General Concerns

Whereas, Many community college students are strongly encouraged to complete a certificate or an associate degree, which significantly increases their lifelong earning potential;

Whereas, Both student services and instruction in the community colleges increasingly require students to possess basic computer skills in order to enroll, participate, and succeed in college; and

Whereas, Industry advisory groups have documented that these basic computer skills are also necessary for entry into, and long-term success in, numerous careers and professions;

Whereas, The Belmont Report of 1979 stated that the Institutional Review Board (IRB) guidelines are grounded on the principles of (a) respect for persons by obtaining informed consent of all human subjects to participate in research studies or grants; (b) concern for the well-being of subjects by reducing the risk of harm; and (c) justice by fair and equal selection of human subjects with particular concern for subjects whose personal status or conditions places them in a vulnerable or dependent status;

Whereas, Many colleges that use one of the major enterprise software systems such as Datatel, Banner, or People Soft, are experiencing significant negative academic and student services ramifications;

Whereas, Working with faculty, administrators and staff to identify enterprise software issues and solutions could provide strength in numbers, bring people together across districts, and result in a stronger voice to compel vendors to make necessary modifications and improvements;

Whereas, There are many foundations, non-accrediting groups, and organizations today which are researching and developing positions or policies that are directed at California community colleges, often bringing into question the existing internal policy development processes within the system;

Whereas, The goals of some organizations may conflict with the tenets and principles of the Master Plan for Higher Education, AB 1725, the multiple missions of California community colleges, and/or of established positions of the Academic Senate for California Community Colleges;

Whereas, Using data and evidence and employing data-driven decision making processes are essential to success in program review, enrollment management, accreditation, and many other facets of college effectiveness;

Whereas, Many faculty are still learning about the types of data available, the types of data to request, effective uses of data, and how to interpret data with confidence; and

Whereas, Colleges are not equal in their access to research assistance or to faculty or staff willing to assist with data analysis;

Whereas, The local budgeting process is an item of collegial consultation, as defined in Title 5 Regulations, that often leads to local senate involvement in analysis of the local college or district budget;

Whereas, Full understanding of fiscal and accounting practices used in college and district budgets can take many years to acquire;

Whereas, There are several relatively simple indicators that are common to most districts and that can be tracked and compared to statewide data for anomalies; and

Whereas, Resolution 13.01 S08 Noncredit Accountability Measures directed the Academic Senate for California Community Colleges to work with the Accountability Reporting for Community Colleges (ARCC), the Chancellor’s Office, and other appropriate committees, organizations, and agencies to develop appropriate noncredit accountability measures that demonstrate the multiple and complex measures of student success in noncredit instruction;

Whereas, There is a coalition that has existed for several years which was formed to protect the free exchange of speech and ideas on campus;

Whereas, This coalition, Free Exchange On Campus, has the following mission: "Free Exchange On Campus is committed to advocating for the rights of students and faculty to hear and express a full range of ideas unencumbered by political or ideological interference"; and

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

Whereas, Many colleges have difficulty developing adequate applicant pools for existing administrative positions;

Whereas, Many qualified faculty leaders may be so personally engaged in teaching that they would be reluctant to become administrators if that meant they had to abandon teaching entirely; and

Whereas, If this impediment were removed, more qualified applicants from the faculty ranks may consider moving into administrative roles;

Whereas, The California Community Colleges Board of Governors, System Office, Chief Instructional Officers, Chief Student Services Officers, Chief Executive Officers, and the Research and Planning Group have provided leadership and given countless hours to the Basic Skills Initiative;