General Concerns

Provide Sufficient Resources and Adequate Support for AB 705 (Irwin, 2017) Implementation

Whereas, AB 705 (Irwin, 2017) implementation will result in most California community college students placing directly into transfer-level mathematics and English courses starting in the fall of 2019[1];

Whereas, The California Community Colleges Chancellor’s Office has recommended or strongly recommended that students taking mathematics and English courses receive additional academic and concurrent support based on their high school performance[2];

Using Data to Assess the Impact of AB 705 (Irwin, 2017)

Whereas, It is critical to assess the impact of AB 705 (Irwin, 2017);

Whereas, AB 705 (Irwin, 2017) is mandated to be implemented within the entire California Community College system; and

Whereas, The implementation of AB 705 (Irwin, 2017) is an academic and professional matter impacting curriculum, prerequisites, and educational planning under the purview of the Academic Senate for California Community Colleges;

Develop a Paper on Career and Technical Education, Cooperative Work Experience, Internship, and Apprenticeship Programs

Whereas, apprenticeship programs are regulated by federal labor laws and are primarily funded by labor unions and/or industry;

Whereas, Career and Technical Education (CTE), Cooperative Work Experience (CWE), and internship programs are regulated by California Education Code and primarily funded by public funds; and

Whereas, CTE, CWE, internship programs, and apprenticeship programs are often conflated, and no current clear guidelines exist for the use of best practices for setting up these various programs;

Providing Educational Access and Adequate Support for California Community College Students with Disabilities

Whereas, Federal and state nondiscrimination laws stipulate that students with disabilities must have access to general college services and instructional programs; [1]

Whereas, The Board of Governors of the California Community Colleges implemented revisions to Title 5 regulations [2] on July 1, 2016 to address “academic adjustments, auxiliary aids, services and/or instruction through Disabled Students Programs and Services (DSPS), on and/or off campus, to students with disabilities”; [3]

Research on Guided Pathways Outcomes in California

Whereas, Guided pathways represents an opportunity for California community colleges to carefully examine and transform institutional practices;

Whereas, Recent legislative mandates and external pressures may create an environment of rapid change40; and

Whereas, Faculty are responsible to maintain rigor and quality of curriculum, programs and student success;

Guided Pathways Handbook

Whereas, Guided pathways represents an opportunity for the 114 colleges to examine student success, identify invisible barriers accumulated in our institutions and in California’s higher education system, and create clear messaging for our students to successfully complete their own educational goals;

Whereas, Faculty participation is essential to a process that builds on and rigorously examines our ability to deliver services and enable students to complete programs of study;and

Expanding Competency-Based Instruction through an Online Consortium

Whereas, The 2018-2019 Governor’s Budget Trailer Bill Language (February 20, 2018) calls for creation of a new California Online Community College District for “working adults to access high-quality, affordable and flexible opportunities to pursue postsecondary education that does not conflict with their work and familial obligations”;

Faculty Involvement in Financial Recovery Plans

Whereas, The administration of a college may be mandated to submit a financial recovery plan as a result of functioning under a deficit for a length of time; and

Whereas, Title 5 §53200 provides that processes for institutional planning and budget development are academic and professional matters;

Environmental Responsibility: College Campuses as Living/Learning Labs

Whereas, Since California community colleges are involved in bond-funded building projects and campus expansion, colleges may increasingly find they are stewards of native habitats, as well as sensitive, threatened and endangered species, resulting in a need for wildlife and habitat conservation plans;

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