Issues between IEL and SFCC/SCC

From Faculty Viewpoint:
  1. Textbooks
    1. Being informed of potential text changes
    2. Being invited to give input when textbooks considered
    3. Being informed when textbooks choice made—need lead time when changed
    4. Appreciate convenience of viewing current quarter textbooks on bookstore site
    5. Would like ability to order textbooks online rather than by paper
  2. Mutual respect
    1. Being recognized as equal
      1. full-time have been hired with SFCC department representation and SFCC member on tenure review committee
      2. adjunct hires approved by SFCC
    2. Provided equity—in faculty improvement and training opportunities, curricula input
    3. Receiving information (such as changes in syllabi in time to incorporate them into our syllabi)
    4. Not having to prove credentials each time department chair or dean changes
    5. Recognize challenges to participation (Note: I missed Point e and its subtopics)
      1. Distance (and coverage of missed classes)
      2. Full-time versus part-time faculty ratio (hard to expect participation from part-time faculty and some participation upsets carefully-scheduled workloads)
      3. Frequently time of meetings affects our ability to participate
  3. Compensation
    1. No curriculum development funds—affects lab instructors (math, business and office)

      2. (Note: IEL was asked to share in the cost of math lab test revisions and agreed to pay fair share of development cost by budget transfer; also paid cost of copying)

      1. Adjunct faculty do have stipends
    2. Open lab designation in rural programs versus other designation on campus (NOTE: mentioned by Linda McDermott that this is a contract issue)
  4. Online classes
    1. IEL faculty who have completed the Washington Online training would like to be allowed to teach an online class (presently told there must be a separate IEL section)
  5. Faculty qualifications
    1. District requires "specialists" with masters in a narrow field; offerings in IEL credit classes introductory only and "generalists" more valuable
      1. Need to define discipline or emphasis—how broad is it? Must the master’s degree be in the specialist field or the generalist field?
  6. Communications
    1. Appreciate ability to communicate via e-mail
      1. Problems with e-mail between entities (Outlook blocking attachments, for example)
      2. Technicians need to coordinate and communicate