Fall

The Role of Faculty in Tutoring and Learning Centers in the Community College

INTRODUCTION

Resolution 16.01 in Fall 2019 called for publishing resources for learning assistance with a focus on the role of tutoring and learning center faculty.

Whereas, The field of learning assistance has evolved since the last Academic Senate resolutions in 2008 (10.01 F08) and 2011 (10.12 S11) that addressed minimum qualifications and a 2011 article about separating learning assistance and tutoring;

Improve Math and English Outcomes by Expanding Access and Addressing COVID-19 Related Learning Disruption

Whereas, After the second full year of AB 705 implementation for math and English, local outcomes reveal that while more first-time students are attempting and completing transfer-level math and English courses, growing and alarming equity gaps persist, particularly for students of color [1];

Whereas, Many colleges no longer offer English courses below transfer level or math courses more than one level below transfer which limits the options of students seeking additional preparation in transfer-level math and English courses; and

Support Diversity, Equity, and Inclusion-Focused Hiring Practices

Whereas, Education Code §87360 Hiring Criteria, Subdivision (a), states that applicants for faculty and administrator positions must demonstrate, as a criterion for hiring beyond the state minimum qualifications, “a sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds of community college students”, that is included in all job announcements and assessed during the applicant screening process, per the requirements of Title 5.

Advocate for Electronic Access to Required Course Materials

Whereas, the Academic Senate for California Community Colleges (ASCCC) has long expressed concerns that the cost of textbooks and other course materials represent a financial burden for California Community College students (“Textbook Issues: Economic Pressures and Academic Values.” 2005) and has more recently also supported efforts “to reduce the cost of course materials and supplies for students in course sections for which open educational resources may not be available (Fall 2017, Resolution 12.01), and

Adopt the ICAS English as a Second Language (ESL) Report: 2020 Update

Whereas, English language learners (ELLs) represent an important demographic served across the three segments of higher education in California;

Whereas, The complexities in addressing the needs of ELLs in California public higher education remain unchanged in the last fifteen years, and recent statewide legislation along with national and international developments have rendered the landscape even more precarious for ESL instruction and support services;

In Support of Prevention and Control of COVID-19 in the Interest of Safe Learning Environments

Whereas, California Code of Regulations Title 5 §53206 establishes the Academic Senate of the California Community Colleges as the representative of community college academic senates or faculty councils before the Board of Governors and Chancellor's Office on academic and professional matters (Title 5, §53200);

Equitable Access to Technology

Whereas, The Academic Senate for California Community Colleges has long recognized the digital divide [1] evident in the lack of access to technology to support college instruction and services and has made system-wide and local recommendations in the 2003 paper “The Impact of Computer Technology on Student Access and Success in The California Community Colleges;” [2]

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