The Disciplines List: An Overview

1. The Disciplines List: An Overview Academic Senate for CA Community Colleges Leadership Institute Revised 6/16/04

2. Topics Discussed in this Session: • Historical Overview & Applicable Legislation • Disciplines List & Minimum Qualifications • Equivalencies • Placement of Courses within Disciplines • FSAs (Faculty Service Areas)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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