Whereas, The governor has provided $62.3 million for faculty hiring in California community colleges, which may result in more than 1,100[1] faculty hires for the 2016-2017 year;
Whereas, Hiring faculty who understand the needs and experiences of a diverse student body will positively impact student success throughout the community college system; and
Whereas, Faculty continue to do exceptional work in teaching and learning, in instruction and program design, and in learning and student support services at their colleges in support and to the benefit of students and their communities;
Whereas, While the Academic Senate for California Community Colleges provides recognition awards to both part- and full-time faculty, the opportunities for faculty to receive statewide awards is first and foremost in the hands of local academic senates;
Whereas, The California Community Colleges Chancellor’s Office (CCCCO) has proposed that if the system could purchase a Common Course Management System (CCMS) for distance education courses throughout the state, it would provide an “economy of scale,” allowing this course management system to be provided at little or no cost to colleges and districts;
Whereas, The CCCCO is hopeful that a potentially significant migration to a CCMS would provide the system leverage to create or purchase a system that exceeds those course management systems currently on the market;
Whereas, The passage of Assembly Bill (AB) 2558 (Williams, 2014)[1] establishes a new structure for professional development at the California community colleges, creating a new Community College Professional Development Program for professional development opportunities for faculty, administration, and staff;
Whereas, Professional development benefits all faculty, regardless of discipline, position, or college;
Whereas, Professional development opportunities for part-time faculty can be limited or even non-existent in many districts; and
Whereas, Part-time faculty are able to contribute to professional development activities in many ways, including bringing a variety of perspectives and experiences to the college;
Whereas, The academic and professional matters identified in Title 5 §53200 include “faculty professional development policies” as an area that falls under the purview of local academic senates and by extension, at the state level, the Academic Senate for California Community Colleges;
Whereas, The primary basis for faculty hiring is subject matter expertise and meeting the minimum qualifications outlined in Title 5 and in Minimum Qualifications for Faculty and Administrators in Community Colleges (January 2012)[1];
Whereas, The California Community College faculty minimum qualifications do not include requirements for andragogical knowledge or teacher preparation;
Whereas, Many colleges do not have a formal faculty professional development program tied to improvement of andragogy; and
Whereas, AB 2558 (Williams, 2014) as of February 21, 2014, contains provisions that would implement two of the recommendations of the Chancellor’s Office Professional Development Committee, including changing the name of the Faculty and Staff Development Fund to the Professional Development Program and making the program inclusive of all college employees, but not does not provide the consistent and sustainable funding for professional development as recommended by the committee;
Amend the second resolved:
Resolved, That the Academic Senate for California Community Colleges take the position that faculty need professional development that is ongoing and based on a faculty member’s pedagogical learning needs.
MSR: Referred to the Executive Committee (see resolution 12.03 F13)
Amend the first resolved:
Resolved, That the Academic Senate for California Community Colleges research professional development programs for college faculty linked to teaching and learning and their impact on student success, and report its findings back to the body by Fall 2014; and
MSR: Referred to the Executive Committee (see resolution 12.03 F13)