General Concerns

Support for Federal Funding of Arts and Humanities Programs

Whereas, Open access to the arts and humanities allows students of all backgrounds to acquire a broad awareness of history and cultural diversity, develop critical thinking skills, and learn empathy for human experiences of all kinds;

Whereas, Inherent in the mission of the California community colleges is the preparation of students for a rich, meaningful, and engaged life that goes beyond transfer and career preparation to helping students develop qualities of responsible citizenship;

Resolution on the Importance of Direct Links to the Library on College Websites

Whereas, California community college libraries provide an increasingly vast array of online resources including research databases, ebooks, online information literacy tutorials, chat reference assistance, and library catalogs;

Whereas, In recognition of the critical role that libraries play in student success, the vast majority of California Community Colleges[1] provide direct links to the college library on their websites; and

Feasibility Study to Expand the Hayward Award

Whereas, Recognizing both full- and part-time faculty through the Hayward Award is a laudable and important goal;

Whereas, Alternating the recognition of part-time and full-time faculty in each area annually has reduced the opportunity to recognize full-time faculty to receive recognition; and

Whereas, This practice has created confusion at some colleges that have completed their local award programs and has made it difficult to recognize both full- and part-time faculty;

Condolences for Colleges and Universities Affected By Violence

Whereas, On-campus violence has impacted our colleagues, students and system of higher education;

Resolved, That the Academic Senate for California Community Colleges express its sympathy and condolences to the colleges, universities, and communities affected by violence. 


Faculty Participation and Leadership in CTE Regional Consortia

Whereas, The California community colleges career technical education (CTE) mission and programs are monitored and supported by seven macro regional consortia whose members are comprised of representatives from every college within each of these regions and each of these regional consortia exist as separate entities operating under separate grants with their own operating bylaws and practices;

Update System Guidance for Noncredit Curriculum

Whereas, Changes to regulations governing course repeatability, the recent efforts at realigning adult education (AB 86 and AB 104, Budget Committee, 2013), the recent equalization of funding for Career Development and College Preparation (CDCP) noncredit class apportionment with credit class apportionment, the ongoing funding for student success efforts including Basic Skills, Equity, and Student Success and Support Programs, and the Recommendations of the California Community Colleges Task Force on Workforce, Job Creation, and a Strong Economy (August 14, 2015)  are all resulting in an in

Addition of Course Identification Numbers (C-ID) to College Catalogs and Student Transcripts

Whereas, California Articulation Number System (CAN) designations were typically included in college catalogs, typically in a list with the University of California Transfer Course Agreement and at the end of each course’s catalog description;

Whereas, CAN has been replaced by Course Identification Numbering System (C-ID) designations which indicate that a course outline of record is aligned to an intersegmentally developed descriptor, establishing intrasegmental articulation and often permitting inclusion in Associate Degrees for Transfer;

Creating a Common Assessment Reporting Tool to Detail Student Skills

Whereas, Current assessment instruments generate a single score that is used locally to place students into courses in English, Reading, English as Second Language (ESL), and Mathematics;

Whereas, Recommendation 2.1 from the 2011 Student Success Task Force called for the community colleges to “develop and implement a common centralized assessment for English reading and writing, mathematics, and ESL that can provide diagnostic information to inform curriculum development and student placement;”


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