Resolution Handbook

The purpose of this handbook is to unify all of the resolutions process documents of the Academic Senate into a single, publicly accessible document that brings transparency to the process that is central to the work of the Academic Senate.

Freedom to Choose

Whereas, The Academic Senate for California Community Colleges supported a change to Title 5 regulations on Accreditation in Resolution 2.01 S14 that would remove the Accrediting Commission for Community and Junior College’s on accrediting California’s community colleges;

Defining Writing Assessment Practices for California Community Colleges

Whereas, Writing assessment, from placement in appropriate courses to certifying proficiency in a single course or a series of courses, involves high stakes for students and has a profound impact on their educational journeys and success;

Whereas, Best placement practice is informed by pedagogical and curricular goals and is, therefore, continually under review and subject to change by well-informed faculty and experienced instructors or evaluators; and

Faculty Primacy in Distance Education Instructional Programs and Student Services

Whereas, The academic and professional matters identified in Title 5 §53200, including, but not limited to, curriculum development, approval policies, and procedures, educational program development, faculty professional development policies, student success policies, and institutional planning processes are matters of faculty primacy equally vital to ensuring the development and delivery of both quality in-person and distance education instructional programs and student services that promote educational success for faculty and students;

Dual and Concurrent Enrollment

Whereas, California Education Code (§48800 and §76001) permits colleges to allow high school students to enroll in college courses where the course is offered at the college or at the high school and where either only college credit is earned or both college and high school credit are earned, and in all cases apportionment is only collected by one, either the high school or the college;

Improving Student Success Through Compliance with the 75/25 Ratio

Whereas, The California Legislature stated in AB 1725 (Vasconcellos, 1988) that “If the community colleges are to respond creatively to the challenges of the coming decades, they must have a strong and stable core of full-time faculty with long-term commitments to their colleges”;

Whereas, The full-time/part-time faculty ratio since 1993 has, statewide, steadily declined from 63.2%/36.8%[1] to 56.14%/43.86% in 2013[2];

Using Anticipated Savings from Adopting the Common Course Management System to Support Online Faculty Professional Development Needs

Whereas, The California Community Colleges Chancellor’s Office (CCCCO) has proposed that if the system could purchase a Common Course Management System (CCMS) for distance education courses throughout the state, it would provide an “economy of scale,” allowing this course management system to be provided at little or no cost to colleges and districts;

Whereas, The CCCCO is hopeful that a potentially significant migration to a CCMS would provide the system leverage to create or purchase a system that exceeds those course management systems currently on the market;

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