2019

Address Privacy and Rights Violation Caused by Education Code §87408 (2011)

Whereas,Hiring procedures for new faculty is an academic and professional matter (Education Code §87360[b]), and the Americans with Disabilities Act of 1990 (ADA) [1] prohibits employment discrimination on the basis of disability, and the U.S. Equal Employment Opportunity Commission (EEOC) has determined that individuals with HIV/AIDS meet the definition of people with disabilities [2];

Senator Emeritus Status for Marie Boyd

Whereas, Thebylaws of the Academic Senate for California Community Colleges (ASCCC) include procedures and criteria for conferring the status of Senator Emeritus for the purpose of recognizing the meritorious service of a faculty member upon or after retirement, and Marie Boyd has satisfied those requirements as a faculty member of the California Community Collegessystem who has completed the required five years of significant service to the Academic Senate;

Changes Ahead for Noncredit?

In 2009, the Academic Senate adopted the paper Noncredit Instruction: Opportunity and Challenge, which described the state of noncredit instruction at that time and provided a set of recommendations for changes that could improve various aspects of noncredit instruction. In the 10 years since that paper was published, many things have changed for noncredit programs, and those changes are reflected in the updated paper Noncredit Instruction: Opportunity and Challenge, which will be presented for adoption at the Spring 2019 Plenary Session.

Revising the “Student Centered Funding Formula” to Incentivize Student-Focused Outcomes

The Academic Senate for California Community Colleges (ASCCC) has a well-established position opposing performance-based funding based on the lack of evidence for its effectiveness, the potential impact on academic rigor, and concerns regarding the incentives it creates.[1] Indeed, the California Community College System as a whole rejected the concept of performance-based funding through the legislatively-established Student Success Task Force in 2011, with a majority of the task force concluding that “the lack of national evidence demonstrating that outcomes-based fundi

To Sign or Not to Sign? That is the Question of Every Academic Senate President

For seasoned academic senate presidents, chances are that the following scenario is a familiar one: you are approached by a vice president, director, or other administrator, handed a document, and told that it needs to be signed or the college will face sanctions, lose money, or be out of compliance and that the document needs to be signed today, this hour, or this minute. If you have not yet had this experience, the question of whether or not to sign a document as the college or district academic senate president will very probably arise during your tenure as a faculty leader.

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