41st FALL SESSION RESOLUTIONS
FOR DISCUSSION
Thursday, November 12, 2009
RESOLUTONS FOR DISCUSSION AT FALL 2009 PLENARY SESSION
TABLE OF CONTENTS
1.0 ACADEMIC SENATE
1.01 F09 Adopt Changes to Academic Senate Rules 1
1.02 F09 Adopt the Senate’s Value Statements 1
1.03 F09 Emeritus Status for Kate Clark 2
1.04 F09 Emeritus Status for Mark Snowhite 2
2.0 ACCREDITATION STANDARDS
2.01 F09 Library TTIP Funding 3
2.01.01 F09 Amend Resolution 2.01 F09 4
3.0 EQUITY AND DIVERSITY
3.01 F09 Collection of Hiring Questions for Multicultural Sensitivity 4
4.0 TRANSFER AND ARTICULATION
4.01 F09 Support for Descriptor-Based Articulation 4
4.02 F09 Response to AB 440: “Transfer Degree” 5
4.02.01 F09 Amend Resolution 4.02 F09 6
5.0 BUDGET AND FINANCE
5.01 F09 Effect of Budget Cuts on Basic Skills and Noncredit Education in
California Community Colleges 6
5.01.01 F09 Amend Resolution 5.01 F09 7
5.02 F09 Budget Primer Resolution 7
5.03 F09 Budget Considerations Paper Follow Up 8
5.04 F09 Use of American Recovery and Reinvestment (ARRA) Funds 8
6.0 STATE AND LEGISLATIVE ISSUES
6.01 F09 Abolishing the 50% Law 8
6.02 F09 Revise the Application of the 50% Law 9
6.03 F09 Revising the 50% Law 9
7.0 CONSULATION WITH THE CHANCELLOR
7.01 F09 Renew Commitment to the Consultation Council 10
7.02 F09 Identify Problematic Title 5 Regulations 11
8.0 COUNSELING
8.01 F09 Early Messaging to Identify and Award Certificates and
Degrees 11
8.01.01 F09 Amend Resolution 8.01 F09 11
9.0 CURRICULM
9.01 F09 Appropriate Noncredit Accountability Measures 12
9.02 F09 Update Program Discontinuance: A Faculty Perspective – 1998 13
9.03 F09 SLO Terminology Glossary 13
10.0 DISCIPLINE’S LIST
10.01 F09 Employment Retention after Minimum Qualification Changes 14
10.01.01 F09 Amend Resolution 10.01 F09 14
12.0 FACULTY DEVELOPMENT
12.01 F09 Faculty Development Funding 14
13.0 GENERAL CONCERNS
13.01 F09 CLASS Initiative 15
13.01.01 F09 Amend Resolution 13.01 F09 16
13.02 F09 Institutional Review Board 16
13.02.01 F09 Amend Resolution 13.02 F09 17
13.03 F09 Opposition to the Accelerated Learning College (ALC) Proposal 17
13.04 F09 Class Caps Based on Pedagogical Factors 18
15.0 INTERSEGMENTAL ISSUES
15.01 F09 Adopt ICAS Statement on Competencies in Mathematics 18
15.02 F09 Re-Evaluate CSU Service Areas 19
15.02.01 F09 Amend Resolution 15.02 F09 19
18.0 MATRICULATION
18.01 F09 Early Assessment Program (EAP) Funding and Implementation 20
18.02 F09 Early Assessment Program (EAP) Validity and Placement
Clarification 20
21.0 VOCATIONAL EDUCATION
21.01 F09 Occupational Programs Course Expansion 21
21.01.01 F09 Amend Resolution 21.01 F09 22
i
RESOLUTONS FOR DISCUSSION AT FALL 2009 PLENARY SESSION
1.0 ACADEMIC SENATE
1.01 F09 Adopt Changes to Academic Senate Rules
Beth Smith, Grossmont College, Executive Committee
Whereas, The Academic Senate Bylaws contain a section called “The Academic Senate Rules” wherein officer positions and descriptions of duties are regularly reviewed;
Whereas, Much of the work previously assigned to the officers of the Academic Senate is now managed by the Executive Director and the office staff;
Whereas, The Academic Senate Foundation was recently created to support the efforts of the Academic Senate, through seeking and accepting grants and other resources to support professional development, and the relationship between the Foundation and Senate is best documented in the Bylaws of the organization; and
Whereas, The Academic Senate updated the name and charge of the Budget Committee to comply with current changes in laws and guidelines;
Resolved, That the Academic Senate for California Community Colleges adopt the proposed changes to the Academic Senate Rules for the officer positions, inclusion of the executive director, stated relationship between the Foundation and the Senate, and update the name of the Budget and Finance Committee.
See Appendix A for Bylaw changes.
1.02 F09 Adopt the Senate’s Value Statements
Beth Smith, Grossmont College, Executive Committee
Whereas, The Academic Senate has a mission statement directing its actions, and the Executive Committee developed value statements to guide the Senate’s activities;
Whereas, These value statements have been in development for over a year in conjunction with the Senate’s “branding” efforts;
Whereas, Breakouts last year afforded attendees an opportunity to discuss the mission and values of the Senate, which informed the final value statements; and
Whereas, Value statements guide the work of the Academic Senate and provide rationale to outside organizations for the actions of the Senate;
Resolved, That the Academic Senate for California Community Colleges adopt the value statements proposed by the Executive Committee.
See Appendix B for Values Statements.
1.03 F09 Emeritus Status for Kate Clark
Wheeler North, San Diego Miramar College, Area D
Whereas, The Bylaws of the Academic Senate for California Community Colleges include procedures and criteria for conferring the status of senator emeritus on individuals;
Whereas, Kate Clark has satisfied those requirements as a retired faculty member of the California Community College System who has completed well more than the required five (5) years of significant service to the Academic Senate:
· Executive Committee member of the State Academic Senate from 2000 to 2005;
· Secretary, Vice President and President of the Academic Senate;
· Chair of numerous Senate committees including Educational Policies, Curriculum, and Relations with Local Senates;
· Intersegmental leadership in groups such as Intersegmental Major Preparation Articulated Curriculum (IMPAC) and the Intersegmental Committee of Academic Senates;
· Colleague who by example personifies collegiality, dedication, and integrity at her college and statewide, while maintaining the occasional unique irreverence; and
Whereas, Kate Clark has provided countless papers, resolutions, and wise counsel, founded on years of experience at Irvine Valley College, and has consistently demonstrated leadership with intelligence and unfailing grace and charm – even when briefly confined to the hospital;
Resolved, That the Academic Senate for California Community Colleges recognize Kate Clark’s extraordinary and distinguished service by awarding her the status of senator emeritus with all rights and privilege thereof; and
Resolved, That the Academic Senate for California Community Colleges convey to Kate Clark its heartfelt congratulations upon her retirement and wish her and her family every happiness in the years to come.
1.04 F09 Emeritus Status for Mark Snowhite
Greg Gilbert, Copper Mountain College, Area D
Whereas, The Bylaws of the Academic Senate for California Community Colleges include procedures and criteria for conferring the status of senator emeritus on individuals;
Whereas, Mark Snowhite not only drafted but has now satisfied those requirements as a retired faculty member of the California Community College System who has completed well more than the required five (5) years of significant service to the Academic Senate:
· Executive Committee member of the State Academic Senate from 1997 to 2005;
· Secretary of the Academic Senate and chair of numerous committees, including Basic Skills, Budget, Resolutions, and Publications;
· Chair of the Academic Senate’s Standards and Practices Committee where he oversaw an extensive revision of the Academic Senate’s constitution, bylaws, and policies, and chaired two cycles of the disciplines list review;
· Representative for Area D;
· Facilitator, leader, scribe, and attendee at ECCTYC, IMPAC, and ICAS;
· Colleague who by example personifies collegiality and mentorship at his college and throughout California’s higher education system; and
Whereas, Mark Snowhite has provided countless papers, resolutions, and wise counsel founded on years of experience at Crafton Hills College and at virtually every facet of the System;
Resolved, That the Academic Senate for California Community Colleges recognize Mark Snowhite’s extraordinary and distinguished service by awarding him the status of senator emeritus with all rights and privilege thereof; and
Resolved, That the Academic Senate for California Community Colleges convey to Mark Snowhite its heartfelt congratulations upon his retirement and wish him and his family every happiness in the years to come.
2.0 ACCREDITATION STANDARDS
2.01 F09 Library TTIP Funding
Scott Lee, Antelope Valley College, Counseling and Library Faculty Issues Committee
Whereas, In lieu of using district funds, many California community colleges (CCC) have relied on the Telecommunications and Technology Infrastructure Program (TTIP) to provide funding to their libraries for periodical databases and/or other electronic information resources, and that TTIP funds have now been completely eliminated for this purpose;
Whereas, The Academic Senate for California Community Colleges has recommended a requirement of information competency for all CCC students in resolution 9.03 F01, which partly defines information competency as the ability to “use information technology tools to locate and retrieve relevant information”;
Whereas, The Governor of the State of California has signed Executive Order S-06-09, the Digital Literacy Initiative, which was created to ensure that “California residents are digitally literate” and that Digital Literacy be “incorporated into higher education,” and which calls “the ability to access information” part of the definition of Digital Literacy; and
Whereas, Standard II. C.1 of the Accreditation Standards of the Accrediting Commission for Community and Junior Colleges (ACCJC) of the Western Association of Schools and Colleges states, “The institution supports the quality of its instruction programs by providing library and other support services that are sufficient in quantity, currency, depth, and variety to facilitate educational offerings, regardless of location or means of delivery”;
Resolved, That the Academic Senate for California Community Colleges communicate to all California community colleges that a lack of TTIP funding should not be considered an acceptable reason for failure to meet Standard II.C.1 of the ACCJC Accreditation Standards.
2.01.01 F09 Amend Resolution 2.01 F09
Anita Johnson, Monterey Peninsula College, Area B
Amend the resolve:
Resolved, That the Academic Senate for California Community Colleges communicate to all California community colleges that a lack of TTIP funding should not be considered an acceptable reason for failure to meet Standard II.C.1 of the ACCJC Accreditation Standards adequately fund periodical databases and/or other electronic information resources in our college libraries.
3.0 EQUITY AND DIVERSITY
3.01 F09 Collection of Hiring Questions for Multicultural Sensitivity
Julius Thomas, Rio Hondo College, Equity and Diversity Action Committee
Whereas, All candidates seeking faculty appointments in California community colleges are asked to respond to screening questions about their sensitivity to and experience with others from diverse backgrounds;
Whereas, Screening questions to ascertain this sensitivity to and awareness of different cultures, abilities, and experiences are often generic and difficult to evaluate, partly because of legal requirements and partly because these questions are rarely used as a screening mechanism;
Whereas, Answers to these types of questions are essential for evaluating the cultural competence of candidates and determining their commitment to diverse classroom experiences and sensitivity to the many differences our students and colleagues bring to our colleges;
Resolved, That the Academic Senate for California Community Colleges collect and make available sample screening questions that fulfill the requirements of law as well as address the interests of faculty in employing individuals who are sensitive to the needs of a diverse student population.
4.0 TRANSFER AND ARTICULATION
4.01 F09 Support for Descriptor-Based Articulation
Michelle Pilati, Rio Hondo Committee, Executive Committee
Whereas, The Academic Senate continues to work with the Chancellor’s Office and with our intersegmental partners through the Intersegmental Committee of Academic Senates (ICAS) to implement the Course Identification Numbering System (C-ID) that would accomplish these major objectives: (1)Respond to legislative mandates to create a course numbering system for individual courses, course sequences, and patterns of courses to serve intersegmental needs; (2) Rely upon intersegmental, disciplinary faculty from University of California (UC), California State University (CSU) and the California Community Colleges (CCCs) to determine descriptors, evaluate and qualify courses for a course identification number, and provide that information to articulation officers and faculty to sustain and increase existing articulation efforts; (3) Create an online system to provide information to articulation officers, faculty, and students about the nature and comparability of these courses;
Whereas, The C-ID Advisory Committee, upon consultation with a committee of articulation officers, has determined that the most efficient way to fully implement C-ID in a meaningful and effective manner is by using the intersegmentally developed descriptors as the basis for articulation, such that courses that receive a C-ID designation would be awarded the articulation conferred upon the associated descriptor; and
Whereas, The Transfer CSU (TCSU) number system of the CSU’s Lower Division Transfer Project (LDTP) provided such descriptor-based articulation and there is now a unique opportunity following review and potential modification by community college faculty to integrate the CSU-developed descriptors into C-ID’s intersegmental statewide vetting process;
Resolved, That the Academic Senate for California Community Colleges support the concept of articulation by C-ID descriptors that are developed through an intersegmental faculty review process in addition to other methods of articulation;
Resolved, That the Academic Senate for California Community Colleges continue its work on C-ID and encourage active local participation in C-ID, including faculty review of draft descriptors, participation in Faculty Discipline Review Groups, review of finalized descriptors for articulation, and submission of course outlines of record for C-ID qualification.
See Appendix C for background information.
4.02 F09 Response to AB 440: “Transfer Degree”
Stephanie Dumont, Golden West College, Executive Committee
Whereas, Assembly Bill 440 (Beall) as of July 2, 2009 would authorize a community college to award an associate degree in a major or area of emphasis designated “for transfer” to students who complete a minimum of 60 transferable semester units consisting of an approved transfer general education program (e.g., IGETC or CSU GE) and a major or area of emphasis as locally defined and requires colleges that do so to refrain from requiring additional local requirements that are not included in the GE package or the major/area of emphasis,
Whereas, AB440 (as of July 2, 2009) maintained that a degree must consist of both a major/area of emphasis and the completion of general education – a vast improvement over earlier versions that would have reduced the requirements for associate degrees to the "minimum required for transfer", with no requirement for completion of general education and a major/area of emphasis, which would have resulted in a two-tiered system of degrees, with degrees designated “for transfer”having externally defined standards that would require less than the degrees for students not intending to transfer, thereby seriously weakening the meaning of an associate degree,