Adoption of SciGETC Curriculum

Whereas, The Intersegmental Major Preparation Articulated Curriculum (IMPAC) project has produced the SciGETC curriculum plan to prepare students in high-unit science majors to transfer from community colleges to four-year institutions so that they may begin upper-division coursework in their respective majors in a timely fashion and defer two lower division general education courses; and

Whereas, The Intersegmental Committee of Academic Senates (ICAS) has endorsed the SciGETC curriculum plan and sent it to each segment's academic senate for adoption;

Shared Governance: Barriers to Participation

Whereas, There has been a gradual systemwide trend to both compress academic calendars and add additional terms per year in order to address fiscal shortages, which, in effect, concentrates the instructional workload into shorter time periods, thereby leaving many faculty with less time for governance activities; and

Whereas, This workload shift may be initially difficult to identify on the local level, and any local efforts to study or correct this have little or no effect upon the systemwide impact of these trends;

USA Patriot Act

Whereas, The United States Constitution guarantees all persons living in the United States fundamental rights including freedom of religion, speech, assembly and privacy; protection from unreasonable searches and seizures; due process and equal protection to any person; equality before the law and the presumption of innocence; access to counsel in judicial proceedings; and a fair, speedy and public trial;

Whereas, The USA Patriot Act contradicts fundamental Constitutional rights;

IMPAC and Community College Discipline Representative Groups

Whereas, Intersegmental Major Preparation Articulated Curriculum (IMPAC) has proven to be a successful project, providing intersegmental discussions of curriculum by disciplines;

Whereas, An unexpected benefit of the IMPAC meetings has been to provide opportunities for CSU department chairs from across the state to plan their meetings to coincide with IMPAC meetings;

Whereas, Many disciplines in California community colleges do not have organized, statewide discipline chair groups to benefit from similar discussions who can meet alone and with CSU chairs; and

75:25 Ratio

Whereas, The Academic Senate for California Community Colleges has long upheld and pursued the 75:25 ratio of full-time to part-time faculty, a goal articulated in AB 1725 as affording students academic excellence;

Whereas, The Academic Senate for California Community Colleges has long resisted efforts by others to fragment the faculty ranks by applying false dichotomies, such as full-time/part-time, librarians and counselors/discipline faculty;

Staff Development

Whereas, Education Code 87151 and 87154 make reference to the provision of funds for the purposes of community college faculty and staff development; and

Whereas, Processes for faculty professional development activities and processes for institutional planning and budget development are among the ten-plus-one responsibilities of academic senates identified in Title 5 53200;

Postponement of Vote on Math and English Requirements

Whereas, Some faculty were confused about the timeline for voting on the proposed changes to the mathematics and English requirements for AA/AS degrees; and

Whereas, New senate presidents usually begin their term in the fall and many were not aware of the continuing discussion of the issues nor the impending vote at the Fall 2004 Session;

Resolved, That the Academic Senate for California Community Colleges postpone the vote on changing the mathematics and English requirements in Title 5 for the associate degree until its Spring 2005 Plenary Session.

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