Local Senates

Adopt Student Senate for California Community Colleges Low-Cost Recommendation

Whereas, Resolution 03.04 F21, “Develop Statewide Recommendation for Definition of Low-Cost Course Materials” tasked the Academic Senate for California Community Colleges to work with the Student Senate for California Community Colleges and the California Community Colleges Chancellor’s Office to identify a recommended definition of low-cost to be considered for adoption throughout the California Community College system; and

Whereas, The Student Senate for California Community Colleges Board of Directors has recommended $30 as the definition for “low-cost”;

Advancing Equal Employment Opportunity Policies and Practices within Hiring Committees

Whereas, Funds have been allocated from the California Community Colleges Chancellor’s Office to California community colleges for Equal Employment Opportunity implementation;

Whereas, California community colleges need to move beyond performative statements and awareness to operational processes for hiring faculty to increase the diversity of candidates applying and being interviewed for full-time faculty positions;

Using Zero Textbook Cost Funds to Support an Open Educational Resource/Zero Textbook Costs Faculty Coordinator

Whereas, The Academic Senate for California Community Colleges has urged local academic senates to identify an open educational resources (OER) liaison (Resolution F18 17.02) [1] and subsequently encouraged local colleges to identify and support a faculty OER coordinator because various opportunities for obtaining funding for local OER efforts require that a coordinator be identified to oversee the work and significant increases in OER usage are reported when a local advocate has dedicated time to support OER adoption (Resolution S19 13.02)

Textbook Automatic Billing Concerns

Whereas, Automatic billing or inclusive access strategies have been introduced by publishers and bookstore vendors as a mechanism to grant students access to course resources by billing them for those resources at the time of registration and requiring that a student opt out of the program for all courses if the student determines the program is not beneficial;

Establishing an Equitable Placement and Student Success Liaison

Whereas, After the passage of AB 705 (Irwin, 2017), [1] the November 2020 California Community Colleges Chancellor’s Office “Validation of Practices Memo” [2] clarified specific guidance on how community colleges are to place students in English and mathematics, directing them in most cases to place students directly into transfer level English and mathematics;

Faculty Participation in the Creation of Course Enrollment Maximums for Community College Departments and Courses

Whereas, Previous Academic Senate for California Community Colleges presentations have recognized that course enrollment maximums are maximum student enrollment limits specified for each course, and course enrollment maximum determinations have sometimes been made inconsistently on the basis of classroom size and other arbitrary factors;

Increase Part-Time Faculty Representation and Communication through Local Part-Time Faculty Liaisons

Whereas, Part-time faculty comprise the majority of the faculty on every community college campus [1] and are vital to the success and retention of students throughout the California Community Colleges system, and the representation of part-time faculty is crucial for the Academic Senate for California Community Colleges (ASCCC) and California Community College Chancellor's Office to fulfill their respective missions;

Ensuring Adequate Online Education Support for California Community College Faculty and Students

Whereas, The COVID-19 pandemic forced a quick pivot, within weeks after California Governor Newsom’s March 19, 2020 Stay At Home Order, of most of California’s community colleges’ course offerings from in-person to online teaching and learning;

Whereas, Most of this online teaching and learning necessitated faculty and students quickly learning how to use and navigate learning management systems (LMS) and other online educational tools and services for course delivery and engagement;

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