Whereas, The Student Success Task Force (SSTF) final report notes that “Ongoing professional development is a fundamental component of supporting the systemic change that will improve student success” and recommends a “continuum of strategic professional development”;
Whereas, Many districts have implemented computer use policies which give faculty no expectation of privacy and are requiring users of their internet to acknowledge and agree to these policies in order to gain access;
Whereas, Districts assert that they have the legal right to monitor and survey electronic communications, but many colleges and universities outside the California Community College system have committed to the concept of privacy to the greatest extent possible at a public educational institution; and
Whereas, Title 5 and Education Code clearly define faculty purview relative to academic and professional matters;
Whereas, Other organizations are submitting proposals and plans to change, alter, and revise aspects of California community colleges that are clearly academic and professional matters; and
Whereas, Current and proposed legislation are increasingly impinging upon the purview of faculty and academic senates;
Whereas, The Academic Senate for California Community Colleges continues to support Resolution 2.01 F08 opposing the use of student achievement of student learning outcome as a criteria of faculty evaluation;
Whereas, Implementation of noncredit progress indicators will require training of noncredit faculty;
Whereas, Implementation of noncredit progress indicators will require training of noncredit faculty, and over 90% of noncredit faculty are part-time or adjunct faculty for whom access to typical training methods is more difficult;
Whereas, 75 California educational institutions are participating in eTranscripts, including 44 community colleges (as of October 20, 2011), 17 California State Universities, 9 University of California campuses, and 5 private colleges, but the remaining 68 community colleges are not yet signed up;
Whereas, E-instructional materials can provide useful learning tools that also monitor student progress, include instantaneous feedback to both students and faculty, and often offer comprehensive tracking and grading tools that are costly and difficult to duplicate;
Whereas, Many e-instruction materials include assessment and grading programs for evaluating student mastery of the course content and/or required skills;
Whereas, Electronic instructional materials have become increasingly common in both online and face-to-face courses in California community colleges;
Whereas, Interest in these materials is increasing, in part because they frequently cost less than traditional print materials; and
Whereas, Faculty currently using and those who are interested in using these materials may not have enough information available to them regarding effective practices for how these materials should be used;
Whereas, Faculty participation in participatory governance processes defined by Assembly Bill 1725 (1988) and Title 5 is an integral part of the California Community College System;
Whereas, Title 5 does not distinguish between library, counseling, or other faculty with regard to shared governance obligations;
Whereas, Participation by all faculty in professional development activities is essential to maintenance of currency and relevancy in all aspects of the duties of faculty; and
Whereas, Resolution 21.01 (Fall, 2007) encouraged “local senates to eliminate the practice that delays the awarding of credit to secondary students participating in legitimate articulation agreements or dual enrollment arrangements with the college” and resolution 09.05 (Fall, 2008) called upon the Academic Senate for the California Community Colleges to “research and share effective practices for credit by exam processes with local senates”; and