Consultation with the Chancellor's Office

Request the Board of Governors Undergo Collegiality in Action Training

Whereas, The Academic Senate for California Community Colleges (ASCCC) passed Resolution 07.03 F18 “Improving Participatory Governance with the Chancellor of the California Community Colleges” during the ASCCC 2018 Fall Plenary Session, which directed action to improve collegial consultation;

Whereas, The Chancellor’s Office has taken concrete steps to improve its relations with ASCCC in several areas, including scheduling a Collegiality in Action training for the Chancellor’s Office staff during summer 2019;

Improving Participatory Governance with the Chancellor of the California Community Colleges

Whereas, The principle of participatory governance in the California Community Colleges has long been established in practice and codified in law (California Education Code §70901 et seq.) which provides the framework whereby California’s community colleges actively practice and teach democracy;

Small and Rural College Participation in Online Education Initiative Course Exchange

Whereas, Online Education Initiative (OEI) Pilot courses that have been reviewed and meet the OEI Course Design Rubric have an average success rate 4.9% above the statewide success rate for online courses,[1] correlating with the high quality of materials required to meet the OEI rubric and the resources (or online ecosystem) available to colleges in the OEI Consortium;

Local Determination of Degree Emphasis and Titles for ADT Social Justice Studies: General

Whereas, The Social Justice Studies “Area of Emphasis” (AOE) Transfer Model Curriculum (TMC) was developed by an intersegmental Faculty Discipline Review Group, vetted by California State University (CSU) and California Community College (CCC) faculty and other interested parties, approved, and posted as final to the C-ID website on September 28, 2015;

Maintain Language Placement Tests as a Multiple Measure Option for English as a Second Language (ESL)

Whereas, AB 705 (Irwin, 2017) stipulates that “Colleges shall use evidence-based multiple measures for placing students into English as a Second Language (ESL) coursework. For those students placed into credit ESL coursework, their placement should maximize the probability that they will complete degree and transfer requirements in English within three years”;

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