2002

Whereas, The Academic Senate for California Community Colleges has adopted a paper on faculty involvement in the evaluation of administrators;


Resolved, That the Academic Senate hold a breakout in Fall 2002 revisiting the issue of faculty involvement in the evaluation of administrators;

Resolved, That the Academic Senate conduct a survey in the Fall 2002 session on community colleges that have a process for evaluating administrators; and

Resolved, That the Academic Senate provide examples of such processes and share them through a publication.

Whereas, Resolution 12.01 S02 encouraged local senates to support the reinstatement of AB 1725 staff development funding and to contact local legislators and community leaders to support the reinstatement of staff development funds;

Whereas, Resolution 12.02 S02 encouraged "local senates to use their local shared governance processes to develop plans for supporting faculty and staff development if the funds are not reinstated in the Governor's 2002 - 2003 budget";

Whereas, The outcomes/assessment movement has been infused into the accreditation process; and

Whereas, There has been no research presented to challenge this movement;


Resolved, That the Academic Senate develop a position paper on the outcomes/assessment movement.
MSC Disposition: Local Senates

Whereas, Certain occupational programs involve patient or client safety and classes with large numbers of class hours in laboratory or clinical practice, thus making it difficult for many of the students in these programs to carry a minimum 12-unit load;

Whereas, Many of these occupational programs are impacted and have limited training slots available for students, thus forcing students to attend laboratory or clinical classes as early as 5:00 a.m. and as late as 11:00 p.m., thereby creating burdens on students with families and children; and

Whereas, The California community colleges have had a difficult time attracting a diverse pool of candidates for faculty positions;

Whereas, The Academic Senate for California Community Colleges has a long history of support for principles of equity and the value of diversity; and

Whereas, There is a lack of qualified, diverse graduates applying to our college districts;

Whereas, Many colleges are still developing courses that require sufficient time for reading, writing, critical reflection, extended instructor assessment, and instructor student communication, long term problem solving, and open-ended lab work;

Whereas, The trend of offering community college courses in ever-shortened time frames can create time constraint pressures on students and instructors that inhibit effective student learning; and

Whereas, College speech communication courses are skill building classes which require adequate time for research, critical thinking, out-of-classroom practice, instructor assessment, instructor-student communication, and the maturation of the skills;

Whereas, The trend to offer community college speech communication courses in shorter terms has been judged by speech communication faculty to inhibit effective growth of students' skills; and

Whereas, The Board of Governors waives registration fees for some students and reimburses colleges for that lost revenue;

Whereas, The Board of Governors waives student health fees for some students but does not reimburse colleges for that lost revenue;

Whereas, For many students, the only access to health care is the college's student health center; and

Whereas, The Board of Governors' practice of waiving health fees for those students places an unfair burden on the students who pay those fees to support the health center;

Whereas, The Academic Senate for California Community Colleges remains committed to hiring the best faculty and staff regardless of gender, ethnicity, or disability and to attaining the highest possible rate of success for our students regardless of their background;

Whereas, The Academic Senate for California Community Colleges has recently reaffirmed that districts should be required to plan ways to achieve the highest rates of student success for all groups and not leave this highest of priorities to chance;

Whereas, California community colleges may offer not-for-credit (community service) courses;

Whereas, Title 5 does not stipulate the breadth and depth of not-for-credit course offerings; and

Whereas, Not-for-credit course offerings are now duplicating degree-credit, non-degree credit, and noncredit course offerings;