Local Senates

Local Senate Purview and Apprenticeship Programs

Whereas, AB 86 (Committee on Budget, 2013-2014) shifted all fiscal authority for apprenticeship programs from the California Department of Education to the Chancellor’s Office, and the expansion of educational programs in apprenticeship in the California community colleges is anticipated;

Adequate Support and a Designated Point Person for Formerly Incarcerated Students

Whereas, SB1391 (2014, Hancock) increased the California community college course offerings inside state prisons so that California community colleges are now teaching in-person in 32 of the state’s 35 correctional facilities;

Whereas, Proposition 57 (2016) will increase the number of individuals being released from state correctional facilities, and will prioritize those individuals who are pursuing college courses while incarcerated;

Whereas, Individuals being released are encouraged to continue their pursuit of higher education when they return to their communities; and

Academic Senate Involvement in and Sign-off on Grants and Initiative Plans

Whereas, The Governor of California and state legislature have been instrumental in producing legislation that has transformed and continues to transform educational standards in the California Community College System, such as the Institutional Effective Partnership Initiative (IEPI), Strong Workforce Program (SB 66, 2016, Leyva), Adult Education/Non-Credit Initiative (AB86, Education Omnibus Trailer Bill, 2013-2014) and Student Success and Support Programs (SSSP) Initiative (SB1456, 2012,Lowenthal), and other special grants such as Open Educational Resources (OER) Zero Cost Textbook Degre

Posting of Local Equivalency Processes on Websites

Whereas, Reviewing local equivalency processes from other districts can be helpful to local senates when they are undergoing review and revision of their own local equivalency processes;

Whereas, Local senates across the state have adopted a wide range of differing procedures for establishing equivalency, and having access to these procedures would help colleges establishing procedures of their own to compare effective practices; and

Establish Local Noncredit Liaison Position

Whereas, The Academic Senate for California Community Colleges appoints noncredit faculty to numerous statewide initiatives, workgroups, committees, and task forces to ensure their interests are represented, but communicating this critical need to noncredit faculty and recruiting adequate numbers of volunteers is often difficult; 

Collegial Consultation with Local Senates on Student Learning Outcomes Policies and Procedures

Whereas, The revised accreditation standards adopted in June 2014 by the Accrediting Commission for Community and Junior Colleges (ACCJC) may require colleges to adjust or revise their already adopted processes or policies to address changes to the new standards (Standard 1.B.6), especially in the manner in which colleges collect, assess, and use student learning outcome data for courses and academic programs; and

Establishing Local Legislative Liaison Position

Whereas, Local academic senates have the freedom to take and publish positions on proposed legislation after informed discussion and deliberation and to meet with legislators to express their views and positions regarding legislation;

Establishing Local CTE Liaison Position

Whereas, The Academic Senate for California Community Colleges appoints career and technical education (CTE) faculty to numerous statewide initiatives, workgroups, committees, and task forces to ensure their interests are represented, but communicating this critical need to CTE faculty and recruiting adequate numbers of volunteers is often difficult;

Faculty Primacy in Distance Education Instructional Programs and Student Services

Whereas, The academic and professional matters identified in Title 5 §53200, including, but not limited to, curriculum development, approval policies, and procedures, educational program development, faculty professional development policies, student success policies, and institutional planning processes are matters of faculty primacy equally vital to ensuring the development and delivery of both quality in-person and distance education instructional programs and student services that promote educational success for faculty and students;

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