The Academic Senate discussed next steps for
its timely and meaningful feedback initiative during the Jan. 17 meeting. For
much of the academic year, senators have been exploring the creation of college
guidance on giving students timely, meaningful coursework feedback. While the
group agrees such feedback is critical to student success, they also agree that
what is reasonable for one program area or type of assessment is vastly
different from what is reasonable for another. This creates difficulties in building
common, collegewide guideline.
Senate President Michelle Curtin began the day’s discussion by acknowledging a
concern from colleagues that the college would use any Senate-approved
guidelines in a punitive fashion. She said she has received numerous assurances
that the college has no intention of using guidelines to police faculty action;
however, she also acknowledged she cannot persuade colleagues to trust the
college. Instead, she asked senators to accept the risk in interest of their
students’ success, just as they take other risks to help their students every
Senators agreed to have the executive committee draft the beginnings of a
resolution. This will provide a launching point for further discussion and
revision at the next meeting.
Several senators requested a review of the college’s progress on Guided
Pathways, so Academic Affairs Project Manager Rafeeq McGiveron provided a brief
history during the meeting. Using the Guided Pathways framework recommended by
the Association of American Colleges & Universities, the college mapped its
program pathways in 2015-2016. New program pathways, formerly called curricular
guides, launched in fall 2017. Unfortunately, in attempting to help students
make more efficient class selections, the college narrowed students’ general
election options too much. In October 2017, the college realized the impact of
the error and widened the general election options back out to allow students
to select from anything on the general education list. However, the program-approved
“recommended” lists were maintained to help students make choices that would
help them in their chosen field.
Senator comments focused on two issues:
- Students still have a hard time navigating their program pathway, and senators suggested that more or required academic advising could help.
- Courses that do not appear on many “recommended” general education lists suffer from decreased enrollment. Senators questioned whether requiring faculty to pitch other program areas on the merits of their particular courses was the best way to operate.
Finally, senators approved course proposals
and revisions already reviewed by the Curriculum Committee, including:
- A new program of study, Community Paramedicine, that leads to a certificate of completion. This program of study includes new courses CPAR 250: Community Paramedicine I; CPAR 251: Chronic Care in the Community; CPAR 252: Community Paramedicine II; and CPAR 270: Community Paramedicine Clinical
- Course revisions to LEGL 125: Legal Research and Writing I
- Course revisions to LEGL 223: Domestic Relations
- Course revisions to LEGL 225: Legal Research and Writing II
- Course revisions to LEGL 228: Computer Appl for the Law Ofc
These course changes now go to the provost for
The Senate will next meet 9-11 a.m. Friday, Jan. 31, in the Administration
Building Boardroom. Everyone is welcome to attend.
In December 2019, the LCC Board of Trustees approved an addition to LCC’s Acceptable Use Policy that prohibits employee bulk auto-forwarding of all received emails to a non-LCC email address.
Employee bulk email auto-forwarding occurs when an employee sets their email to automatically forward all emails received to a non-LCC email account (e.g., yahoo.com). This usually occurs when a person wants to monitor only one email account, so they forward their work email to their personal or secondary employment email. Employees who are currently bulk auto-forwarding to non-LCC email addresses will receive an email message requesting they comply with the AUP revision by turning off their bulk auto-forwarding option by no later than Feb. 28, 2020. Their supervisors will be included in the distribution of this request.
Under this AUP revision, it is still OK to forward emails and to create rules to forward specific emails to a coworker. Configuring your account to forward all your emails to a non-LCC email account, however, creates several risks for you and the college.
First, bulk auto-forwards create a risk of confidential information leakage. If a person inadvertently sends you confidential information (student information, Social Security numbers, etc.) and your account is auto-forwarding your email, this confidential information would get auto-forwarded outside the LCC network. This creates a security risk for LCC and a potential FERPA or other compliance regulation violation.
Second, auto-forwards can further distribute phishing attacks. When a criminal sends you a phish email that contains malware, the email could get auto-forwarded outside the LCC network, perpetuating the distribution of phish/malware. This creates a security risk for the recipient and a potential LCC liability.
Third, auto-forwards can cause LCC technical problems. For instance, receiving email systems may reject auto-forward emails because they do not technically originate at LCC. And since LCC is not the approved sender of the original email, the LCC domain could be blacklisted from distributing email.
You can turn off bulk email auto-forwarding by logging into my.lcc.edu and selecting Outlook Web, Settings (gear icon), View All Outlook Settings, Forwarding, and uncheck ‘Enable Forwarding’.
If you have any questions or concerns, please contact Director of Information Security Paul Schwartz at 517-483-5264 or firstname.lastname@example.org.
Please join the upcoming Coalition for College
and Career Readiness (C3R) Summit: Partnering for Success. C3R convenes
stakeholders to identify and promote best practices and systems alignment to
increase college and career readiness in the tri-county area.
The event will be held 5:30-8 p.m. Wednesday, Jan. 29, at West Campus.
The agenda includes a review of aggregated, county-level high school data that
focuses on college readiness at LCC. Participants will discuss how to respond
to this data at the school level. Additionally, LCC will share academic support
best practices to promote student success.
This semester, the Academic Success Coaching program is continuing its collaboration with departments across campus to offer more events in the Achieve 360 Skill Builder Series called “mind.blown.” The series is designed to address students’ gap in essential life skills. Partners include the Learning Commons, CASE, the Library, Center for Student Support, Center for Academic and Career Pathways and Student Life.
Spring mind.blown. events will be held:
• 11 a.m.-1 p.m. Thursday, Feb. 13, in the Gannon Commons
• 11 a.m.-1 p.m. Monday, March 16, in the Gannon Commons
• 11 a.m.-1 p.m. Monday, April 20, in the Gannon Commons
In addition, the Academic Success Coaches will host regular programming called “Eat stuff and Learn things.” Those events will be held 11 a.m.-1 p.m. each Wednesday from Jan. 22-April 29 in the StarZone Success Lounge.
Skill builder topics that will be covered at these events include:
• Time management and organizational skills
• Goal setting and self-motivation
• Making decisions and Circles of Control
• Communication and advocating for yourself
• Coping with stress and managing emotions
• The transition to college
• Budgeting and money management
• Study skills
• Studying with Quizlet
• Career exploration (related to the Holland Hexagon and LCC programs with careers that match)
• Becoming career ready and developing the skills employers look for
• The research process and Information Cycle
• Healthy relationships and the Violence Against Women Act
• Drugs and alcohol awareness
• Trauma awareness and resilience
Please pass this information along to your students or come check out an event yourself!
Effective in summer 2020, students will be
able to register for a maximum of 28 credits per semester. This change is part
of an effort to improve overall student success, and to bring us more closely
in line with HLC recommendations.
Previously, Banner allowed students to sign up for up to 99 credits per
semester. One program requires 27.5 credits per semester, so the college
settled on 28 as an upper limit.
Students who wish to enroll in more than 28 credits per semester may request
permission from their dean or designee. In the case of any appeal, the final
decision rests with the Academic Affairs office.
In the event of a power outage at LCC, for
your safety, do
not leave a building or campus unless told to do so by an LCC
Emergency Alert of Public Address announcement. Building emergency lighting
will come on to provide sufficient lighting for moving about your space safely.
In most cases, power is restored within 15 minutes.
If a building or campus experiences an extended loss of power, the college will
provide direction through LCC Emergency Alert, the Public Address system, or by
way of a Building Emergency Response Team (BERT) member.
Here are some general best practices regarding power outages:
- Turn off your computer before you go home each day to protect your information from planned or unplanned power outages.
- After a power outage, inspect any food left in the office fridge. An unopened refrigerator can keep food cold for about four hours without power. Throw away any food that has been exposed to warmer temperatures for two hours or more, or anything that looks or smells unusual. When in doubt, throw it out!
For more information about emergency
preparedness at LCC, check out this video.
Provost Sally Welch is hosting office hours
again this semester to provide time for anyone to ask questions or offer ideas.
Office hours will be held:
- 10 a.m.-noon Wednesday, Feb. 5, in the StarZone
- 3-5 p.m. Thursday, Feb. 13, at West Campus, Room W157
- Noon-2 p.m. Tuesday, Feb. 25, at Livingston Center, Room 104
- 3-5 p.m. Thursday, April 9, at West Campus, Room W157
- 10 a.m.-2 p.m. Wednesday, April 22, in the StarZone
- Noon-2 p.m. Tuesday, April 28, at Livingston Center, Room 104
This semester, LCC is continuing in its
comprehensive effort to support students by embedding academic and non-academic
support throughout their college experience. The overarching goal is to help
students while they are enrolled in college-level courses, rather than
preparing students through non-college-level courses.
The initiative began with a Board of Trustees resolution in January 2018, and
has been woven into the college’s 2017-2021 strategic plan.
Since the initiative began, academic areas have created action plans,
allowing faculty to select the embedded supports that work for their programs.
To assist, the Embedded Academic Support Team has created an inventory of possible
embedded support options as well as examples of supports as they are used by
Additionally, the college implemented test preparation options for students to
take prior to their Accuplacer placement tests. While prep sessions are
optional so as to avoid creating an undue burden on students, they are
encouraged and widely available.
Even with this enhanced support, some students do not place into college-level
work immediately. To encourage these students’ success and to help them
progress in their required credits, the college is building a system that
allows students to enroll in both college-level work and required remedial
courses at the same time. In fall 2019, 41 college-level courses – with a
capacity of more than 7,600 seats – allowed students to enroll with
co-requisite remedial reading/writing courses. In fact, 13% of all fall ENGL
121 enrollments, 13% of all PSCY 200 enrollments and 20% of all RELG 150
enrollments were students engaged in these co-requisite remedial courses. A similar
initiative is now underway for math.
Data are being collected to compare success rates of students enrolled with
co-requisites to those who used Accuplacer or high school GPA to place into
Thank you to all faculty and program areas who have engaged with this
initiative. The college has made great progress, and our students are already
The winter months of Michigan are long and
dark. It is common during this time of year for people to experience a form of
depression called Seasonal Affective Disorder (SAD). SAD can present itself
through many different symptoms, such as:
- Feeling sad or hopeless
- Excessive tiredness
- Difficulty concentrating
- Reduced motivation
- Social withdrawal
Having any of these symptoms can negatively
affect your day-to-day life. LCC wants to remind you that you are not alone,
and there are resources to help you. If you are looking for free and
confidential resources to help alleviate the symptoms of SAD, please contact
the FEI Employee Assistance Program.
FEI Employee Assistance Program
Also, check out this article by
FEI for more information about SAD, its effects and tips for treatment.
A representative from VOYA will be on campus 9
a.m.-4 p.m. Friday, Feb. 7, in Washington Court Place, Room 225, to provide
one-on-one, no-cost sessions with employees. The sessions seek to educate and
inform participants in the Michigan Public School Employees’ Retirement System
(MPSERS) Pension Plus, Pension Plus 2 and Defined Contribution plans.
If you would like to sign up for a session, please contact Tristen Dodge at email@example.com