Whereas, Student success depends on excellent teachers, and many faculty, both full-time and part-time, have limited training in the art of teaching, and the Center for Community Colleges reports that more than 58% of community college courses are taught by “contingent” faculty;
Whereas, All faculty, full-time or part-time, would benefit from a program of onlineprofessional development courses designed for community college faculty that present the best, most effective, and innovative ways to help students to learn;
Whereas, The sum of the total always being stronger than the individual parts, a statewide compilation of best teaching practices illustrating the innovative, original, new, novel, fresh, unusual, unprecedented, avant-garde, experimental, inventive, ingenious, and creative practices in the art of teaching would be a powerful tool for all faculty to utilize; and
Whereas, The California Community Colleges Chancellor’s Office (CCCCO) division of Institutional Effectiveness oversees development and operation of a comprehensive technical assistance program to further student success that overlays every division of the CCCCO including academic affairs, student services, economic and workforce development, research, and fiscal affairs, and will develop a framework of indicators focused on accreditation, fiscal viability, student performance, and compliance with state and federal guidelines;
Resolved, That the Academic Senate for California Community Colleges create a module of effective practices in teaching for the Professional Development College for all faculty, to utilize at their convenience; and
Resolved, That the Academic Senate for California Community Colleges seek funding from the California Community Colleges Chancellor’s Office Institutional Effectiveness Partnership Initiative, or other sources, to create a systematic network of effective practices in teaching for the Professional Development College.
 Fain, P. Low Expectations, High Stakes. Inside Higher Education. 4-7-14. https://www.insidehighered.com/news/2014/04/07/part-time-professors-teac...