February

Addressing the Silent Majority: Part-time faculty issues Through the Lens of Equity, Engagement and Empowerment

According to the numbers, part-timers make up a majority of the instructional faculty at our colleges.  Both part- and full-time non-tenure-track appointments are increasing. Non-tenure-track positions of all types now account for 76% of all instructional staff appointments in American higher education. [1]

Part-time faculty challenges are reflected in the news.  The following headlines have been seen in major publications:

The 2015 Equivalency Practices Survey

According to Education Code §§87359 and 87360, individuals who do not possess the minimum qualifications for service may be hired as faculty members if they possess “qualifications that are at least equivalent to the minimum qualifications.” The Disciplines List, a list of Board of Governors adopted minimum qualifications for hiring faculty, uses the term “equivalency” to describe processes to support this regulation.  Education Code §87359 (b) requires that “[t]he process, as well as criteria, and standards by which the governing board reaches its determination regarding fa

Reviewing, Evaluating and Improving the Curriculum Process – A Local Academic Senate Responsibility

Recent efforts to address projected workforce needs in California have highlighted the central role of the California community colleges in meeting these needs through their career and technical education (CTE) programs.  The commissioning of the Task Force for Workforce, Job Creation, and a Strong Economy (Workforce Task Force) by the Board of Governors in November of 2014 made CTE a top priority for the Chancellor’s Office.  The release in August 2015 of the Task Force on Workforce, Job Creation, and a Strong Economy: Report and Recommendations[1] an

What You Need to Know About the Common Assessment

As we enter 2016, the new common assessment system is only one year away from being used to place community college students. Whenever something that will affect every college is being developed, rumors will abound regarding how everything is going to change. To ensure that colleges are ready for the common assessment, this article provides answers to some of the most common questions. 

Can The Demise of the COMPASS Placement Exam Lead to Improved Student Success at California Community Colleges? A Look at Some Relevant Research and Recent Developments

(Note: The following article is not an official statement of the Academic Senate for California Community Colleges. The article is intended to engender discussion and consideration by local colleges, and each college is encouraged to conduct its own research regarding issues such as student placement and curriculum redesign.)

Establishing CTE, Legislative, and Noncredit Liaison Positions

In the past few years the number of new statewide initiatives and programs impacting California community colleges has increased dramatically. As a system, we have addressed the Student Success Task Force recommendations, met requirements for Associate Degrees for Transfer, and established partnerships with our K-12 and adult education colleagues, to name just a few of these activities.

“You Want Me to Drive WHERE?” A Look at the Representative Areas of the ASCCC

At its Spring Plenary Session of 2014, the Academic Senate passed resolution 01.05 Evaluate Representative Positions of the Academic Senate for California Community Colleges Executive Committee:

Whereas, The number and possibly the geographical distribution of local member senates is different today than when the representative positions (Area A, B, C, D, North, South, and At-large) of the Executive Committee were established;

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