General Concerns

Encouraging Non-Faculty Guests to Attend Plenary Sessions

Whereas, The Academic Senate for California Community Colleges is committed to fostering collegial relationships with all community college constituencies;

Whereas, College administrators, trustees, classified personnel, and students can benefit from observation of and participation at plenary sessions of the Academic Senate for California Community Colleges, hearing firsthand faculty concerns and opinions and gaining direct exposure to faculty viewpoints;

Title 5 Searches

Whereas, Local academic senates and administrators are frequently asked questions about specific statements in Title 5; and

Whereas, It can be daunting, time consuming, and frustrating to find specific statements in Title 5;

Resolved, That the Academic Senate for California Community Colleges seek to collaborate with the Chancellor's Office to make it much easier to find things in Title 5.

Disposition: Chancellor's Office, Local Senates

The Impact of Increasing Class Size on Learning and Safety in Lab Courses

Whereas, Many programs have labs that are critical to support the active learning of their students;

Whereas, Many times these students are required to use hazardous materials and dangerous equipment that create safety issues; and

Whereas, Budget and enrollment concerns may result in pressure to exceed existing course size limits;

Noncredit Education and ARCC Reporting

Whereas, The Chancellor’s Office for California Community Colleges is reforming the group involved in the Accountability Reporting for the Community Colleges (ARCC) that reports data on various educational metrics;

Hiring of Academic Administrators

Whereas, Local academic senates’ participation with Boards of Trustees was recognized in several Academic Senate resolutions (F89 and F96) and Rostrum articles (2007 and 2009) that noted the participatory role of local academic senates in administrator hiring searches;

Whereas, Administrator organizations share the responsibility of making recommendations to Boards of Trustees regarding the hiring of administrators; and

Whereas, Local Board of Trustees’ administrator hiring practices and searches are inconsistent and vary significantly across the state;

Develop a Faculty Definition of Student Success

Whereas, SB 1143 (Liu, 2010) mandates that the California Community College System “establish a task force to examine specified best practices and models for accomplishing student success,” and the work of this task force is already in progress;

Whereas, Myriad forces from both within and without the California Community College System have attempted to define and suggest measurements for student success, leading to varying understandings and definitions of the term;

Public Information Committee

Whereas a number of organizations and interest groups are presenting themselves as leaders of change in California higher education, and

Whereas the faculty of the California community colleges have the expertise to understand current problems and to develop approaches to the changes that will best respond to the educational needs of California, and

Whereas the faculty are most interested in creating changes that are focused on the broadest range of student, community, and economic needs, and

Redefinition of Student Success

Whereas, Countless conversations have still not resulted in any simple definition of student success;

Whereas, The breadth and depth of participants’ experiences and educational efforts is neither simple nor reducible to any simple definition; and

Whereas, The Accountability Report for the Community Colleges (ARCC) scorecard proposes that the Student Progress and Achievement Rates (SPAR) exclude those students who complete less than 6 units in less than 3 years;

Support for California Association for Developmental Education (CalADE)

Whereas, The goal of the California Community Colleges Basic Skills Initiative (BSI) is to improve student access and success by providing supplemental funding to address basic skills needs and to address training needs for faculty and staff in basic skills and English as a Second Language (ESL);


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