ࡱ> rtopqy ,)bjbj n{{ _r r D:::<:G:F#?FFFFFFF$J2MR GO"OO GG*i)i)i)OFi)OFi)i)RGC'F$+&\;DFHG<GYDMG)"M<'F'FMF(OOi)OOOOO G Gi)OOOGOOOOMOOOOOOOOOr :    SEQ CHAPTER \h \r 144th SPRING SESSION RESOLUTIONS FOR DISCUSSION ON April 19, 2012 Disclaimer: The enclosed resolutions do not reflect the position of the Academic Senate for California Community Colleges, its Executive Committee, or standing committees. They are presented for the purpose of discussion by the field, and to be debated and voted on by academic senate delegates at Academic Senate Spring Plenary Session held April 19 21, 2012, in San Francisco. The criteria used to determine which resolutions to place on the Consent Calendar were 1) any resolution that is noncontroversial or 2) has no amendments. Please see the Consent Calendar section in the Resolution Procedures for the Plenary Session (See Appendix A) for information as to how you to remove a resolution from the Consent Calendar. 1.0 ACADEMIC SENATE 1.01 S12 Emeritus Status for Ian Walton 1.02 S12 Emeritus Status for Karolyn Hanna 2.0 ACCREDITATION 2.02 S12 Effective Practices for Providing California Community College Library Resources and Services to Online Students 6.0 STATE AND LEGISLATIVE ISSUES 6.02 S12 Early Childhood Education 6.03 S12 Student Success Infrastructure Act of 2012 6.04 S12 Tiered Fees in the California Community Colleges 7.0 CONSULTATION WITH THE CHANCELLOR 7.01 S12 Role of California Community College Libraries in the Implementation of the Student Success Task Force Recommendations 8.0 COUNSELING 8.01 S12 Adopt Paper The Role of Counseling Faculty and Delivery of Counseling Services in the California Community Colleges 9.0 CURRICULUM 9.04 S12 Adopt Paper Setting Course Enrollment Maximums: Process, Roles, and Principles 9.05 S12 Submit Courses to C-ID 9.06 S12 Transfer Model Curriculum Aligned Associate Degrees for Transfer 11.0 TECHNOLOGY 11.01 S12 Creation of Distance Education Effective Practices Resource 13.0 GENERAL CONCERNS 13.02 S12 Priority Registration for MESA Students 13.03 S12 Arbitrary Targeting of Athletics by the Legislative Analysts Office (LAO) 13.04 S12 General Education and American Institutions Certification on Student Transcripts 13.05 S12 Oppose Governors 2012-13 Proposals to Cut the CalWORKs Welfare-to-Work Program 13.06 S12 Evaluating Current Governance Structures 13.07 S12 Success of Latino Student Achievement 19.0 PROFESSIONAL STANDARDS 19.02 S12 Academic Freedom and Electronic Communication 19.03 S12 Faculty Commitment to Student Learning 21.0 VOCATIONAL EDUCATION 21.01 S12 Advisory Committees 21.02 S12 CTE Program Review The resolutions on the Consent Calendar are marked within the following packet by an * 1.0 ACADEMIC SENATE 1 *1.01 S12 Emeritus Status for Ian Walton 1 *1.02 S12 Emeritus Status for Karolyn Hanna 1 1.03 S12 Support Use of Contact in Resolutions 2 1.04 S12 Making Resolution Authorship Visible 2 2.0 ACCREDITATION 3 2.01 S12 Accreditation Effective Practices Paper 3 2.01.01 S12 Amend Resolution 2.01 S12 3 *2.02 S12 Effective Practices for Providing California Community College Library Resources and Services to Online Students 4 6.0 STATE AND LEGISLATIVE ISSUE 4 6.01 S12 Limit Taxpayer-funded, Need-Based Financial Aid to Public and Private Nonprofit Colleges Only 4 6.01.01 S12 Amendment to 6.01 S12 5 *6.02 S12 Early Childhood Education 5 *6.03 S12 Student Success Infrastructure Act of 2012 6 *6.04 S12 Tiered Fees in the California Community Colleges 6 7.0 CONSULTATION WITH THE CHANCELLOR 7 *7.01 S12 Role of California Community College Libraries in the Implementation of the Student Success Task Force Recommendations 7 8.0 COUNSELING 8 *8.01 S12 Adopt Paper The Role of Counseling Faculty and Delivery of Counseling Services in the California Community Colleges 8 9.0 CU RRICULUM 8 9.01 S12 Establish Role of Faculty Discipline Review Groups (FDRGs) 8 9.01.01 S12 Amend Resolution 9.01 S12 9 9.02 S12 Local Implementation of C-ID 9 9.02.01 S12 Amend Resolution 9.02 S12 9 9.03 S12 Urge Colleges to Implement Prerequisites 10 9.03.01 S12 Amend Resolution 9.03 S12 10 *9.04 S12 Adopt Paper Setting Course Enrollment Maximums: Process, Roles, and Principles 11 *9.05 S12 Submit Courses to C-ID 11 *9.06 S12 Transfer Model Curriculum Aligned Associate Degrees for Transfer 11 11.0 TECHNOLOGY 12 *11.01 S12 Creation of Distance Education Effective Practices Resource 12 13.0 GENERAL CONCERNS 13 13.01 S12 Noncredit Education and ARCC Reporting 13 13.01.01 S12 Amend Resolution 13.01 S12 13 *13.02 S12 Priority Registration for MESA Students 14 *13.03 S12 Arbitrary Targeting of Athletics by the Legislative Analysts Office (LAO) 14 *13.04 S12 General Education and American Institutions Certification on Student Transcripts 15 *13.05 S12 Oppose Governors 2012-13 Proposals to Cut the CalWORKs Welfare-to-Work Program 16 *13.06 S12 Evaluating Current Governance Structures 16 *13.07 S12 Success of Latino Student Achievement 17 14.0 GRADES 17 14.01 S12 Progress Indicator Implementation for Noncredit Coursework 17 14.01.01 S12 Amend Resolution 14.01 S12 18 19.0 PROFESSIONAL STANDARDS 19 19.01 S12 Faculty Training for Implementation of Noncredit Progress Indicators 19 19.01.01 S12 Amend Resolution 19.01 S12 19 *19.02 S12 Academic Freedom and Electronic Communication 19 *19.03 S12 Faculty Commitment to Student Learning 20 20.0 STUDENTS 20 20.01 S12 Admissions Priorities and Practices Regarding Out-of-State and International Students 20 20.01.01 S12 Amend Resolution 20.01 S12 21 20.02 S12 Academic Progress for Board of Governors Fee Waiver Students 21 20.03 S12 Opposition to Additional Academic Requirements for Recipients of BOG Fee Waivers 22 21.0 VOCATIONAL EDUCATION 22 21.01 S12 Advisory Committees 22 *21.02 S12 CTE Program Review 23 1.0 ACADEMIC SENATE *1.01 S12 Emeritus Status for Ian Walton Whereas, The Bylaws of the Academic Senate for California Community Colleges include procedures and criteria for conferring the status of senator emeritus on individuals; Whereas, Ian Walton has satisfied those requirements as a retired faculty member of the California Community College System who has completed more than the required five years of significant service to the Academic Senate: Executive Committee member of the State Academic Senate from 1998 to 2007; Treasurer, Vice President, and President of the Academic Senate; Chair of numerous Senate committees including Educational Policies, Occupational Education, Technology, and Relations with Local Senates; Significant leadership in groups such as the Education Roundtable, Distance Education Technology Advisory Committee, the Intersegmental Committee of Academic Senates (ICAS), and Consultation Council; Significant leadership in facilitating the raising of community college degree standards and establishing the CCC Basic Skills Initiative as a means to ensure student success within the context of the higher standards; Colleague who by example personifies collegiality, dedication, and integrity at his college and statewide while maintaining the occasional sublime irreverence with introspective wit, melodious and depressing Celtic ballads, and many late evenings spent pondering the good nature of single-malt whiskey and dark chocolate; and Whereas, Ian Walton has contributed to countless papers and resolutions and provided wise counsel, founded on years of experience at Mission College and as a member of Area B, and has consistently demonstrated leadership with intelligence and unfailing grace, all presented with a delightfully sexy Scottish brogue; Resolved, That the Academic Senate for California Community Colleges recognize Ian Waltons extraordinary and distinguished service by awarding him the status of senator emeritus with all rights and privileges thereof; and Resolved, That the Academic Senate for California Community Colleges convey to Ian Walton its heartfelt congratulations upon his retirement and wish him and his family every happiness in the many years to come. Contact: Area B *1.02 S12 Emeritus Status for Karolyn Hanna Whereas, The Bylaws of the Academic Senate for California Community Colleges include procedures and criteria for conferring the status of senator emeritus on individuals; Whereas, Karolyn Hanna has satisfied those requirements as a retired faculty member of the California Community College System who has completed the required five (5) years of significant service to the Academic Senate: Member of Standards and Practices Committee, 2002-2004 Member of Educational Policies Committee, 2004-2006, 2008-2009 Author of numerous Rostrum articles and resolutions Participant in the nursing discipline under IMPAC Participant on the Senates Nursing Ad Hoc Committee 2004-2005 which resulted in a paper (The Status of Nursing in the California Community Colleges) Participant on a second Senate paper -- Enrollment Management Revisited As a member of the two committees above, a participant in a number of presentations on behalf of the Senate Hayward Award winner, 1994 A colleague, who, in the words of Academic Senate Executive Director Julie Adams, was also one of our go to persons regarding anything nursing Resolved, That the Academic Senate for California Community Colleges recognize Karolyn Hannas extraordinary and distinguished service by awarding her the status of senator emeritus with all rights and privileges thereof; and Resolved, That the Academic Senate for California Community Colleges convey to Karolyn Hanna its heartfelt congratulations during her retirement and wish her and her family every happiness in the years to come. Contact: Area C 1.03 S12 Support Use of Contact in Resolutions Whereas, Academic Senate resolutions are authored by individuals, random groups of people, local senates, areas, and committees; Whereas, In order to ensure the greatest possible understanding for all interested faculty, each resolution should be explicitly connected to an individual or group who can explain, clarify, and address questions about a resolution and can assist in explaining and revising the resolution as need arises; Whereas, Past practice has sometimes resulted in individuals being designated as author who may not be able to explain, clarify, and address questions when needed; and Whereas, Once a resolution is adopted by the body it becomes an adopted position of the Academic Senate for California Community Colleges, and the Executive Committees execution of the resolution is an obligation to the body, as opposed to the original author or maker of the resolution; Resolved, That the Academic Senate for California Community Colleges endorse the use of the term contact on the Academic Senate resolutions as opposed to author. Contact: David Morse, Long Beach City College, Area D 1.04 S12 Making Resolution Authorship Visible Whereas, The attribution of the author in resolutions is an essential feature of resolutions allowing the field to know who is responsible for creating the resolution and who to hold accountable for the ideas contained in the resolution; Whereas, Having just contact persons for resolutions or giving a resolution for someone else to put his or her name on (whether as contact or author) is deceptive in the sense that it hides from view the person or persons who were responsible for coming up with the idea for the resolution and thus hiding from the field who to hold accountable (positive or negative) for the ideas contained therein; and Whereas, Changing the resolution source from author to contact person is a significant enough change to a core function of the resolution process that it should be decided by the senate body rather than only by the Executive Committee; Resolved, That the Academic Senate for California Community Colleges revert back to the practice of putting authors names at the top of resolutions; and Resolved, That the Academic Senate for California Community Colleges committees discontinue the practice of putting persons names on resolutions other than the name of one of the resolutions true authors. Contact: Bob Grill, College of Alameda, Area B 2.0 ACCREDITATION 2.01 S12 Accreditation Effective Practices Paper Whereas, The Academic Senate for California Community Colleges held its annual Accreditation Institute on February 10-11, 2012, in Anaheim, and feedback from the attendees indicated the value of the specific examples presented in the general sessions and breakouts; Whereas, The Accrediting Commission for Community and Junior Colleges (ACCJC) participated in planning and presenting the 2012 Accreditation Institute, and the ACCJC has expressed interest in continuing to work with the Academic Senate for California Community Colleges; and Whereas, The ACCJC staff reiterated numerous times that colleges need to develop their own processes and that the ACCJC has not historically provided specific examples of the multiple ways that colleges can document evidence in meeting the standards, yet the collaboration with the ACCJC at the 2012 Accreditation Institute provided the opportunity to solicit multiple examples to meet accreditation compliance; Resolved, That the Academic Senate for California Community Colleges develop resources, including a paper, on effective practices for accreditation compliance including but not limited to effective practices for the completion of a self evaluation, actionable improvement plans, institutional effectiveness, surviving sanctions, program review, budgeting process, governance structures, and other related issues surrounding accreditation. Contact: Michelle Grimes-Hillman, Accreditation Committee Chair 2.01.01 S12 Amend Resolution 2.01 S12 Add a new first whereas: Whereas, The Academic Senate for California Community Colleges has traditionally developed and distributed papers and resources that provide guidance to local districts in meeting state developed regulations; Amend the current resolve: Resolved, That the Academic Senate for California Community Colleges develop resources, including a paper, on effective practices for accreditation compliance including but not limited to effective practices for the examples of the following: completion of a self evaluation, actionable improvement plans, institutional effectiveness, surviving sanctions, program review, budgeting process, and governance structures, and other related issues surrounding accreditation. Contact: Michelle Grimes-Hillman, Mt. San Antonio College, Area C *2.02 S12 Effective Practices for Providing California Community College Library Resources and Services to Online Students Whereas, Fully online and hybrid course offerings by California community colleges are continuing to increase; Whereas, Access to library resources and availability of library services for students taking fully online and hybrid courses varies across California community college libraries; Whereas, Accreditation Standard II.C.1 requires that "the institution supports the quality of its instructional programs by providing library and other learning support services that are sufficient in quantity, currency, depth, and variety to facilitate educational offerings, regardless of location or means of delivery"; and Whereas, The absence of best practices on how to most effectively and efficiently meet accreditation Standard II.C.1, leaves many California community college libraries uncertain regarding how to properly make available library resources and services to students taking fully online and hybrid courses; Resolved, That the Academic Senate for California Community Colleges research and make available practices for how California community college libraries can best provide library resources and services to effectively and efficiently meet accreditation Standard II.C.1 and support the success of students taking fully online and hybrid courses. Contact: Kevin Bontenbal, Cuesta College, Area C 6.0 STATE AND LEGISLATIVE ISSUES 6.01 S12 Limit Taxpayer-funded, Need-Based Financial Aid to Public and Private Nonprofit Colleges Only Whereas, Need-based financial aid is awarded to students on the basis of financial necessity rather than academic merit; Whereas, Historically, the vast majority of students have attended public or private nonprofit colleges, and thus need-based financial aid from taxpayer dollars was thought to be an investment in individuals for the good of society and not for the benefit of private investors; and Whereas, The expansion of aggressive marketing by for-profit colleges and universities creates a situation in which need-based financial aid is additionally used to make a profit for corporate investors directly from taxpayer dollars; Resolved, That the Academic Senate for California Community Colleges support legislation and policy directives that limit need-based financial aid packages to public and private nonprofit colleges only. Note: This resolution was referred to the Executive Committee to gather more information and to return to the Spring 2012 Plenary Session. Contact: Phil Smith, Executive Committee Member See Appendix B for background information. 6.01.01 S12 Amendment to 6.01 S12 Add fourth whereas: Whereas, Many students respond to aggressive marketing by enrolling in for-profit colleges and assuming financial responsibilities, often without a clear understanding of the scope and consequences of such commitments, and default at rates that are five times as high as at California private, non-profit institutions and graduate at rates that are 33-43% lower than at non-profit institutions; Contact: Pat Ganer, Cypress College, Area D *6.02 S12 Early Childhood Education Whereas, The governors proposed 2012-13 budget calls for saving $517 million through the curtailment of early childhood education (ECE) by slashing program eligibility, lowering family income levels, and removing the enrollment in a course of study in higher education as a reason to be eligible for services, and recommendations for 2012-2014 include moving all except a fraction of ECE from the State Department of Education to the State Department of Social Services; Whereas, These cuts and changes will disproportionately affect poor women and children seeking to raise themselves out of poverty, including those enrolling in campus-based child development centers and lab schools, resulting in the end of education for thousands of low-income women and a continuation of the cycle of poverty for them and their children; Whereas, These cuts will prevent early childhood/child development students, as well as psychology, nursing, and other related majors, from participating in essential lower division major preparation laboratory courses such as to chemistry, auto technology, biology, and multimedia laboratories; and Whereas, While it is estimated that between 62,000 and 80,000 child care and ECE slots will be cut throughout the state, the number is likely to be far higher as most agencies will not be able to absorb another 10% cut in the reimbursement rate, causing them to close; Resolved, That the Academic Senate for California Community Colleges support legislation and policy directives that protect Californias investment in ECE teacher education and preserve Californias half-century investment in college programs that prepare the early care and education workforce; Resolved, That the Academic Senate for California Community Colleges support ECE policy reform that occurs thoughtfully and deliberately, not solely within the budget process but through careful planning by all those impacted, and that identifies inefficiencies within state-funded programs without threat to the integrity of Californias quality early care and education system; and Resolved, That the Academic Senate for California Community Colleges support legislation and policy directives that preserve families access to child care and education by doing the following: Preserve current eligibility for all low-income families, whether working or in higher education, Consider reforms to the delivery system that do not result in closure of programs providing quality child care and education, such as community college teacher preparation programs and early education centers and lab schools, and Preserve the practice that child development and early education funds remain in the Department of Education so that they can better provide optimal learning environments for Californias youngest learners. Contact: Terry Shell, Santa Rosa Junior College, Area B *6.03 S12 Student Success Infrastructure Act of 2012 Whereas, AB 1741 (Fong, as of March 30, 2012), the Student Success Infrastructure Act of 2012, would set up a fund, subject to the Budget Act, to enhance the following infrastructure in the community colleges: Increase the counselor to student ratio; Restore critical student support services; Increase the ratio of full- to part-time faculty; and Professionalize part-time faculty beginning with expansion of paid office hours; Whereas, These infrastructure components directly correlate to increased student success, since they result in direct student contact and services that help identify and respond directly to student needs; Whereas, Successful implementation of the Student Success Act of 2012 (SB 1456 Lowenthal, as of March 30, 2012) would depend upon a funding stream being identified, since this bill does not specify such a funding stream, especially for counseling and advising services; and Whereas, The Consultation Council did not act upon a 2/06/2012 digest jointly signed by the presidents of five statewide faculty groups (FACCC, CCA/CTA, CCC/CFT, ASCCC, CCCI) which proposes that the California Community Colleges Chancellors Office Consultation Council convene a funding task force to develop a full cost scenario for implementing the Student Success Task Force recommendations; Resolved, That the Academic Senate for California Community Colleges strongly support AB 1741 (Fong, as of March 30, 2012) Student Success Infrastructure Act of 2012. Contact: Karen Chow, De Anza College, Area B *6.04 S12 Tiered Fees in the California Community Colleges Whereas, The Academic Senate for California Community Colleges opposes recommendations that establish different academic policies for students based on their differing abilities to pay (Resolution 7.03 F11) and also strongly opposes any attempt to abridge the mission of California community colleges, reduce their affordability, or remove their control from the communities they serve (Resolution 7.02 F11); Whereas, The Academic Senate for California Community Colleges urges the Board of Governors to not adopt any regulations that would diminish the California community colleges ability to provide instruction and educational support services to all who desire them, reaching out to those of underserved communities that encounter barriers to education; develop sustainable campuses and sites to better serve students and neighborhoods; diversify and improve programs and services for the benefit of the entire community; build partnerships with public, private, and community-based agencies to respond with agility and efficiency to educational, economic, environmental, and societal needs; foster the participation of our students and employees in community life; enhance the availability of educational opportunities for all; and support the acquisition of knowledge and skills by all, including the critical thinking skills and career skills that are essential to full participation in society. (Resolution 7.02 F11); Whereas, Santa Monica Colleges recent announcement of its intention to establish a two-tiered system of fees for regular course offerings, including courses in English, math, and sciences, is an unprecedented action in violation of the California community college mission and may be in violation of Title 5 and would force students seeking enrollment in impacted courses to pay $180 per semester unit, an amount nearly three times higher than the state-established community college fees of $46 per semester unit, thereby creating a slippery slope towards possible consequences that would take state resources away from regular course offerings; and Whereas, The Academic Senate for California Community Colleges has previously opposed Assembly Bill 515 (Brownley, February 15, 2011) and any initiative that would further shift the use of human, physical, technology, or fiscal resources to a fee-based system that provides access only to those who can afford higher fees. (Resolution 6.06 S11); Resolved, That the Academic Senate for California Community Colleges strongly oppose any attempt, such as that undertaken by Santa Monica College, to establish extension courses that would create a two-tiered system of fees and would deny access to in-state students who do not have the ability to pay; and Resolved, That the Academic Senate for California Community Colleges reaffirm its opposition to any bill that attempts to establish a two-tiered system, including the current Senate Bill 1550 (Wright, as of 30 March 2012). Contact: Karen Chow, De Anza College, Area B 7.0 CONSULTATION WITH THE CHANCELLOR *7.01 S12 Role of California Community College Libraries in the Implementation of the Student Success Task Force Recommendations Whereas, The Student Success Task Force Recommendations were developed to make California community college students more successful; Whereas, The role and services of California community college libraries and librarians are not mentioned in the Student Success Task Force Recommendations; and Whereas, The 2011 paper Standards of Practice for California Community College Library Faculty and Programs illustrates how libraries and library faculty play a significant role in supporting college curriculum and helping students succeed academically; Resolved, That the Academic Senate for California Community Colleges work to ensure that the Chancellors Office more fully involve the California community college libraries and librarians in the implementation of the Student Success Task Force Recommendations; and Resolved, That the Academic Senate for California Community Colleges encourage California community college library faculty to become involved with local implementation of the Student Success Task Force Recommendations. Contact: Kevin Bontenbal, Cuesta College, Area C 8.0 COUNSELING *8.01 S12 Adopt Paper The Role of Counseling Faculty and Delivery of Counseling Services in the California Community Colleges Whereas, The Academic Senate for California Community Colleges adopted resolution 8.01 F11 that called for an update to the 1994 paper Role of Counseling Faculty in the California Community Colleges; Whereas, The topics covered in the newly revised paper include updated and current minimum qualifications, specific guidance on appropriate roles for paraprofessionals and faculty advisors, the use of online counseling and technological tools for delivering some counseling services, and the creation and use of education plans; and Whereas, The California Legislature is considering the Student Success Act of 2012, and this legislation will impact counseling and counseling services; Resolved, That the Academic Senate for California Community Colleges adopt the updated paper The Role of Counseling Faculty and Delivery of Counseling Services in the California Community Colleges; and Resolved, That the Academic Senate for California Community Colleges include in the final version of The Role of Counseling Faculty and Delivery of Counseling Services in the California Community Colleges a reference to the updated 1986 Seymour-Campbell Matriculation Act, which will be known as the 2012 Student Success Act, if the legislation is finalized prior to the final publication date of the paper. Contact: Beth Smith, Counseling Library Faculty Issues Committee/Transfer and Articulation Committee Chair See Appendix C. 9.0 CURRICULUM 9.01 S12 Establish Role of Faculty Discipline Review Groups (FDRGs) Whereas, Faculty Discipline Review Groups (FDRGs) are essential to the success of the Course Identification Number System (C-ID), which depends on faculty to create course descriptors, participate in providing feedback on the descriptors, submit courses to receive a C-ID designation, and review course outlines of record (COR) for the awarding of C-ID designations; Whereas, The associate degrees for transfer (AA-T and AS-T) have incorporated the use of C-ID designators, which requires FDRGs to have an ongoing role in the creation, review, and approval of C-ID designators, and more and more faculty are finding C-ID to be beneficial for the articulation of courses to colleges and universities and for students in choosing appropriate courses for transfer; Whereas, C-ID will become a standard fixture in ASSIST, the online articulation database used by counselors, articulation officers, and students to learn of course options for majors in California universities and community colleges, making the work of the FDRGs more permanent than temporary; and Whereas, FDRGs make significant contributions to the effectiveness and viability of community college curriculum; Resolved, That the Academic Senate for California Community Colleges endorse Faculty Discipline Review Groups (FDRGs) as being essential to the success of the C-ID articulation process for community college courses and establish the FDRG structure and function as the most effective means to accomplish the work of intersegmental curriculum development and review. Contact: Carol Reisner, American River College, C-ID Advisory Committee Member 9.01.01 S12 Amend Resolution 9.01 S12 Amend the current resolve into two resolves: Resolved, That the Academic Senate for California Community Colleges endorse Faculty Discipline Review Groups (FDRGs) as being essential to the success of the C-ID articulation process for community college courses; and Resolved, That the Academic Senate for California Community Colleges establish the FDRGs structure and function as the most effective means to accomplish the work of intersegmental curriculum development and review. Contact: Eric Kaljumaji, Mt. San Antonio College, Area C 9.02 S12 Local Implementation of C-ID Whereas, Academic Senate resolution 4.01 F09 called for the support of descriptor based articulation and the Course Identification Number System (C-ID) in general, including faculty participation in Faculty Discipline Review Groups (FDRGs) and review of course descriptors; Whereas, C-ID is growing and expanding to include more disciplines and more higher education faculty, partly due to the establishment of associate degrees for transfer (AA-T and AS-T) and partly due to the benefits of intersegmental collaboration in the development of course descriptors and review of course outlines of record; and Whereas, The growth of C-ID has led to an increased need to share information about this articulation process with curriculum committees, counselors, articulation officers, evaluators, discipline faculty, administrators, and students; Resolved, That the Academic Senate for California Community Colleges urge local senates to identify discipline or divisional representatives who can act as liaisons to local faculty and administrators regarding information about C-ID and solicit faculty participation in the vetting of new descriptors and review of course outlines of record by encouraging faculty to formally contribute to the C-ID process; and Resolved, That the Academic Senate for California Community Colleges develop counselor and evaluator tool kits to help key college employees successfully implement the use of C-ID designators locally and apply C-ID articulated courses to college requirements for students. Contact: Dave DeGroot, Alan Hancock College, C-ID Advisory Committee Member 9.02.01 S12 Amend Resolution 9.02 S12 Amend the current first resolve: Resolved, That the Academic Senate for California Community Colleges urge local senates to identify discipline or divisional representatives who can act as liaisons to local faculty and administrators regarding information about C-ID and to and solicit discipline faculty participation in the vetting of new descriptors and review of course outlines of record by encouraging faculty to formally contribute to the C-ID process; and Amend the current second resolve: Resolved, That the Academic Senate for California Community Colleges provide resources for develop counselors and evaluators tool kits to help these key college employees to help them successfully implement the use of C-ID designators locally and apply C-ID articulated courses to college requirements for students. Contact: Eric Kaljumaji, Mt. San Antonio College, Area C 9.03 S12 Urge Colleges to Implement Prerequisites Whereas, Chancellors Office Student Success Task Force (SSTF) Recommendation 3.4 states that Community Colleges will require students to begin addressing basic skills deficiencies in their first year and continue remediation as part of their education plan; Whereas, In March 2011 the Board of Governors adopted Title 5 language that allows colleges the option of establishing communication and computation prerequisites based on either statistical validation or content review alone, thus professionalizing the implementation of prerequisites at local colleges; Whereas, Implementation of appropriate prerequisites is the most efficient and least intrusive way to fulfill SSTF Recommendation 3.4, as students would be required to begin addressing basic skills deficiencies early in their college careers in order to meet the prerequisites for the classes they wish to take; and Whereas, Implementation of appropriate prerequisites throughout the California Community College System would not only enhance student success but could render any Title 5 changes to address SSTF Recommendation 3.4 unnecessary; Resolved, That the Academic Senate for California Community Colleges urge local colleges to begin discussions of prerequisite implementation and to implement appropriate prerequisites in a timely manner in order not only to respond to Student Success Task Force Recommendation 3.4 but also to enhance student success throughout the curriculum. Contact: David Morse, Curriculum Committee Chair 9.03.01 S12 Amend Resolution 9.03 S12 Replace the current second whereas: Whereas, In March 2011 the Board of Governors adopted Title 5 language that allows colleges the option of establishing communication and computation prerequisites based on either statistical validation or content review alone, thus professionalizing the implementation of prerequisites at local colleges; Whereas, Implementation of appropriate prerequisites is one way to fulfill SSTF Recommendation 3.4, as students would be required to begin addressing basic skills deficiencies early in their college careers in order to meet the prerequisites for the classes they wish to take; Delete the current third whereas: Whereas, Implementation of appropriate prerequisites is the most efficient and least intrusive way to fulfill SSTF Recommendation 3.4, as students would be required to begin addressing basic skills deficiencies early in their college careers in order to meet the prerequisites for the classes they wish to take; and Amend the current resolve: Resolved, That the Academic Senate for California Community Colleges urge local colleges to begin discussions of communication and computational prerequisite implementation and to establish and implement appropriate prerequisites in a timely manner in order not only to respond to Student Success Task Force Recommendation 3.4 but also to enhance student success throughout the curriculum. Contact: Sheri Berger, LA Valley College, Area C *9.04 S12 Adopt Paper Setting Course Enrollment Maximums: Process, Roles, and Principles Whereas, Academic Senate resolution 13.09 F09 called for the Senate to develop a position paper with guidelines for local academic senates to work jointly with collective bargaining agents to assist discipline faculty in the determination of class caps based primarily on pedagogical and health and safety factors; and Whereas, The paper Setting Course Enrollment Maximums: Process, Roles, and Principles presents detailed principles, guidelines, and examples regarding the establishment of class caps and the proper roles to be played in such decisions by all relevant college constituencies; Resolved, That the Academic Senate for California Community Colleges adopt the paper Setting Course Enrollment Maximums: Process, Roles, and Principles. Contact: David Morse Curriculum Committee Chair See Appendix D. *9.05 S12 Submit Courses to C-ID Whereas, The Course Identification (C-ID) process, under the guidance of the Academic Senate for California Community Colleges, provides a course designator as a means to articulate courses, recognize common requirements in particular courses, and fulfill the core or course options in Transfer Model Curriculum (TMC); and Whereas, ASSIST.org, the website designed to support students and student services professionals, will include C-ID numbers in the near future and will greatly enhance student course selection options and understanding of how courses at colleges meet requirements at community colleges and universities in the state; Resolved, That the Academic Senate for California Community Colleges encourage discipline faculty to work with their articulation officers to submit courses to C-ID for review and awarding of a C-ID designation. Contact: Beth Smith, Grossmont College, (honorary Area A member) *9.06 S12 Transfer Model Curriculum Aligned Associate Degrees for Transfer Whereas, Implementation of SB 1440 (Padilla, 2010) has involved California State University (CSU) and California community college faculty working collaboratively to respond to the spirit and intent of the law by creating a statewide response to the mandate to create associate degrees for transfer that provide guarantees for students, that are effective pathways to transfer for a significant proportion of students within the state, and that when created provide preparation for more than 25 majors in the state; Whereas, In Spring 2011, Resolution 9.07 was adopted urging local senates to use the Transfer Model Curricula (TMCs) when creating the newly defined AA-T and AS-T degrees which meet the criteria as defined in SB 1440 (Padilla, 2010) and California Education Code 66746, and now one year later, the value of intersegmentally created TMCs, efficient and effective Chancellors Office processes, and ease at which the CSU admissions process can be modified to identify and offer benefits to transfer students leads to a statewide recognition of the integrity, functionality, and simplicity of the TMC in expediting implementation of the law and messaging to students; Whereas, As more pressure to create SB 1440 degrees comes from within the California Community College System and from CSU, colleges need a reliable process for ensuring that their transfer students receive all due benefits from CSU and that systematic change in both community colleges and CSUs across the state improves transfer for students no matter where they live or which major they select, and the TMCs represent discipline faculty consensus because they are created through the intersegmental discipline faculty processes in the Course Identification (C-ID) System and comprised of agreed-upon C-ID course descriptors that offer the best process for accomplishing these goals; and Whereas, Concerns raised about the effectiveness of the TMC in certain colleges or in certain disciplines may be valid and need to be evaluated as the TMC process is implemented over the next 3-5 years, and data are being collected to determine the effectiveness of the AA-T and AS-T degrees for students in all colleges and disciplines where TMCs do or will exist; Resolved, That the Academic Senate for California Community Colleges define associate degrees for transfer, as required according to SB 1440 (Padilla, 2010) and California Education Code 66746, as those degrees aligned with the intersegmentally defined Transfer Model Curriculum (TMC) in any discipline where a TMC exists or will exist based on TMCs under development and in the queue of the Intersegmental Curriculum Workgroup and founded on collaboration between the faculty of the California community colleges and California State University for five years to establish a control period during which relevant data can be collected to evaluate the effectiveness of the TMC and the transfer options they provide; and Resolved, That the Academic Senate for California Community Colleges participate in Chancellors Office data collection on SB 1440 (Padilla, 2010) degrees and gather its own evidence for evaluating the effectiveness of the degrees for students and faculty. Contact: Beth Smith, Grossmont College, (honorary Area A member) 11.0 TECHNOLOGY *11.01 S12 Creation of Distance Education Effective Practices Resource Whereas, Distance education has continued to expand throughout California and the nation, and California community colleges offer a wide array of distance education courses and programs; Whereas, Many faculty teaching distance education, both full- and part-time, may be unfamiliar with pedagogical research regarding effective practices in online learning; Whereas, Publishers and others are providing a wide range of for-profit resources to faculty, many of which may not be based on sound pedagogical research or effective practices in online teaching; and Whereas, The Academic Senate for California Community Colleges has long provided guidance on sound pedagogical resources and effective practices to faculty for traditional classes in a variety of disciplines; Resolved, That the Academic Senate for California Community Colleges research and make available materials on effective practices for teaching distance education courses that are based on sound pedagogical research. Contact: Danielle Martino, Distance Education Ad Hoc Committee member 13.0 GENERAL CONCERNS 13.01 S12 Noncredit Education and ARCC Reporting Whereas, The Chancellors Office for California Community Colleges is reforming the group involved in the Accountability Reporting for the Community Colleges (ARCC) that reports data on various educational metrics; Whereas, ARCC reports must be publicly discussed before each districts Board of Trustees, and these reports have consistently reported incorrect data for noncredit institutions as a result of reporting difficulties, inaccurate measures, and the inability to submit data because all noncredit data are changed to UG (ungraded) prior to submission, or at the Chancellors Office; Whereas, Current research documents that success in noncredit is best represented by more accurate measures consistent with noncredit teaching methods (that may include open entry/open exit) and do not begin and end within the credit-length semester timeline; and Whereas, The Noncredit Task Force has completed research suggested in previous resolutions (09.01 F09 and 13.01 S08) regarding specific recommendations about accountability reporting; Resolved, That the Academic Senate for California Community Colleges advocate for adequate representation on the ARCC committee which includes knowledgeable noncredit faculty and administrators; and Resolved, That the Academic Senate for California Community Colleges advocate for educational metrics that include progress indicators and grades consistent with the Noncredit Task Force and Association of Community and Continuing Education (ACCE) recommendations which include the following: Adequate definitions of cohorts Coding that includes all career development and college preparation (CDCP) course work that equates to programs of study and successful progress Use of grades or progress indicators to record student success in appropriate disciplines of noncredit Use of P (pass) and SP (satisfactory progress) as measures of success for noncredit course work. See Appendix E for supporting information and recommendations. Contact: Janet Fulks, Noncredit Ad Hoc Task Force Chair 13.01.01 S12 Amend Resolution 13.01 S12 Amend last resolve Resolved, That the Academic Senate for California Community Colleges advocate for educational metrics, that include progress indicators, and grades consistent with the Noncredit Task Force and Association of Community and Continuing Education (ACCE) recommendations which include the following: Adequate definitions of cohorts Coding that includes all career development and college preparation (CDCP) course work that equates to programs of study and successful progress Use of grades or progress indicators to record student success in appropriate disciplines of noncredit Use of P (pass) and SP (satisfactory progress) as measures of success for noncredit course work. Correct reporting for noncredit CDCP (Career Development and College Preparation) certificate completion in MIS (Management Information Systems) Appropriate definitions of cohorts Appropriate demographics Appropriate definitions of success Inclusion of noncredit students, who previously took or are concurrently enrolled in credit coursework, in noncredit cohort Appropriate definitions of persistence for noncredit Noncredit course success rate, as a measure success, is defined as students earning P, SP, A, B, C See Appendix E for supporting information and recommendations. Contact: Janet Fulks, Noncredit Ad Hoc Task Force Chair, Area D *13.02 S12 Priority Registration for MESA Students Whereas, The State of California is experiencing a significant shortage in the number of qualified engineers and scientists matriculating through its post-secondary institutions compared to needs in the economy; Whereas, The student membership of the Mathematics, Engineering, Science Achievement (MESA) Community College Program consists of educationally and financially disadvantaged students pursuing degrees in science, technology, engineering, and mathematics (STEM) fields whose goal is to transfer to a four-year college or university; Whereas, Impacted math and science courses impede the timely transfer of MESA community college students; and Whereas, The inability of MESA community college students to enroll in sequential math and science courses required for their high unit majors unnecessarily delays the transfer of these students and postpones their eventual matriculation from the four-year institutions; Resolved, That the Academic Senate for California Community Colleges recommend that community colleges afford MESA students in good standing priority registration similar to students participating in existing mandated priority registration programs; and Resolved, That the Academic Senate for California Community Colleges recommend amendment of Education Code 66025.9 to require each community college district that administers a priority enrollment system and maintains an existing MESA Program to grant priority registration to California Community College MESA Students. Contact: Mission College Academic Senate, Area B *13.03 S12 Arbitrary Targeting of Athletics by the Legislative Analysts Office (LAO) Whereas, The Legislative Analysts Office (LAO) has recently recommended defunding California community college athletic programs by prohibiting colleges from collecting apportionment for intercollegiate athletics program courses in a desire to protect the CCC systems highest-priority missions; Whereas, The LAOs self-stated function is to serve as Californias nonpartisan fiscal and policy advisor, but the specific identification of athletics apportionment oversteps this function and is an isolated targeted recommendation that is not put into the context of an extensive analysis of fiscal responsibility, productivity, and other measures of student success in athletics; Whereas, The student athlete cohort consistently attains higher GPAs than the rest of the community college student body (female athletes 2.7 vs. 2.46 and male athletes 2.54 to 2.3) and transfers at a higher rate than the rest of the student body (female athletes 16% vs. 6% and male athletes 9% vs. 6%); and Whereas, Athletes are required to have an education plan in place during their first term, earlier than what is proposed by the Student Success Task Force for all students, and must be enrolled in and successfully complete 12 academic units each term with a GPA of 2.0, thereby ensuring responsible use of state funds; Resolved, That the Academic Senate for California Community Colleges oppose the recent LAO recommendation which goes beyond its long established scope of examining the costs of legislative proposals and projecting state revenue. Contact: Paul Setziol, De Anza College, Area B *13.04 S12 General Education and American Institutions Certification on Student Transcripts Whereas, California community colleges are permitted by the California State University (CSU) to certify the completion of the entire CSU-GE or IGETC general education areas or certify the partial completion of a CSU-GE or IGETC general education area and certify the completion of the CSU American Institution graduation requirement; Whereas, Some community colleges indicate this certification on student transcripts, while other community colleges submit general education and American Institutions certification to receiving institutions on separate forms; Whereas, An indication of partial or complete general education certification and American Institutions certification on student transcripts assists the CSU by providing complete information on one document for transcript evaluation and academic advising of incoming transfer students, assists the transfer student by eliminating the need to request that separate documents be sent to the CSU, reduces the chances of lost paperwork between institutions, and streamlines the admissions process; and Whereas, While community colleges use a variety of student information systems and some may not currently be in a position to include general education completion on transcripts, others who do not currently include such information on transcripts may have the capacity to do so now, and movement toward electronic transcripts may allow more colleges to institute such practices in the near future; Resolved, That the Academic Senate for California Community Colleges encourage local colleges and districts to include whenever possible both partial and complete general education certification and American Institutions certification on student transcripts in order to simplify transfer and admission processes. Contact: David Morse, Long Beach City College, Area D *13.05 S12 Oppose Governors 2012-13 Proposals to Cut the CalWORKs Welfare-to-Work Program Whereas, The Governors January 2012 Budget proposes drastic changes to the CalWORKs Welfare-to-Work program, cutting critical services to CalWORKs students that would help their education and training on to the path of self-sufficiency, to include, beginning October 1, 2012, cutting the four year /48 months time limit down to two years /24 months retroactively, and students will then no longer be eligible for child care and other crucial services; Whereas, Education and training will no longer qualify as an approved Welfare-to-Work activity after 12 months, and the Self-Initiated (full-time students) participants option will be eliminated; Whereas, There will be no more exemptions due to disability, domestic violence, substance abuse treatment, or mental health care, and any months which were granted exemption will retroactively count towards their 24 month limit; and Whereas, Family homelessness has risen dramatically as a result of cuts in cash aid grants to 1987 levels, and thousands are being pushed to an income level almost below the 75% poverty line; Resolved, That the Academic Senate for California Community Colleges, while recognizing the need to balance the State Budget, oppose proposed cuts to the CalWORKs Welfare-to-Work program with their devastating consequences to student-parents and their educational goals. Contact: Joan Thompson, San Diego Miramar College, Area D *13.06 S12 Evaluating Current Governance Structures Whereas, California community colleges face the most severe fiscal challenges in their history in the current recession; Whereas, Many colleges are struggling as a result of problematic leadership at the level of the governing board, while colleges in multi-college districts suffer bureaucracies which provide no direct service to students but consume millions of dollars while class sections are slashed; and Whereas, The Little Hoover Commission reviewed the current state of California community colleges throughout 2011, including the effectiveness of current governing board and administrative structures, without finding any evidence of weakness, despite the plethora of colleges which are under accreditation sanction as a result of failings of trustees or district offices in multi-college districts; Resolved, That the Academic Senate for California Community Colleges undertake its own review of the virtues and failings of current governing board and administrative structures, with particular attention to the way limited and declining resources can be preserved for instructional and student services; and Resolved, That the Academic Senate for California Community Colleges consider pursuing modifications to existing governing board and administrative structures which would enhance college control and improve educational leadership and student success. Contact: Richard Mahon (Riverside City College); Katie Townsend-Merino (Palomar College), Area D *13.07 S12 Success of Latino Student Achievement Whereas, In Spring 2011 68% of the California community college students were non-white students, and the fastest growing student population in California is Latino students, which make-up 34% of the California community colleges or over 603,000 students (according to the CCC Chancellors Office DataMart) and are projected to be the majority of the students by 2019; Whereas, By 2020, 67% of California jobs will require a career certificate or college degree (Complete College America, National Governors Conference, July 2011), but currently only 16% of Latinos have a college degree, and Californias economic competitiveness will depend on Latino student academic success in the California Community College System; Whereas, 52 of the 112 California community colleges are already designated Hispanic Serving Institutions (HSIs), with more HSIs soon to emerge, or have Latino student populations of 25% or more, so it is vital that they be successful in closing or eliminating the achievement gap; and Whereas, The Academic Senate for California Community College is committed to equity for all students and has shown specific support for Umoja, Puente, MESA, and LGBT students; Resolved, That the Academic Senate for California Community Colleges determine the most appropriate structure to support current and emerging Hispanic Serving Institutions in meeting the needs of Latino students and increasing their success; and Resolved, That the Academic Senate for California Community Colleges support closing the achievement gap for all students. Contact: Jesse Ortiz, Woodland Community College, CLFIC/TAC 14.0 GRADES 14.01 S12 Progress Indicator Implementation for Noncredit Coursework Whereas, Accountability reporting is required by the Legislature and plays an important role by providing data for decision making regarding funding, program review, course offerings, learning and curriculum, hiring, and overall institutional effectiveness; Whereas, Noncredit education is currently limited to only reporting success as UG (ungraded) at the state level, equating to a documented success rate of zero, which does not accurately reflect the work of noncredit education; and Whereas, The Noncredit Progress Indicator Pilot Task Force has successfully completed and analyzed three semesters of pilot progress indicators and grading data involving both large and small noncredit institutions in the California Community College System as directed by previous resolutions (3.04 S10, 09.01 F09, and 13.01 S08); Resolved, That the Academic Senate for California Community Colleges work with the Chancellors Office to request a change in Title 5 regulations that facilitates statewide submission and documentation of progress indicators (P=Pass, SP=Satisfactory Progress within a level or course and NP= No Pass) and where appropriate standard grades (A, B, C, D, F) for noncredit coursework; and Resolved, That the Academic Senate for California Community Colleges work with noncredit practitioners to direct and guide the implementation of progress indicators based upon the research and guidelines of the Noncredit Task Force and Association of Community and Continuing Education (ACCE). Reference: CEC 84757 Categories of Noncredit Courses Eligible for State Funding and further described for funding in Title 5, 55002(c) & 55150. See Appendix E for supporting information and recommendations. Contact: Janet Fulks, Noncredit Ad Hoc Task Force Chair 14.01.01 S12 Amend Resolution 14.01 S12 Amend all whereases and resolves: Whereas, Accountability reporting is required by the Legislature and plays an important role in describing the work of education by providing data for decision making regarding funding, program review, course offerings, learning and curriculum, hiring and overall institutional effectiveness; Whereas, Noncredit education is currently limited to only reporting all success as UG (ungraded) at the state level, equating to a documented success rate of zero, which does not accurately reflect the actual successful outcomes work of noncredit education; and Whereas, The Noncredit Accountability Progress Indicator Pilot Task Force has successfully completed and analyzed three semesters of pilot progress indicators and grading data involving both large and small noncredit institutions in the California Community College System as directed by previous resolutions (3.04 S10, 09.01 F09, and 13.01 S08); Resolved, That the Academic Senate for California Community Colleges work with the Chancellors Office to change Title 5 regulations that facilitates statewide to allow MIS (Management Information Systems) submission and documentation of the noncredit progress indicators of A, B, C, D, F, P and NP with the addition of (P=Pass, SP=(Satisfactory Progress) where SP indicates satisfactory progress towards the completion of a course and A, B, C, D, F, P and NP are used as currently defined in Title 5 for credit and noncredit courses (55021/55023) within a level or course and NP= No Pass) and where appropriate standard grades (A, B, C, D, F) for noncredit coursework; and Resolved, That the Academic Senate for California Community Colleges advocate for and support that work with noncredit practitioners to direct and guide the implementation of progress indicators based upon the research and guidelines of the Noncredit Task Force and Association of Community and Continuing Education (ACCE). Reference: CEC 84757 Categories of Noncredit Courses Eligible for State Funding and further described for funding in Title 5, 55002(c) & 55150 Contact: Janet Fulks, Noncredit Ad Hoc Task Force Chair, Area D 19.0 PROFESSIONAL STANDARDS 19.01 S12 Faculty Training for Implementation of Noncredit Progress Indicators Whereas, Implementation of noncredit progress indicators will require training of noncredit faculty; Whereas, Over 90% of noncredit faculty are part-time faculty for whom typical training efforts are challenged by time commitments and availability of this faculty group; and Whereas, Professional development for faculty concerning curriculum issues, particularly those associated with student assessment and accountability reporting, provides an excellent opportunity to address and update noncredit faculty on many curricular issues, including important career technical education, basic skills, and ESL issues; Resolved, That the Academic Senate for California Community Colleges explore mechanisms to fund and support faculty training for implementation and use of progress indicators and/or grades in noncredit. Contact: Janet Fulks, Noncredit Ad Hoc Task Force Chair 19.01.01 S12 Amend Resolution 19.01 S12 Amend second whereas: Whereas, Implementation of noncredit progress indicators will require training of noncredit faculty, and over 90% of noncredit faculty are part-time or adjunct faculty for whom typical training methods are more difficult efforts are challenged by time commitments and availability of this faculty group; and Add fourth whereas: Whereas, The Noncredit Accountability Taskforce has developed training materials which are posted on the Basic Skills website and has successfully conducted noncredit grading and progress indicator training both face-to-face and via webinars; Contact: Janet Fulks, Noncredit Ad Hoc Task Force Chair, Area D *19.02 S12 Academic Freedom and Electronic Communication Whereas, Many districts have implemented computer use policies which give faculty no expectation of privacy and are requiring users of their internet to acknowledge and agree to these policies in order to gain access; Whereas, Districts have the legal right to monitor and survey electronic communications, but many colleges and universities outside the California Community College system have committed to the concept of privacy to the greatest extent possible at a public educational institution; and Whereas, The freedom of inquiry and expression mandates a climate in which ideas may be freely presented, examined, and discussed, and in our roles as educators faculty should have a reasonable expectation of privacy in and protection of their communications, whether those communications take verbal, written, or electronic form; Resolved, That the Academic Senate for California Community Colleges review and update its 1999 paper on Academic Freedom, Privacy, Copyright and Fair Use in a Technological World to reflect current court decisions and American Association of University Professors (AAUP) language on academic freedom to give support to local senates drafting or revising computer use policies and regulations; and Resolved, That the Academic Senate for California Community Colleges draft a response that local senates can reference when their districts state that computer users have no expectation of privacy in the use of the districts computers, networks, telecommunications, and educational technology resources. Contact: Janice Tomson, Long Beach City College, Area D *19.03 S12 Faculty Commitment to Student Learning Whereas, The Academic Senate for California Community Colleges continues to support Resolution 2.01 F08 opposing the use of student achievement of student learning outcome as a criteria of faculty evaluation; Whereas, The Academic Senate for California Community Colleges has long recognizedin its resolutions, adopted papers, committee structure, and institutesthat the students we serve are more diverse and varied in background and skills than in any other segment of public higher education and that a changing student population requires reflection on and adaptation of the means used to educate students; and Whereas, The Academic Senate of California Community Colleges believes that all effective teachers regularly observe and respond to the achievement of their students in meeting course, program, and institutional student learning outcomes; Resolved, That the Academic Senate for California Community Colleges encourage local senates to identify means whereby faculty can communicate as efficiently as possible the methods they use from term to term to improve the success of their students as a method of documenting the challenges arising from the educating of an exceptionally diverse student population and the methods faculty use in their pursuit of that goal. Contact: Richard Mahon, Riverside City College, Area D 20.0 STUDENTS 20.01 S12 Admissions Priorities and Practices Regarding Out-of-State and International Students Whereas, Restrictive and inadequate funding from the state and enrollments caps have forced colleges to seek alternate sources of revenue; Whereas, Out of state and international students pay higher fees and in many colleges are guaranteed enrollment in 12 units; and Whereas, Many colleges give enrollment priority to out of state and international students, thereby depriving resident students of access; Resolved, That the Academic Senate for California Community Colleges research and gather data from local colleges and districts regarding the impact of priority registration for out-of-state and international students on access for resident students; Resolved, That the Academic Senate for California Community Colleges research, summarize, and report to the body ways of integrating out-of-state and international student programs into colleges and districts that provide documented benefits to all students; and Resolved, That the Academic Senate for California Community Colleges urge colleges to identify local priorities regarding instruction and sites in other countries (excluding campus abroad programs), taking into consideration the effects on instruction, services, and resources needed to educate resident students. Note: This resolution was referred to the Executive Committee to determine its relevance and necessity and to return to the Spring 2011 Plenary Session. Contact: Don Gauthier, Los Angeles Valley College, Educational Policies Committee 20.01.01 S12 Amend Resolution 20.01 S12 Amend the second whereas: Whereas, Out of state and international students pay higher fees that potentially represent additional revenue to cash-strapped colleges and in many colleges are guaranteed enrollment in 12 units; and Amend the third whereas: Whereas, Many colleges guarantee enrollment in12 units and give enrollment priority to out of state and international students, thereby depriving resident students of access to their local community college in spite of their contributions to California higher education; Amend the first resolve: Resolved, That the Academic Senate for California Community Colleges conduct a short turn-around survey research and gather data from local colleges and districts regarding the impact of priority registration for out-of-state and international students on access for resident students; Replace the second resolve: Resolved, That the Academic Senate for California Community Colleges also research, summarize, and report to the body ways of integrating out-of-state and international student programs into colleges and districts ways that provide documented benefits to all students; and Resolved, That the Academic Senate for California Community Colleges prepare a Rostrum article including suggestions for integrating out-of-state and international student programs into colleges and districts in ways that provide documented benefits to all students; and Amend the third resolve: Resolved, That the Academic Senate for California Community Colleges urge colleges to identify local priorities regarding enrollment of non-resident students instruction and sites in other countries (excluding campus abroad programs), taking into consideration the effects on instruction, services, and resources needed to educate resident students. Contact: Don Gauthier, Los Angeles Valley College, Educational Policies Committee, Area C 20.02 S12 Academic Progress for Board of Governors Fee Waiver Students Whereas, Colleges have an obligation to assist all students in their studies and in achieving their educational goals, and students have a reciprocal responsibility to make satisfactory progress; Whereas, Most state and all federal financial aid sources have criteria for need and as well as satisfactory academic progress in order to maintain eligibility; and Whereas, Currently eligibility for a Board of Governors Fee Waiver only requires that students demonstrate financial need; Resolved, That the Academic Senate for California Community Colleges recommend to the Board of Governors that students who are awarded Board of Governors Fee Waivers maintain satisfactory academic progress as required by federal financial aid. David Beaulieu, LA Community College District, Area C 20.03 S12 Opposition to Additional Academic Requirements for Recipients of BOG Fee Waivers Whereas, SB1456 (as of March 30, 2012) proposes imposing additional academic requirements upon students as a condition for receiving Board of Governors (BOG) fee waivers, stating that the student must identify one of a limited list of goals upon enrollment and that the Board of Governors will define academic and progress standards, including a maximum unit cap, beyond what is required from students who are paying fees; and Whereas, The Academic Senate for California Community Colleges took a position with Resolution 07.03 F11 against BOG fee waiver rules that establish different academic policies for students based on differing ability to pay; Resolved, That the Academic Senate for California Community Colleges adamantly oppose any provision of SB1456 (as of March 30, 2012) that would require students receiving BOG fee waivers to declare goals earlier than students who can afford to pay fees; require students receiving BOG fee waivers to meet additional academic and progress standards that are not required for students who are paying fees; and deny BOG fee waivers to students who declare goals that are acceptable for students who can afford to pay fees. Contact: Karen Saginor, City College of San Francisco, Area B 21.0 VOCATIONAL EDUCATION *21.01 S12 Career Technical Education Advisory Committees Whereas, Career technical education programs are required to seek advisory input from their respective community, industry, and governmental partners and must do so by holding formal meetings at least twice per year; Whereas, Participating in these meetings is often difficult, particularly for those sectors or regions where community and industry individuals are being called on to advise multiple programs at multiple campuses; Whereas, The existing regulations and guidelines provide limited information with respect to advisory requirements in terms of process, the formation of committees, and the specificity of committee parameters such as frequency of meetings, use of technology, or composition and scope; and Whereas, Career technical education program advisory needs vary greatly across programs, colleges, regions, and industry sectors such that requiring each individual program to have at least two advisory meetings per year may not be the most effective or efficient way to garner necessary input for each program; Resolved, That the Academic Senate for California Community Colleges investigate the possibility of additional options for regional advisory meetings and, if necessary, propose recommendations for possible changes to Title 5 to ensure that career technical education programs receive the most effective and timely input from their community and industry partners. Contact: Patty Dilko, Occupational Education Committee Member *21.02 S12 CTE Program Review Whereas, In addition to completing the local program review cycle, career and technical education (CTE) programs must complete additional program reviews every two years; Whereas, Many CTE programs have minimal or no full-time faculty and thus have severe time constraint issues; and Whereas, Many CTE programs are subject to external reviews and discipline-specific accreditation reviews; Resolved, That the Academic Senate for California Community Colleges develop and publish resources on methods and effective practices for streamlining the program review processes for CTE programs. Contact: Dianna Chiabotti, Napa Valley College, Area B  The average three-year default rate for federal loan borrowers at California for-profit colleges (24.2%) is more than five times the average rate at California private nonprofit colleges (4.8%) and almost four times the rate at California public colleges (6.5%). http://projectonstudentdebt.org/files/pub/CA_FP_Hearing_Advisory.pdf  The report, Subprime Opportunity, HYPERLINK "http://www.edtrust.org/sites/edtrust.org/files/publications/files/Subprime_report.pdf"http://www.edtrust.org/sites/edtrust.org/files/publications/files/Subprime_report.pdf by the Education Trust, found that in 2008, only 22% of the first-time, full-time bachelors degree students at for-profit colleges over all graduate within six years, compared with 55 % at public institutions and 65 percent at private nonprofit colleges. NY Times HYPERLINK "http://www.nytimes.com/2010/11/24/education/24colleges.html?_r=1"http://www.nytimes.com/2010/11/24/education/24colleges.html?_r=1 Ed Trust Report HYPERLINK "http://www.edtrust.org/sites/edtrust.org/files/publications/files/Subprime_report.pdf"http://www.edtrust.org/sites/edtrust.org/files/publications/files/Subprime_report.pdf  LAO document Eliminate state funding for CCC intercollegiate athletics, for savings of about $55 million in 2012-13 February 10, 2012     Consent Calendar Resolutions TABLE OF CONTENTS  PAGE \* MERGEFORMAT 3    !Adefgix ; > óósfsfsfsfWKWKWh CJOJQJaJhr|jh CJOJQJaJh 6CJ OJQJaJ h,#h 6CJ OJQJaJ h OJQJ h 5 h 5^Jh 56CJ,OJQJaJ,h 5CJ,OJQJaJ,jh CJ,OJQJUaJ,h CJ,OJQJaJ,%h 5;B*CJ8OJQJaJ8ph987jh UmHnHuh 5;B*OJQJph987   AUefghi C  ;  h")dgd  hgd gd 1$gd $1$a$gd $a$gd         & * B C X   : ; [ \   s t v z Ǹǫ{ll___hSh CJOJQJhSh CJOJQJaJh 5CJOJQJh5\h 5CJOJQJh CJOJQJh>u6h CJOJQJhdy7h CJOJQJh[4h CJOJQJaJh 5CJOJQJaJh CJOJQJaJhr|jh CJOJQJaJhr|jh 6CJOJQJaJ!;  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