Whereas, Faculty have both the freedom to select the course materials they deem most appropriate and the responsibility to consider the cost burden as they do so (California Code of Regulations Title 5 §59404);
Whereas, California Code of Regulations Title 5 §53206 establishes the Academic Senate of the California Community Colleges as the representative of community college academic senates or faculty councils before the Board of Governors and Chancellor's Office on academic and professional matters (Title 5, §53200);
Whereas, The Academic Senate for California Community Colleges has advocated for inclusive college campuses through resolutions, rostrum articles, and presentations;
Whereas, The Academic Senate for California Community Colleges encourages local academic senates to develop mechanisms to encourage faculty to consider open educational resources (OER) when developing or revising courses and to document the use of OER on the course outline of record (Resolution 09.05 SP 19);
Whereas, During the current emergency conditions, the Alternative Attendance Accounting Procedure, Title 5 § 58003.1(f), is employed for noncredit distance education courses that do not use the Positive Attendance Procedures, Title 5 § 58003.1 (e), requiring a calculation of student contact hours that includes
(a) The total number of hours of instruction in the class
(b) The number of hours expected for any outside-of-class work
(c) Instructor contact as defined by Title 5 § 55204;
Whereas, Education Code section 87454 allows tenured faculty within a given district the right to retain their faculty tenure when assigned to an educational administrator position, while Education Code section 87458 states that educational administrators without faculty tenure have the right to become first-year probationary faculty provided all of the requirements of section 87458, commonly known as “retreat rights,” including the existence of a process reached by joint agreement between the representatives of the governing board and the academic senate and approved by the governing board
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
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
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;
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;