barbara Hunter, Phil Sell, Helen Burn,
Angi Caster , Rosemary Adang, Jack Harton, Ruth Windhover, Gloria Koepping (representing Patricia Haggerty), Moira Fulton, Keith Paton, Michael Grubiak

Observers: Ed Command, Tim Morrison

I. Call to Order 2:35pm

II. Agenda Review

to ensure that Tim Morrison could give a report from the Faculty Senate Curriculum Committee before having to leave, the agenda was approved in reverse order.

III. Discussion Items

a. Diversity/Globalism requirement

Tim Morrison reported on the work of the Faculty Senate Curriculum Committee, which over the past few months has been considering a proposed diversity/globalism requirement to the curriculum. The committee has held a faculty forum, a faculty meeting, and set up a web-based discussion to get input from faculty on this issue. Tim reported on two possible models for such a requirement. One model is based on the Instructional Cabinet recommendation of March 1998. The second model is based on the CO2020 task force report, sent to Instructional Cabinet in may 1996.

According to Tim Morrison, the difference in the two models is that the CO 20/20 proposal is for a minimum of 3 credits in classes meeting the diversity/globalism criteria. The Cabinet proposal is for a 5 credit American Diversity and a 5 credit Globalism requirement. Both propose that these requirements be met within existing distribution requirements, e.g. that a global class could also satisfy a humanities distribution requirement. Tim also stated that the cabinet's definition of what will satisfy the requirements is much more restrictive than that found in the 20/20 report.

In reporting on the recommendation of the Curriculum Committee, Tim stated that the committee did not reach a consensus on a recommendation, but a majority of the committee thought it "prudent and proper" that Highline require a diversity/globalism requirement along the lines of the CO2020 recommendations. This would include

the establishment of a faculty committee that would establish guidelines and identify courses that fulfill the Diversity/Globalism requirement
At least 50 percent of a course's content, emphasis, or time spent in class should deal with diverse points of view. That these should be identified on CAFs and might include such topics as culture, ethnicity, gender, disability, racism, or poverty. Also, that where possible materials generated by members of those diverse groups should be included.
Students should take at least one course, one which satisfies the diversity requirement for American Cultures: 3 to 5 credits; or one which satisfies the requirement for global cultures: 3 to 5 credits.
Courses will be marked with a (D) diverse American cultures, and (G) global cultures if they meet faculty developed criteria. New courses may be developed or current courses may be modified to be inclusive of different cultural or social perspectives and traditions.

According to Tim, many faculty didn’t understand or support the Cabinet proposal, which was put forward without a lot of supporting information. Another difference between the two proposals was that the Curriculum Committee saw the CO2020 proposal as being more inclusive in being able to incorporate what some faculty are already doing in their classes, and this approach will encourage faculty to expand on what they are already doing, either by adapting existing courses or developing new courses meeting the diversity/globalism criteria.

An area of concern for the Curriculum Committee was feedback on this issue from younger faculty of color, who saw the potential for a negative impact on Highline as a whole. Such impact could manifest itself in the form of resentment by faculty, administrators, and staff about instituting a diversity/globalism requirement, or the manner in which the requirement is implemented; the formation of cliques, etc. To reduce the chance of such resentment or a backlash occurring at Highline, Tim recommended that the faculty committee formed to establish guidelines and identify courses that fulfill the Diversity/Globalism requirement would take a leadership role in explaining the criteria it develops, researching what has happened at other colleges implementing such a requirement, and undertake other activities as needed to recognize and deal with potential problems regarding this issue.

At this point the Senate engaged in a general discussion on the diversity/globalism requirement proposal. Points brought up included

identifying problems had occurred at other campuses implementing such a requirement;
whether a diversity/globalism designation for classes in the college catalog paralleled the idea of using a W designation for the writing across the curriculum concept;
how Highline’s Strategic Initiative or the general college outcome concerning diversity was not currently reflected in the college catalog.

At this point, Angi Caster made a motion which was seconded and then voted on. The motion:

The Faculty Senate moves that a Diversity/Globalism requirement be established at Highline Community College along the guidelines stated in the CO2020 task force report of May 1996; that such guidelines include a minimum requirement of three credits, that at least 50% of the class content address issues of diversity/globalism, that a committee formed by the Faculty Senate in Fall 1998 begin the process of designing and implementing the requirement, and that this requirement is not contingent on any other proposed or actual changes to the A.A. degree.

This motion was passed by the Faculty Senate by an 8 to 3 vote.

b. Faculty Meetings

Jack Harton brought up the idea that with the change in format of the faculty meetings that had occurred in May, a change might be needed in who took responsibility in calling and organizing the meetings. A brief discussion ensued, with Ruth Windhover pointing out that since form should follow function, the format of future faculty meetings should reflect whatever the meetings needed to accomplish. Angi Caster, in a motion mood, moved that

The Faculty Senate assume responsibility for arranging faculty meetings beginning Fall 1998.

The motion was seconded and unanimously approved by the Senate. Ed Command stated that he agreed with this idea and hoped that the meeting would be kept inclusive so that administrators and staff would be invited to attend and participate.

III. Approval of Minutes

The minutes for the April 1998 Faculty Senate meeting were approved.

IV. Reports

A. President - Ed Command

has been traveling across the state developing strategies for community colleges for the upcoming legislative session. He is trying to get support for what he sees as the two major issues:

1. improving faculty salaries

2. worker retraining funds

Ed reported that the State Board for Community and Technical Colleges has held some open forums across the state to see what people think about community colleges. Ed attended such a forum held at Boeing and was pleased at what he heard, and got some valuable insight from the forum.

B. Senators-at-Large:

Alicja Janovich reported on nominees for Faculty Senate positions. The nominees include:

chair-elect - Lance Gibson, Helen Burn
secretary - Lea Ann Pratt
senators-at-large - Judy Johnson-Wise, Angi Caster, Jack Harton

C. HCEA - Ruth Windhover:

HCEA is initiating its spring membership drive; the column advancement issue is a major area of focus, and on May 27th there will be a faculty forum on this issue led by Bruce Roberts.

D. FACTC:
no report.

E. ASHCC:
no report

F. Chair - Bob Hirnle

this was the last meeting for Bob as chair. He spoke on how the Senate had done some interesting and important work, such as the Students Rights and Responsibilities issue, and the Diversity/Globalism requirement. Bob said that he had had a job reflecting growth, frustration, and interesting times. The Faculty Senate members agreed to each eat a brownie in Bob’s honor.

Adjourned 4:05pm

Jack Harton, Faculty Senate Secretary.
5/16/98

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