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.

Faculty Involvement in Financial Recovery Plans

Newly elected academic senate presidents often have important documents handed to them at the last minute before they are due or are not appropriately included in approving the documents at all. This situation occurred not long ago at one of the colleges in a multi-college community college district. At the time, this particular college had been operating at a financial deficit for at least three consecutive years.

Serving Faculty, Students, and the System: Participating and Learning with the ASCCC

Academic Senate for California Community Colleges (ASCCC) is now 50 years old—younger than some but older than many faculty that are currently involved with the organization. The success that the Academic Senate has had as a resource for faculty and as a state-level voice on academic and professional matters during its first fifty years is solely due to the contributions of faculty throughout the state. When individuals consider service with the ASCCC, many questions, as well as hypotheses, arise regarding how one becomes involved.


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