General Concerns

Data Paper and Equity-Minded Practices

Whereas, Data can help to expose and address systemic barriers that impede the practice of equity on college campuses;

Whereas, Data is critical for faculty to understand and utilize so that they may best assist students in achieving their educational goals;

Whereas, In February 2010, the Academic Senate for California Community Colleges Executive Committee published Data 101 Guiding Principles for Faculty, which delineated ten foundational principles for the use of data; and

Collegial Consultation during Implementation of Guided Pathways

Whereas, The Guided Pathways Award Program, as described in legislation, relies on collegial consultation with faculty and the existence of grassroots governance at every level for successful implementation;

Whereas, The principles and tenets of guided pathways address academic and professional matters, including counseling, curriculum, and program processes to clarify pathways that lead to employment, assist students to select and enter chosen pathways, provide support on the pathways, and ensure learning is taking place; and

In Support of All-Gender Restrooms on California Community College Campuses

Whereas, The Academic Senate for California Community Colleges (ASCCC) embrace equity principles for all in its Values Statement [1], which states that the ASCCC “works to empower faculty from diverse backgrounds and experiences in order to promote inclusiveness and equity in all of their forms” and support this same principle as applied to all students and staff;

Support for Faculty Open Educational Resources Coordinators

Whereas, The Academic Senate for California Community Colleges (ASCCC) has urged local academic senates to identify a local open educational resources (OER) point-person to act as a liaison to facilitate OER-related communication between the college and the ASCCC (Resolution 17.02 F18);

Whereas, The Academic Senate for California Community Colleges’ Open Educational Resources (OER) Initiative is supporting the growth of OER use across the colleges by developing resources and supporting local OER liaisons who may or may not receive support from their colleges;

Develop Recommendations for the Implementation of a No-Cost Designation in Course Schedules

Whereas, SB 1359 (Block, 2016) requires all segments of public higher education in California to “Clearly highlight, by means that may include a symbol or logo in a conspicuous place on the online campus course schedule, the courses that exclusively use digital course materials that are free of charge to students and may have a low-cost option for print versions” (California Education Code §66406.9) as of January, 2018;

Provide Sufficient Resources and Adequate Support for AB 705 (Irwin, 2017) Implementation

Whereas, AB 705 (Irwin, 2017) implementation will result in most California community college students placing directly into transfer-level mathematics and English courses starting in the fall of 2019[1];

Whereas, The California Community Colleges Chancellor’s Office has recommended or strongly recommended that students taking mathematics and English courses receive additional academic and concurrent support based on their high school performance[2];

Using Data to Assess the Impact of AB 705 (Irwin, 2017)

Whereas, It is critical to assess the impact of AB 705 (Irwin, 2017);

Whereas, AB 705 (Irwin, 2017) is mandated to be implemented within the entire California Community College system; and

Whereas, The implementation of AB 705 (Irwin, 2017) is an academic and professional matter impacting curriculum, prerequisites, and educational planning under the purview of the Academic Senate for California Community Colleges;

Develop a Paper on Career and Technical Education, Cooperative Work Experience, Internship, and Apprenticeship Programs

Whereas, apprenticeship programs are regulated by federal labor laws and are primarily funded by labor unions and/or industry;

Whereas, Career and Technical Education (CTE), Cooperative Work Experience (CWE), and internship programs are regulated by California Education Code and primarily funded by public funds; and

Whereas, CTE, CWE, internship programs, and apprenticeship programs are often conflated, and no current clear guidelines exist for the use of best practices for setting up these various programs;

Providing Educational Access and Adequate Support for California Community College Students with Disabilities

Whereas, Federal and state nondiscrimination laws stipulate that students with disabilities must have access to general college services and instructional programs; [1]

Whereas, The Board of Governors of the California Community Colleges implemented revisions to Title 5 regulations [2] on July 1, 2016 to address “academic adjustments, auxiliary aids, services and/or instruction through Disabled Students Programs and Services (DSPS), on and/or off campus, to students with disabilities”; [3]

Research on Guided Pathways Outcomes in California

Whereas, Guided pathways represents an opportunity for California community colleges to carefully examine and transform institutional practices;

Whereas, Recent legislative mandates and external pressures may create an environment of rapid change40; and

Whereas, Faculty are responsible to maintain rigor and quality of curriculum, programs and student success;

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