Whereas, The College Textbook Affordability Act of 2015 (AB 798, Bonilla, 2015), provides incentives to colleges that seek to reduce textbook costs by adopting Open Educational Resources (OER) in a minimum of 10 course sections;
Whereas, The Chancellor’s Office contracted with Career and Technology Education Management Application (CATEMA) to provide a state level purchase of their services for all California’s community colleges;
Whereas, CATEMA provides the means to track and document course, grade, and other student information for students exercising high school articulation, dual enrollment, and concurrent enrollment options; and
Whereas, The California Community Colleges, California State University and University of California Systems offer credit for Advanced Placement (AP) scores of 3, 4, and 5, yet how that credit will be awarded and applied is determined by each individual institution;
Whereas, Using high school transcript data, the Multiple Measures Assessment Project (MMAP) has developed placement models in English, mathematics, English as a Second Language (ESL), and reading that are currently being piloted at more than 20 different community colleges;
Whereas, The placement models developed by MMAP typically require a higher level of predicted success than many placement tests currently in use at colleges;
Whereas, Title 5 §55522 (b) specifies that “Each community college district shall adopt procedures that are clearly communicated to students, regarding the college's sample test preparation, how the student test results will be used to inform placement decisions, and the district's limits on the student's ability to re-test”;
Whereas, California community college libraries provide an increasingly vast array of online resources including research databases, ebooks, online information literacy tutorials, chat reference assistance, and library catalogs;
Whereas, In recognition of the critical role that libraries play in student success, the vast majority of California Community Colleges[1] provide direct links to the college library on their websites; and
Whereas, Recognizing both full- and part-time faculty through the Hayward Award is a laudable and important goal;
Whereas, Alternating the recognition of part-time and full-time faculty in each area annually has reduced the opportunity to recognize full-time faculty to receive recognition; and
Whereas, This practice has created confusion at some colleges that have completed their local award programs and has made it difficult to recognize both full- and part-time faculty;
Whereas, The creation of educational programs, including professional development, technology, and curriculum standards, is an area of faculty primacy regardless of modality, and an increasing number of colleges are creating or expanding online programs in response to student interest in online courses, degrees, and certificates;
Whereas, The discussions and recommendations of the 2015 Board of Governors Task Force on Workforce, Job Creation, and a Strong Economy included extended consideration of minimum qualifications for career technical education (CTE) faculty, as some districts report difficulty with finding faculty who meet minimum qualifications to teach in their CTE programs;
Whereas, Questions regarding equivalence to faculty minimum qualifications and equivalency processes have been raised with increasing frequency in recent years, especially due to the 2015 discussions of the Task Force on Workforce, Job Creation, and a Strong Economy; and
Whereas, Resolution 10.01 F14 directed the ASCCC to revise its 2006 paper Equivalence to the Minimum Qualifications;
Resolved, That the Academic Senate for California Community Colleges adopt the proposed revisions to the paper Equivalence to the Minimum Qualifications.
MSC