Spring

Adopt the DEI in Curriculum Model Principles and Practices Framework

Whereas, Resolution F20 3.04 Develop Resources on Effective Practices for Anti-Racist, Equitable, and Inclusive Instructional Strategies [1] directed the “Academic Senate for California Community Colleges [to] develop resources identifying effective practices for anti-racist, equitable, and inclusive instructional strategies and present the resources to local academic senat

Develop and Publish an Inclusion, Diversity, Equity, Anti-Racism, and Accessibility (IDEAA) Liaison Handbook

Whereas, The California Community Colleges system has prioritized inclusion, diversity, equity, anti-racism, and accessibility (IDEAA) work—including through the California Community Colleges Chancellor’s Office (CCCCO) Call to Action, the DEI Task Force Recommendations, and the Vision for Success goals—to eliminate equity gaps and to align with the CCCCO inclusion of accessibility [1];

Adding Anti-Racism to the Academic Senate for California Community Colleges’ Vision Statement

Whereas, The Academic Senate for California Community Colleges (ASCCC) adopted its new Vision statement at its Fall 2020 Plenary Session;

Whereas, Since that time, the ASCCC has focused on the prioritization and inclusion of anti-racism in its DEI efforts through various resolutions and position papers; 

Whereas, The ASCCC recognizes that effective progress at anti-racism requires life-long approaches and commitments; and

Adopt the Periodic Review Rubric and Report Template of the Academic Senate for California Community Colleges

Whereas, In fall 2021 the Academic Senate for California Community Colleges (ASCCC) adopted the Periodic Review of the Academic Senate for California Community Colleges [1]  through Resolution F21 01.01 Adopt the updated Periodic Review of the Academic Senate for California Community Colleges which required the ASCCC to do the following:

Going Beyond Development: Faculty Professional Learning—An Academic Senate Obligation to Promote Equity-Minded Practices that Improve Instruction and Student Success

A focus on faculty professional learning, given the challenges that California community colleges and students face, must remain a high priority and continue to evolve. The Academic Senate for California Community Colleges (ASCCC) has long been an advocate for the development of robust professional development policies as part of senate purview under Title 5 §53200, colloquially referred to as the 10+1.

Reinstatement of Non-substantive Revision Category for the Program and Course Approval Handbook

Whereas, The 7th Edition of the Program and Course Approval Handbook eliminated the category of non-substantive revisions to programs, thus treating any revision, no matter how minor, as a substantive revision;

Whereas, Minor changes to a single course—e.g., title change or unit count—or program may trigger changes to dozens of programs, each program’s re-application consisting of three to five documents, including the following:

Prioritizing System Support for the ECE/EDU Education and Human Development Sector

Whereas, The California Governor’s Master Plan for Early Learning and Care: California for All Kids1, released on December 1, 2020, contained sweeping recommendations related to the broad expansion of childcare and expanded learning and the provision of Transitional Kindergarten (TK) services for all of California’s four-year-olds, resulting in significant impacts on early childhood education and education (ECE/EDU) courses and the pivotal role California community college programs hold in recruiting, preparing, graduating, transferring, and supporting over 85% of the ECE

Collaborate with Regional Consortia

Whereas, The California community colleges’ career technical education 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 exists as a separate entity operating under a separate grant with its own operating bylaws and practices;

Whereas, The California community colleges’ career technical education mission and programs are closely connected to industry and are supported by the sector and regional directors; and

Support for Students Affected by the Military Coup in Myanmar

Whereas, The ongoing military coup in Myanmar has wreaked untold violence and devastation and has caused enormous psychological, emotional, and physical distress for citizens or born nationals of Myanmar, many of whom study within the California Community Colleges system;

Whereas, The military coup has caused personal and economic hardship for these students due to the shutdown of many Myanmar businesses, freezing of bank transactions, looting and destruction of citizens’ homes, and kidnapping, imprisoning, and murder of Myanmar citizens; and

Student Participation in Hiring Processes

Whereas, Student voice is critical to the hiring process, and California Education Code’s equal employment opportunity provision implies support for the participation of students to ensure the community college work force is “continually responsive to the needs of a diverse student population by ensuring that all persons receive an equal opportunity to compete for employment and promotion” (Ed. Code §87100 (a) (3));

Subscribe to Spring