Whereas the paper "Copyright, Fair Use, Privacy and Academic Freedom in a Technological World" presents principles and basic information and is not advice to collective bargaining agencies, and
Whereas Resolution 11.01 S99 calls for an additional paper developed in collaboration with collective bargaining agencies to address "areas such as faculty load, class size, compensation and related issues, with regard to distance learning and teaching," and
Whereas the draft paper entitled "Faculty Ethics: A Supplement to the AAUP Ethics Statement" was not included in any pre-mailing to the 1993 Fall Session for pre-session discussion at local colleges and area meetings, and
Whereas neither of the two the Academic Senate for California Community Colleges committees that have reviewed the draft paper, were willing to request that the session adopt the draft paper entitled "Faculty Ethics: A Supplement to the AAUP Ethics Statement,"
The academic administrators evaluation process proposed in this document is designed to transcend legal compliance and to foster meaningful professional growth. Moreover, this document is presented as a model of administrator evaluation and should not be viewed as a prescription for local districts to follow. Local academic senates are encouraged to meet and work with governing boards, and/or their designees, to modify the model to meet local conditions and needs.
In 2007, the Academic Senate for California Community Colleges adopted the paper Sabbaticals: Benefiting Faculty, The Institution, and Students. Based in part on survey results, it reiterated the fundamental value of the sabbatical leave concept, but uncovered wide disparities in implementation among California's community colleges.
Sabbatical leave has a long and distinguished history in academe, both at universities and community colleges. By virtue of its traditional benefit to professors, institutions, and students, sabbaticals may appropriately be considered as a "right" by the professoriate. Even so, during statewide budgetary crises, sabbatical leave was temporarily suspended at some California community colleges. This situation prompted a resolution instructing the Academic Senate to develop a document in support of sabbaticals.
In 1988 the Community College Reform Act (AB 1725) began a phase out of credentials in favor of a process for establishing minimum qualifications and the determination of equivalencies that are at least equal to the state-adopted minimum qualifications for a particular discipline. The recommendations of this paper provides a proposed equivalency model as well as the results of an equivalency survey and a legal opinion stating that local districts are not authorized to establish a single course equivalency.
Noncredit programs and courses within California community colleges have long been overshadowed by credit programs and courses. In spite of the fact that noncredit generates approximately 10% of enrollment in the California Community College System, many people outside and even within the System are not aware of or do not fully understand the importance of noncredit and how it serves California's educational needs.
The purpose of this document is to provide faculty members with a guide to the disciplines review process. The following sections of this paper will discuss reasons or conditions for recommending changes and/or additions to the Disciplines List and outline the review process. The paper will conclude with resources for local senates and other constituent groups to use as they consider proposing changes to the Disciplines List.
The Education Code and Title 5 Regulations clearly lay out the requirements for faculty members hired to teach courses and perform other services in the California Community Colleges. Since passage of the Community College Reform Act (AB 1725) in 1988, faculty have had the primary role in determining who is hired to their ranks and specifically which courses each faculty is qualified to teach. This paper explains the various roles faculty play in this area.
This position paper of the Academic Senate for California Community Colleges begins by examining the philosophy behind different structures in an academic institution. This discussion leads to a discussion of the roles and responsibilities of "chairs" within that structure and how they might be fulfilled by department chairs, division chairs or deans. The paper concludes that institutional success can only come from widespread discussion and agreement on such philosophy and structure prior to implementation or change.