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Whereas, The Accrediting Commission for Community and Junior College’s (ACCJC) Accreditation Standards are meant to guide institutions in the process of continual assessment and improvement of all programs and services;

Whereas, In the 2024 Draft Accreditation Standards (as of August 30, 2022), [1] a specific substandard relating to Library and Learning Support Services has not been included;

Whereas, The bylaws 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 Mayra Cruz has satisfied those requirements as a faculty member of the California community colleges, as her service includes three years on ASCCC Executive Committee, six years as the De Anza College Academic Senate President, two years as the Foothill De Anza District Academic Senate President, three years as Career and Techn

Whereas, The Academic Senate for California Community Colleges (ASCCC) delegates passed Resolution S22 01.02 [2] Adding Anti-Racism to the Academic Senate for California Community Colleges’ Vision Statement, which directed the ASCCC to “update its vision, mission, and values statements to include anti-racism for consideration by the delegates at the Fall 2022 Plenary Session”; and

Whereas, Resolution 3.01 SP14 Infusing Cultural Competence directed “the Academic Senate for California Community Colleges [to] engage in cultural competency and equity training at its annual Executive Committee orientation, and use the information from that training to develop its cultural competency plan as a model for local senates”;

Whereas, Part-time faculty comprise the majority of the faculty on every community college campus [1] and are vital to the success and retention of students throughout the California Community Colleges system, and the representation of part-time faculty is crucial for the Academic Senate for California Community Colleges (ASCCC) and California Community College Chancellor's Office to fulfill their respective missions;

Whereas, Facilitation of teaching and learning in incarcerated environments is a coordinated effort of many entities, including the California Department of Corrections and Rehabilitation (CDCR), the California Community Colleges Chancellor’s Office, the Chancellor’s Office Rising Scholars Advisory Committee, and local jails, and faculty are often excluded from system-level communications specific to Rising Scholars programs;

Whereas, At this time, California community colleges serve over 15,000 incarcerated students at 35 California Department of Corrections and Rehabilitation (CDCR) site locations, in addition to numerous unique county regions, and expect that number to reach over 20,000 students and 1,000 FTE within 3 years;

Whereas, Accessibility in the digital learning environment is an essential part of an equitable learning environment, and students deserve to have access to digital learning materials and environments without revealing their disability status as provisioned by Section 508 of the Rehabilitation Act;
 

Whereas, Oral and written testimony given through the consultation process used for the review of Minimum Qualifications for Faculty and Administrators in California Community Colleges, also known as the Disciplines List, supported the following addition of the nanotechnology discipline:

Master of science degree in a STEM-related field, such as chemistry, physics, biochemistry, or engineering, and a minimum of two years teaching nanotechnology courses in a college/university or two years of industry work experience as a leading scientist/engineer on a nanotechnology project; and

Whereas, Oral and written testimony given through the consultation process used for the review of Minimum Qualifications for Faculty and Administrators in California Community Colleges, also known as the Disciplines List, supported the following addition of the Native American/American Indian studies discipline:

Master’s degree in Native American/American Indian studies OR a master’s in ethnic studies and bachelor’s degree in Native American/American Indian studies OR the equivalent; and