Whereas, The funding to support institutional transformation as codified by the California Community Colleges Guided Pathways [Award] Program is coming to an end, with the final allocation of the remaining 10% in July 2021;
Whereas, The work of establishing and improving a college’s guided pathways framework is integral with all institution-wide work;
Whereas, The new Student Centered Funding Formula (SCFF) provides financial incentives to local districts for degree and certificate completion as well as completion of college-level English and mathematics within the first year that could lead to pressure on faculty to increase success and completion rates to maximize college funding;
Whereas, The Academic Senate for California Community Colleges will be initiating a five-year open educational resources (OER) initiative in spring 2019 that will provide OER-related support and resources to the colleges and gather data from the colleges related to OER use and challenges;
Whereas, Previous resolutions and papers from the Academic Senate have encouraged faculty participation in curriculum development, program planning, enrollment management, and scheduling;[1]
Whereas, California Community Colleges Guided Pathways is intended to create a sustainable framework for institutions to develop local implementations that serve the needs of all students in helping them identify and meet their educational goals;
Whereas, The AB 705 (Irwin, 2017) requirement that community colleges maximize the probability that students complete transfer-level English and math courses by the end of their first year has resulted in several reforms to address developmental education needs of many students who will be placed in these courses;
Whereas, “Effective participation” means that all stakeholders must be afforded an opportunity to review and comment upon recommendations, proposals, and other matters and to participate effectively in discussions of academic and professional matters delineated in Title 5;
Whereas, Career Development and College Preparation noncredit courses that are part of approved noncredit certificates are eligible for apportionment at the same apportionment rate as credit courses; and
Whereas, Career Development and College Preparation noncredit courses provide valuable opportunities that prepare students who are unprepared or underprepared for college-level coursework for entry into the workforce, and provide onramps into credit certificate and degree programs;
Whereas, While apprenticeship programs may be operated by colleges, apprenticeship instructors assigned to teach credit and noncredit Related and Supplemental Instruction courses (RSI) within apprenticeship programs are normally selected, trained, and supervised by trade union apprenticeship training center directors and typically are not integrated into the professional life of the colleges that have apprenticeship programs;
Whereas, California community colleges continue to engage in numerous student success initiatives, including California Community College Guided Pathways Award Program, Student Equity, and Basic Skills Initiative;
Whereas, The importance of libraries for student success has not been fully recognized or explored in the language or implementation of such initiatives, and often library faculty have not been encouraged to participate in developing the corresponding plans;
Whereas, The Chancellor for the California Community Colleges was recently appointed (December 19th, 2016), and began to initiate and establish the California Community College Guided Pathways Award Program;
Whereas, The California Community College Guided Pathways Award Program requires completion of California Community Colleges Chancellor’s Office mandates for fiscal allocations;