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)
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 Community College Faculty and Administrators;
Whereas, The California community college faculty minimum qualifications has no requirement for pedagogical knowledge or teacher preparations;
Whereas, Many colleges do not have a formal faculty professional development program tied to improvement of teaching and pedagogy; and
Whereas, Career and Technical Education (CTE) faculty have unique professional development needs that non-CTE faculty may not; and
Whereas, CTE faculty may have more contact hours per student per unit than non-CTE faculty, are often part time faculty, and have less time to collaborate with colleagues in CTE programs and maintain currency in their disciplines, and in the changing dynamics of CTE and Economic Workforce Development (EWD) within California, which directly impacts funding, programs sustainability, and student success;
Whereas, Professional development funds and sabbaticals are limited or nonexistent in many districts; and
Whereas, Faculty can learn much by visiting other campuses and observing their processes, instructional methods and programs in a variety of capacities from short visits to a visiting appointments;
Resolved, That the Academic Senate for California Community Colleges explore methods for full-time faculty participation in faculty exchanges with colleagues at other colleges within the California Community College System, and report their findings to the body by Fall 2014.
Whereas, The Community College Reform Act of 1988 (AB 1725) sought to professionalize the community college faculty policies and procedures on the model of the four year institutions rather than K-12 institutions;
Whereas, In this effort, the act eliminated any further granting of lifelong community college credentials on the expectation that currency (recency) in the area of expertise would be the expected and required standard for the qualification to teach at a California community college, not just the possession of a degree, however old and outdated;
Whereas, Many California Community College ESL departments report inaccuracies in the California Community College Chancellor’s Office Basic Skills Progress Tracker (Datamart) that have resulted in inaccurate measuring and reporting of student success to campus administrations and outside entities;
Resolved, That the Academic Senate for California Community Colleges request that California community colleges review data collection processes for accuracy in CB 21 coding before the data is publicized and disseminated to inform programmatic and policy decisions.
Whereas, Many California community colleges delay the granting of credit for articulated career technical education high school courses for which credit has been earned through credit by exam (CBE) until the student has completed a minimum number of units at the community college, even though national research suggests that the students who do not immediately receive the credit they earned while still in high school never end up taking advantage of the credit, so the intended benefits of completing an articulated course are lost;
Whereas, The California Community College Chancellor’s Office based upon the passage of SB 1440 has set Associate in Arts for Transfer and Associate in Science for Transfer degree completion goals;
Whereas, California community college campuses are mandated to rapidly develop and implement Associate Degrees for Transfer (ADT) to improve student transfer completion and to streamline the transfer process;
Whereas, The Student Success Task Force recommendations and recent legislation require colleges to increase matriculation services and other tasks typically completed by counselors due to their discipline expertise;