2012

Whereas, The Academic Senate for California Community Colleges adopted resolution 8.01 F11 that called for an update to the 1994 paper Role of Counseling Faculty in the California Community Colleges;

Whereas, The topics covered in the newly revised paper include updated and current minimum qualifications, specific guidance on appropriate roles for paraprofessionals and faculty advisors, the use of online counseling and technological tools for delivering some counseling services, and the creation and use of education plans; and

Whereas, Current Title 5 requirements regarding eligibility for noncredit apportionment for supervised tutoring reference Education Code §84757 (a) (2) that limits apportionment to students enrolled in basic skills; and

Whereas, Current effective practice, identified in the Basic Skills as a Foundation for Student Success in California Community Colleges (2007) and elsewhere, specifies that mainstreamed, centralized tutoring programs most successfully support basic skill students enrolled in any course;

Whereas, Some California community colleges have suggested that colleges should award degrees or certificates to all students who complete all requirements for a degree or certificate, whether the student has applied for the degree or certificate or not;

Whereas, The practice of automatically awarding degrees or certificates would not compromise academic standards since students would still be required to meet the same requirements as those who have applied for degrees or certificates; and

Whereas, The Academic Senate for California Community Colleges (Academic Senate) voted against a previous proposal for the creation of Peace Studies as a separate discipline on the 2010 Disciplines List, and the current Academic Senate process requires that resubmitted proposals provide substantively different rationale and come forward either as a resolution from a Senate Area meeting or as a resolution from the floor of the plenary session;

Whereas, In the Fall of 2010, the Academic Senate for California Community Colleges passed a resolution (01.05) creating a yearly award for a part-time faculty member “that recognizes excellence in teaching and outstanding contributions to the campus environment and to student success, and that the award amount and presentation be consistent with other comparable faculty awards given by the Academic Senate for California Community Colleges”;

Whereas, The Academic Senate for California Community Colleges continues to support Resolution 2.01 F08 opposing the use of student achievement of student learning outcome as a criteria of faculty evaluation;

Whereas, Implementation of noncredit progress indicators will require training of noncredit faculty;

Whereas, Implementation of noncredit progress indicators will require training of noncredit faculty, and over 90% of noncredit faculty are part-time or adjunct faculty for whom access to typical training methods is more difficult;

Whereas, Accountability reporting is required by the Legislature and plays an important role in describing the work of education by providing data for decision making regarding funding, program review, course offerings, learning and curriculum, hiring and overall institutional effectiveness;

Whereas, Noncredit education is currently limited to reporting all success as UG (ungraded) at the state level, equating to a documented success rate of zero, which does not accurately reflect the actual successful outcomes of noncredit education; and

Whereas, In Spring 2011, 68% of the California community college students were non-white students, and the fastest growing student population in California is Latino students, which make-up 34% of the California community colleges or over 603,000 students (according to the CCC Chancellor’s Office DataMart) and are projected to be the majority of the students by 2019;

Whereas, The Course Identification (C-ID) process, under the guidance of the Academic Senate for California Community Colleges, provides a course designator as a means to articulate courses, recognize common requirements in particular courses, and fulfill the core or course options in Transfer Model Curriculum (TMC); and