General Concerns

Add/Drop Deadlines

Whereas, California community colleges have a wide variety of add and drop deadlines; and

Whereas, No investigation or literature review has been conducted by the Academic Senate to determine the potential effects of late add, early drop, and late drop deadlines on student success;

Transition of Faculty to Administration

Whereas, There is a severe shortage of qualified administrators within the California Community College System who are trained in participatory governance as defined by Title 5 53200 and who understand, value, and honor the role of faculty in participatory governance;

Whereas, There is also a severely limited pool of qualified administrative candidates to draw upon for vacant positions within the California Community College System; and

Research and Publish CCC Districts’ Current Expense for Administration

Whereas, The Academic Senate for California Community Colleges has not researched nor published administrator to faculty ratios;

Whereas, The Academic Senate for California Community Colleges has not researched nor published California community college districts’ current expense for administration; and

Whereas, There is no legislation or regulation that mandates the amount or percent of a district's current expenses that can or should be spent on administration;

Understanding Student Accumulation of “Excess Units”

Whereas, Both the California Legislative Analyst’s Office and the Chancellor for California Community Colleges have lamented the “excess units” that the state pays for as students work to earn a bachelor’s degree (e.g., CCCCO Press Release, January 29, 2010), yet have offered no research-based evidence for why a student might accrue “excess units”; and

Improving Faculty Interest in Administrative Leadership

Whereas, Some estimates indicate that in the next 10 years, 60% of current administrators will retire;

Whereas, Many colleges are having difficulty developing adequate applicant pools for existing administrative positions; and

Whereas, Many qualified faculty do not consider moving into administration because of their dedication to teaching and the perceived need to abandon teaching entirely when entering administrative ranks;

Academic Integrity Resource Library

Whereas, Academic integrity is a key principle of higher education which should be woven throughout the entire fabric of an institution;

Whereas, The Academic Senate for California Community Colleges has adopted the paper Promoting and Sustaining an Institutional Climate of Academic Integrity, which addresses issues relating to academic integrity; and

Reexamination of Lab Space Allocations

Whereas, Regulations currently treat science and career technical education (CTE) lab space equivalently in terms of state definitions of capacity load space allocations;

Whereas, Title 5 language has not changed in this regard in more than 40 years, while the nature of both science and CTE has evolved; and

Whereas, The current allocation formula inappropriately combines the different needs of science and CTE programs under the same formula;

Noncredit Accountability Measures

Whereas, The need for noncredit accountability measures is increasing, especially for the new instructional category of Career Development and College Preparation;

Whereas, Noncredit accountability measures of student and program success in the community colleges can provide valuable information in order to evaluate educational effectiveness, learning outcomes, and build on successful strategies;

The Effect of Calendar Compression on Noncredit Instruction

Whereas, While noncredit instruction has many similarities with credit instruction, there are also some differences;

Whereas, If a college that has noncredit instruction changes to a compressed calendar, some of those differences might translate into a different effect on noncredit students and faculty than for credit students and faculty;

Whereas, Many noncredit classes already meet 2.5 - 4 hours per day; and

Basic Skills Advisory Committee

Whereas, The Academic Senate for California Community Colleges’ Basic Skills Committee is responsible for reviewing and recommending positions and actions on issues related to under-prepared students and is responsible for gathering information on best practices to provide instruction and support services to underprepared students and conveying this information to the field;
Whereas, The Chancellor’s Office has established a new Basic Skills Advisory Committee that will advise the Chancellor’s Office on the direction for basic skills efforts within the state; and


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