Consultation with the Chancellor's Office

Concurrent Credit/Not-For-Credit Enrollment

Whereas, Lifelong learners from our communities often provide the necessary talent and personnel required to allow core courses in the performing arts (e.g., dance and theater productions, orchestras, bands, and ensembles) to remain viable and allow community college students to transfer into four-year performing arts degree programs;

Whereas, There are no current guidelines facilitating colleges’ development of processes that allow credit and not-for-credit students to be concurrently enrolled in the same section of a course; and

Request of CCCCO to Provide Faculty Obligation Number Data

Whereas, Hiring criteria, policies, and procedures for new faculty members are within the purview of the academic senate, as denoted in California Education Code §87360;

Whereas, The application of locally agreed to policies and procedures requires accurate and verifiable data;

Whereas, Faculty obligation number (FON) calculation worksheets for each district detailing compliance with Title 5 §51025 were posted on the Chancellor’s Office website from 2006 - 2011, but were not posted in 2012; and

Academic Senate Participation in the Online Course Exchange

Whereas, The 2013-2014 Budget Act enacted the Governor’s Online Education initiative to expand access to online education in the California Community College System and allocated $16.9 million for that purpose and furthermore the Chancellor’s Office established the California Community College Online Education Initiative program to realize this legislation through the creation of the Online Course Exchange (“Exchange”) operated through the California Virtual Campus, with the development contract for the Exchange awarded to a district or consortium of colleges and/or districts through a comp

Identify Problematic Title 5 Regulations

Whereas, California’s community colleges are heavily regulated;

Whereas, Some Title 5 regulations may be problematic for all constituency groups; and

Whereas, A review of and changes in some select regulations could be of benefit to our colleges without altering long-instituted practices intended to ensure the quality of our educational offerings;

SB 1440 Long Term Impact Research

Whereas, The recently signed SB 1440 (Padilla, 2010) intends to improve the ability of students to transfer from California community colleges to California State Universities (CSU);

Whereas, The impact of this law will potentially affect enrollment patterns and other existing patterns of service and instruction provided to students by California community colleges;

Whereas, While the bill requires research on student transfer and success rates, nothing in SB 1440 (Padilla, 2010) requires research into possible unintended or undesirable consequences; and

Renew Commitment to Consultation Council

Whereas, The Academic Senate for California Community Colleges is one of many officially recognized stakeholders responsible for developing and recommending policy and practices for California community colleges;

Whereas, The Consultation Council, as the statewide version of a local participatory governance council, provides the vehicle which all constituent groups have committed to use for statewide governance discussions to make recommendations to the Chancellor;

Timely Notification of Changes to Transfer Model Curriculum (TMC) Narratives and Templates

Whereas, Colleges that have been diligent and conscientious in creating and submitting the Associate in Arts for Transfer (AA-T) Associate in Science for Transfer (AS-T) degree proposals based upon Transfer Model Curricula (TMC) have sometimes found that the rules, deadlines, and templates for submitting TMC-based proposals have been changed in a manner that has confused and frustrated the good faith efforts of the colleges to complete curriculum in a timely manner;

Commission on the Future Recommendations

Whereas, The Community College League of California (CCLC) Commission on the Future has met over a period of time and identified large-scale recommendations to promote student success over the next ten years;
Whereas, Processes for promoting student success are clearly academic and professional matters;
Whereas, The Commission on the Future included only two faculty members, neither of whom were appointed by the Academic Senate for California Community Colleges; and

Basic Skills and Student Success Efforts

Whereas, SB 1143 (Liu, 2010) directs the Board of Governors “to adopt a plan for promoting and improving student success within the California community colleges and to establish a task force to examine specified best practices and models for accomplishing student success.

Faculty Primacy and SB 1143 Implementation Task Force

Whereas, SB 1143 (Liu, 2010) calls for a task force to make recommendations on student success and the metrics used to measure success; and
Whereas, By law and regulation the advice of the Academic Senate must be relied primarily upon in all academic and professional matters, and student success is an academic and professional matter;

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