Faculty Development

Faculty Professional Development

Whereas, The passage of Assembly Bill (AB) 2558 (Williams, 2014)[1] establishes a new structure for professional development at the California community colleges, creating a new Community College Professional Development Program for professional development opportunities for faculty, administration, and staff;

Professional Development and Part-Time Faculty

Whereas, Professional development benefits all faculty, regardless of discipline, position, or college;

Whereas, Professional development opportunities for part-time faculty can be limited or even non-existent in many districts; and

Whereas, Part-time faculty are able to contribute to professional development activities in many ways, including bringing a variety of perspectives and experiences to the college;

Professional Development and the Academic Senate

Whereas, The academic and professional matters identified in Title 5 §53200 include “faculty professional development policies” as an area that falls under the purview of local academic senates and by extension, at the state level, the Academic Senate for California Community Colleges;

Faculty Professional Development

Whereas, The primary basis for faculty hiring is subject matter expertise and meeting the minimum qualifications outlined in Title 5 and in Minimum Qualifications for Faculty and Administrators in Community Colleges (January 2012)[1];

Whereas, The California Community College faculty minimum qualifications do not include requirements for andragogical knowledge or teacher preparation;

Whereas, Many colleges do not have a formal faculty professional development program tied to improvement of andragogy; and

Consistent and Sustainable Funding for Professional Development

Whereas, AB 2558 (Williams, 2014) as of February 21, 2014, contains provisions that would implement two of the recommendations of the Chancellor’s Office Professional Development Committee, including changing the name of the Faculty and Staff Development Fund to the Professional Development Program and making the program inclusive of all college employees, but not does not provide the consistent and sustainable funding for professional development as recommended by the committee;

Amend Resolution 12.03 F13

Amend the second resolved:

Resolved, That the Academic Senate for California Community Colleges take the position that faculty need professional development that is ongoing and based on a faculty member’s pedagogical learning needs.

MSR: Referred to the Executive Committee (see resolution 12.03 F13)

Amend Resolution 12.03 F13

Amend the first resolved:

Resolved, That the Academic Senate for California Community Colleges research professional development programs for college faculty linked to teaching and learning and their impact on student success, and report its findings back to the body by Fall 2014; and

MSR: Referred to the Executive Committee (see resolution 12.03 F13)

Faculty Professional Development

Whereas, The primary basis for faculty hiring is subject matter expertise and meeting the minimum qualifications outlined in Title 5 and in Minimum Qualifications for Community College Faculty and Administrators;

Whereas, The California community college faculty minimum qualifications has no requirement for pedagogical knowledge or teacher preparations;

Whereas, Many colleges do not have a formal faculty professional development program tied to improvement of teaching and pedagogy; and

CTE Faculty Professional Development

Whereas, Career and Technical Education (CTE) faculty have unique professional development needs that non-CTE faculty may not; and

Whereas, CTE faculty may have more contact hours per student per unit than non-CTE faculty, are often part time faculty, and have less time to collaborate with colleagues in CTE programs and maintain currency in their disciplines, and in the changing dynamics of CTE and Economic Workforce Development (EWD) within California, which directly impacts funding, programs sustainability, and student success;

Community College Faculty Exchanges

Whereas, Professional development funds and sabbaticals are limited or nonexistent in many districts; and

Whereas, Faculty can learn much by visiting other campuses and observing their processes, instructional methods and programs in a variety of capacities from short visits to a visiting appointments;

Resolved, That the Academic Senate for California Community Colleges explore methods for full-time faculty participation in faculty exchanges with colleagues at other colleges within the California Community College System, and report their findings to the body by Fall 2014.

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