Resolved that the Academic Senate direct the Executive Committee to research, report and make recommendations regarding the extent to which California community colleges are indebting themselves through the use of "Certificates of Participation" to fund capital projects.
Whereas the Academic Senate's Fall 1995 paper "Toward a Common Course Numbering System" recommends the use of an intra-segmental numbering system to address concerns raised in SB 450 and to ease transfer for community college students between and among community colleges, and
Whereas the Board of Governors has awarded a Fund for Instructional Improvement grant to develop for non-transfer courses a Community College Articulation Numbering (CCAN) system (modeled after the California Articulation Numbering (CAN) system currently in use for transfer courses), and
Whereas the Academic Senate for California Community Colleges in Spring 1998 endorsed the Board of Governors' Diversity Pledge (later called the Commitment),
Resolved that the Academic Senate endorse the Chancellor's Office Action Plan to implement the Board of Governors Commitment to Diversity Statement.
Whereas the Chancellor's Office has developed an ad hoc committee on employment availability data for use in California community college faculty hiring, and
Whereas community colleges are hiring more full-time faculty this year and effective hiring practices necessitate accurate workforce analysis (availability data), and
Whereas in all probability there will be new funding ($10 - 40 million) for full-time faculty hires,
Resolved that the Academic Senate hold a breakout at the 1999 Fall Plenary Session on the roles and functions of the Title 5 required affirmative action/diversity local college committee, and
Resolved that the Academic Senate recommend to the local senates that the local affirmative action/diversity committee be a committee of the local academic senate.
Whereas affirmative action is often ignored at community colleges, and
Whereas affirmative action is still the law, and
Whereas many local colleges need help implementing affirmative action,
Resolved that the Academic Senate urge the Chancellor to submit a Budget Change Proposal (BCP) to reinstate affirmative action technical advisory committees to assist colleges in developing and upgrading their affirmative action plan, affirmative action training and other affirmative action practices, and
Whereas the Office of Civil Rights, Region IX, San Francisco, issued a finding in January 1998 noting that most community colleges need to improve their compliance with the Americans with Disabilities Act in providing, in a timely and effective way, material in alternate media for their blind and visually impaired students and faculty and staff, as well as for the blind and visually impaired general public who may use the college services, like the library, or who may attend college events like plays and concerts,
Resolved that the Academic Senate request that the Chancellor's Office require a report from each college indicating the progress that the college is making in meeting its affirmative action goals, including retention as well as hiring of diverse faculty, and that the Chancellor's Office share these affirmative action reports with the Academic Senate, and
Resolved that the Academic Senate direct the Executive Committee to review the data on affirmative action progress generated by each college and to identify colleges making progress with diversity in hiring, and
Whereas there are inconsistencies in the affirmative action plans that community college districts are required to submit to the Chancellor's Office, and
Whereas it would be helpful for colleges and districts to be able to refer to a model affirmative action plan,
Resolved that the Academic Senate direct the Executive Committee to work with the Chancellor's Office in reviewing district affirmative action plans to identify possible model plans, and
Whereas 76.3% (see Appendix B) of community college full-time faculty are white and 81% of part-time faculty are white, and
Whereas the community college student population consists of a majority of historically underrepresented students, and
Whereas it is important that students identify culturally and demographically with their faculty,