Spring

Flexibility in Remote Attendance at Local Academic Senates

Whereas, Meetings of local academic senates and their associated committees are subject to the requirements of the Ralph M. Brown Act (Government Code sections 54950- 54963);

Whereas, The governor’s Executive Order N-29-20 (17 March 2020) states that “All requirements in the Brown Act expressly or impliedly requiring the physical presence of members, the clerk or other personnel of the body, or of the public as a condition of participation in or quorum for a public meeting are hereby waived”; and

Support AB 421 (Ward, 2021) as of March 8, 2021

Whereas, The Academic Senate for California Community Colleges recommends in the position paper Noncredit Instruction: Opportunity and Challenge 1 that the ASCCC should work with the California Community Colleges Chancellor’s Office to revise regulations and the Student Attendance Accounting Manual to provide noncredit attendance accounting options in addition to positive attendance in a manner similar to those available for credit courses;

Support AB 417 (McCarty, 2021) as of March 8, 2021

Whereas, Current and formerly incarcerated students face significant barriers in pursuing their educational goals, especially in higher education, due to restricted access to educational opportunities, instruction, materials, and services stemming from legal policies and financial limitations; and

Whereas, The Academic Senate for California Community Colleges has numerous positions supporting the provision of equitable educational opportunities and support services for current and formerly incarcerated students 1; and

Revisiting the 50% Law and the Faculty Obligation Number

Whereas, California Education Code §84362, also known as the 50% Law, designates a minimum of 50% of a college’s general fund budget for direct instruction, but the current definition of instruction under the 50% law does not include support faculty such as counselors, librarians, tutorial coordinators, and any other faculty not actively in a classroom, and thus the 50% law becomes a fiscal and structural barrier to student support;

Establishing Local Inclusion, Diversity, Equity, and Anti-racism (IDEA) Liaison

Whereas, The California Community Colleges system has prioritized inclusion, diversity, equity and anti-racism (IDEA) work—including through the CCCCO Call to Action, the DEI Task Force Recommendations, and the Vision for Success goals—to eliminate equity gaps;

Whereas, Local academic senates have an integral role in advancing inclusion, diversity, equity, and anti-racism through academic and professional matters; and

Work Based Learning in California Community Colleges

WORK BASED LEARNING IN CALIFORNIA COMMUNITY COLLEGES

Career technical education (CTE), labeled career education by the California Community Colleges Chancellor’s Office (CCCCO) in July 2017,1 has been given a boost in recent years by legislation and funding intended to support efforts to close both the skills gap and employment gaps anticipated in California’s future. While classroom instruction is a critical component of programs that prepare students for the general and job-specific demands of occupations, work-based learning is equally critical.

Student Learning Outcomes

The following glossary was developed from research and feedback gathered from faculty and researchers from within the California community colleges. It was created in response to ASCCC Resolution 09.01 S17, which asked the Academic Senate for California Community Colleges to address confusion in the field by researching and updating the 2009 glossary of common terms for student learning outcomes and assessment.

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