ࡱ>      @ bjbjqq ^\n$:PPPPRPNQ:ʀvRR4RRRSSSwyyyyyy$tRƄ~lSS~l~lRRrqqq~lRRwq~lwqqr|T7}RjR #/Pm|w$ʀ}2ldp*l7}::l7}@S\q-b guSSS::KODqX::O1.0 ACADEMIC SENATE 1.01 S08 Process to Withdraw a Resolution 1 1.02 S08 Faculty-Initiated Title 5 Changes 1 2.0 ACCREDITATION 2.01 S08 Updating the Budget and Planning Paper 2 2.02 S08 Definition of Student Learning Outcomes and Assessment Terms 2 2.03 S08 Principles of Good Practice for Student Learning Outcomes and Assessment 2 3.0 EQUITY AND DIVERSITY 3.01 S08 Equal Employment Opportunity Commission Development 3 4.0 ARTICULATION AND TRANSFER 4.01 S08 Concurrent Enrollment 3 4.01.01 Amend Resolution 4.01 4 4.01.02 Amend Resolution 4.01 4.02 S08 Standardized Template for Advanced Placement Exam Information 4 4.03 S08 Standardized Procedures for Determining Advanced Placement Exam Equivalencies 5 4.04 S08 CCC GE Advance Placement (AP) Equivalency 5 5.0 BUDGET AND FINANCE 5.01 S08 Tracking Accreditation Expenditures 6 8.0 COUNSELING 8.01 S08 Support for Online Counseling Services 6 9.0 CURRICULUM 9.01 S08 Support for Updated IGETC Standards Document 7 9.02 S08 Common Title for Career Oriented Low-Unit Certificates 7 9.03 S08 Adoption of the Paper The Course Outline of Record: A Curriculum Reference Guide 8 9.04 S08 Support for Repeatability for Noncredit Courses 8 9.05 S08 Support for Information Competency 9 9.06 S08 Examine Title 5 Ethnic Studies Requirement 10 10.0 DISCIPLINES LIST 10.01 S08 Non-Masters Degrees in the Disciplines List 10 10.02 S08 Reformatting of the Disciplines List 11 10.02.01 S08 Amend Resolution 10.02 12 11.0 TECHNOLOGY 11.01 S08 Adoption of the Paper Ensuring the Appropriate Use of Educational Technology: An Update for Local Academic Senates 12 13.0 GENERAL CONCERNS 13.01 S08 Noncredit Accountability Measures 12 13.02 S08 The Impact of Increasing Class Size on Learning and Safety in Lab Courses 13 13.02.01 S08 Amend Resolution 13.02 13 13.03 S08 Improving Faculty Interest in Administrative Leadership 14 13.04 S08 Effective Practices for Online Tutoring 14 14.0 GRADING 14.01 S08 Adoption of the Paper Promoting Thoughtful Faculty Conversations about Grade Distributions 14 14.02 S08 The Value of Grades 15 14.02.01 Amend Resolution 14.02 16 15.0 INTERSEGMENTAL ISSUES 15.01 S08 Preparation for Community College 16 16.0 LIBRARY AND LEARNING RESOURCES 16.01 S08 Inclusion of the Library in Effective Practices for Student Success 17 17.0 LOCAL SENATES 17.01 S08 Faculty Involvement in Noncredit Issues 17 17.02 S08 Responding to ARCC Reports 18 19.0 PROFESSIONAL STANDARDS 19.01 S08 Adoption of the Paper Sabbaticals: Effective Practices for Proposals, Implementation and Follow-Up 18 19.02 S08 Support for Library and Counseling Faculty Participation in Participatory Governance and Professional Development 18 20.0 STUDENTS 20.01 S08 Reducing Textbook Costs 19 20.01.01 Amend Resolution 20.01 19 21.0 VOCATIONAL EDUCATION 21.01 S08 The Effect of Expanding Nursing Programs 20 21.01.01 Amend Resolution 21.01 20 21.02 S08 Setting Accountability Targets for Perkins IV 21 1.0 ACADEMIC SENATE 1.01 S08 Process to Withdraw a Resolution Beth Smith, Grossmont College, Resolutions Committee Whereas, The current resolution process as published in the Plenary Session materials says that resolutions may be authored in one of five ways: Resolutions created by the Executive Committee, its individual members, or by the standing committees of the Academic Senate Resolutions brought by individual faculty to an Area meeting Resolutions adopted by local senates Resolutions developed during the Area meetings by those in attendance Resolutions developed at the Plenary Session; and Whereas, The current resolution process published in the Plenary Session materials indicates that the author as maker of the motion may withdraw the resolution and no seconder is needed; Resolved, That the Academic Senate for California Community Colleges modify its process to require seconders to confirm the makers motion to withdraw a resolution per the resolution form used at the Plenary Sessions. 1.02 S08 Faculty-Initiated Title 5 Changes David Morse, Long Beach City College, Area D Whereas, The Executive Committee for the Academic Senate for California Community Colleges, its standing committees, local senates, and faculty may recognize that changes to Title 5 Regulations are sometimes needed to address the needs of faculty and students; Whereas, Faculty-recommended changes to Title 5 often come before the Academic Senate for California Community Colleges in the form of a resolution; and Whereas, Fully absorbing the consequences of supporting such a resolution is difficult for most local senates without background information, quantitative or qualitative data, expected outcomes, or estimated state or local impact; Resolved, That the Academic Senate for California Community Colleges adopt the following process for any resolution recommending a change to Title 5: A resolution drafted by the Executive Committee, standing committees, Areas, local senates, or individual faculty proposing a change to Title 5 Regulations must include directions to the Executive Committee to first investigate the implications of such a change and provide the results of the investigation to all local senates prior to the next Plenary Session. A resolution to change Title 5 may be considered at a future session only after the results of such investigation are provided in writing to local senate presidents. 2.0 ACCREDITATION 2.01 S08 Updating the Budget and Planning Paper Tom Rosdahl, Los Angeles Pierce College, Relations with Local Senates Committee Whereas, The Accreditation Standards adopted in 2002 require community colleges to demonstrate the linkages between planning and budgets, and we recognize that student learning outcomes and program review are an integral part of the planning and budget process under the accreditation standards; Whereas, A college and its students benefit from building their budget and planning based upon their mission, values and student learning; Whereas, The planning and budget process drives the effective use of the human, physical, technology and financial resources to achieve educational goals and achieve student learning outcomes; and Whereas, The Academic Senate adopted paper The Faculty Role in Planning and Budgeting was approved in Fall 2001 before the adoption of the 2002 Accreditation Standards, and these standards greatly impact the discussions around this process; Resolved, That the Academic Senate for California Community Colleges review its paper The Faculty Role in Planning and Budgeting to determine whether any update or further action is warranted in light of the 2002 Accreditation Standards. 2.02 S08 Definition of Student Learning Outcomes and Assessment Terms Diane Oren, San Joaquin Delta College, Area A Whereas, There is some confusion regarding definitions of key terms relevant to student learning outcomes and assessment; and Whereas, There is no consensus across the state as to what defines a "program" and this directly impacts student learning outcomes and assessment practices; Resolved, That the Academic Senate for California Community Colleges address the confusion in the field by researching and developing a glossary of common terms for student learning outcomes and assessment. 2.03 S08 Principles of Good Practice for Student Learning Outcomes and Assessment Kathy Schultz, Columbia College, Area A Whereas, The outcomes and assessment process is heavily reliant on the proper and value-added analysis of student performance data; and Whereas, The results of this data will directly influence student learning at California community colleges; Resolved, The Academic Senate for California Community Colleges research and communicate guiding principles of good practice in the collection, analysis and use of assessment data. 3.0 EQUITY AND DIVERSITY 3.01 S08 Equal Employment Opportunity Commission Development Richard Mahon, Riverside City College, Area D Whereas, The System Office is developing a model document on Equal Employment Opportunity; and Whereas, The Academic Senate for California Community Colleges is on record in a host of resolutions supporting policies that would effectively diversify the faculty of California community colleges; Resolved, That the Academic Senate for California Community Colleges seek to review and comment on the model Equal Employment Opportunity Commission document and suggest improvements consistent with adopted Academic Senate resolutions on faculty diversity. 4.0 ARTICULATION AND TRANSFER 4.01 S08 Concurrent Enrollment Ian Walton, Mission College, Educational Policies Committee Whereas, The Academic Senate for California Community Colleges passed two resolutions in the Fall 2007 about Concurrent Enrollment (4.01 and 4.02) calling for local and statewide discussions about expanding the opportunities for secondary students to be concurrently enrolled in college courses; Whereas, There are legislative policy discussions underway to permit more opportunities for concurrent enrollment; and Whereas, Faculty have raised various concerns such as the need to maintain a college climate in each classroom, to ensure that academic freedom is not compromised with the enrollment of more secondary students, and to ensure colleges have policies in place about minors on campus; Resolved, That the Academic Senate for California Community Colleges work with the Chancellor's Office and Legislators to ensure that any legislation regarding concurrent enrollment is consistent with the recommendations in the Academic Senate's Fall 2006 paper, Minors on Campus, specifically recognizing the recommendations that: 1) minor students are entering an adult environment; 2) curriculum and college processes will not be changed to accommodate minor students, for example in areas of course content and academic freedom; 3) local board policies agreed to through collegial consultation with the academic senate may limit the number of secondary students college-wide and in an individual class; and 4) faculty should be informed prior to enrollment of minors in their classes and retain the right to deny enrollment on educational grounds. 4.01.01 S08 Amend Resolution 4.01 Dolores Davison, 17Թ, Area B Add a second resolve: Resolved, That the Academic Senate for California Community Colleges encourage local senates to work with their administrations and governing boards to adopt policies and procedures supporting these recommendations. 4.01.02 S08 Amend Resolution 4.01 Michelle Grimes-Hillman, Mt. San Antonio College, Area C Add third resolve: Resolved, That the Academic Senate for California Community Colleges assist local faculty by providing examples of effective practices for developing and implementing local policies that are compatible with the recommendations provided by the Minors on Campus paper. 4.02 S08 Standardized Template for Advanced Placement Exam Information Dave DeGroot, Allan Hancock College, Articulation and Transfer Ad Hoc Committee Whereas, 1.2 million, or 21%, of students in the Class of 2004 took at least one Advanced Placement course (Epstein, David. A New AP, Inside Higher Education, May 26, 2005); Whereas, There are 37 Advanced Placement Subject examinations, and an ever-increasing number of students with Advanced Placement scores are enrolling at California Community Colleges; and Whereas, There is wide variation among the California Community Colleges in the dissemination of Advanced Placement course equivalency information; Resolved, That the Academic Senate for California Community Colleges, in order to facilitate the provision of Advanced Placement information to students, develop a standardized template for the dissemination of Advanced Placement equivalency information that includes a listing of all Advanced Placement examinations and any corresponding course and general education area equivalencies, including AA/AS GE, CSU GE and IGETC, for local senates to consider for adoption; and Resolved, That the Academic Senate for California Community Colleges encourage local academic senates to publish in their catalogs and schedules of classes a listing of all Advanced Placement examinations and any corresponding course and general education area equivalencies, including AA/AS GE, CSU GE and IGETC. 4.03 S08 Standardized Procedures for Determining Advanced Placement Exam Equivalencies Dave DeGroot, Allan Hancock College, Articulation and Transfer Ad Hoc Committee Whereas, 1.2 million, or 21%, of students in the Class of 2004 took at least one Advanced Placement course (Epstein, David. A New AP, Inside Higher Education, May 26, 2005); Whereas, Title 5 requires that it be discipline faculty that determine Advanced Placement course equivalency, that the curriculum committee approve Advanced Placement course equivalency, and that publication of the course equivalency be included on transcripts (Title 5 55052); Whereas, Many California community college faculty are unfamiliar with Advanced Placement course content and practices, and with Advanced Placement examination criteria and scoring; and Whereas, California community colleges may have outdated or unpublished Advanced Placement course equivalency guidelines; Resolved, That the Academic Senate for California Community Colleges develop a recommended procedure for determining Advanced Placement course equivalency; and Resolved, That the Academic Senate for California Community Colleges encourage local academic senates to develop and implement standardized procedures for determining Advanced Placement course equivalency. 4.04 S08 CCC GE Advanced Placement (AP) Equivalency Dave DeGroot, Allan Hancock College, Articulation and Transfer Ad Hoc Committee Whereas, Title 5 55063, Minimum Requirements for the Associate Degree outlines specific general education area requirements that each college must include for the associate degree; Whereas, The only way for a California community college student to receive associate degree General Education area credit for an AP score is if an equivalency has been locally established; Whereas, Many students attend more than one California community college campus and AP course equivalencies may not exist or may vary greatly among the California community college campuses; and Whereas, AP GE area course equivalencies exist system-wide for students completing IGETC or CSU GE breadth; Resolved, That the Academic Senate for California Community Colleges develop a California community college General Education area Advanced Placement equivalency list for local consideration and potential adoption. (See Appendix A.) 5.0 BUDGET AND FINANCE 5.01 S08 Tracking Accreditation Expenditures Ian Walton, Mission College, Area B Whereas, Accreditation standards increasingly require a visible and effective connection between planning and budget, revenues, activities, and expenditures; Whereas, The direct and indirect expenses of responding to mandated accreditation standards continue to show large increases; and Whereas, These accreditation expenses are not commonly tracked, and have no dedicated revenue or funding; Resolved, That the Academic Senate for California Community Colleges recommend to local senates that they consult collegially on their local budget process to add a mechanism that allows clear tracking of all expenditures related to accreditation; that the tracking include both direct costs such as dues to the accrediting commission, and indirect costs such as reassigned time for development and implementation of student learning outcomes and self studies; and that the tracking identify the sources of all funds used for these expenditures; and Resolved, That the Academic Senate for California Community Colleges recommend to local senates that the results of this tracking be used locally to evaluate the value of these expenditures to student success and to determine possible future actions. 8.0 COUNSELING 8.01 S08 Support for Online Counseling Services Stephanie Dumont, Golden West College, Counseling and Library Faculty Issues Committee Whereas, The Academic Senate for California Community Colleges is the organization whose primary function is to make recommendations with respect to academic and professional matters as defined in Title 5, Article 2 53200; Whereas, Standards or policies regarding student preparation and success are among the policy development and implementation matters embedded in academic and professional matters; Whereas, Counseling faculty play an integral part in facilitating student preparation and success by providing appropriate and necessary programs and services, and one of the critical responsibilities of the counselor is to support student success in the areas of self-assessment, decision-making, and goal implementation; and Whereas, Any California community college which has an online instructional program is mandated by the accreditation standards to provide appropriate services to students engaged in online services, including counseling and coursework; Resolved, That the Academic Senate for California Community Colleges inform local senates of the accreditation standards that relate to student services for distance education programs in order to facilitate the development and implementation of viable online counseling programs and services designed, led, and facilitated by counseling faculty; and Resolved, That the Academic Senate for California Community Colleges provide professional development activities related to online counseling services and develop written documents describing effective practices for the provision of online student services in the California community colleges. 9.0 CURRICULUM 9.01 S08 Support for Updated IGETC Standards Document Michelle Pilati, Rio Hondo College, Executive Committee Whereas, The Academic Senate for California Community Colleges expressed support for the revised Intersegmental General Education Transfer Curriculum (IGETC) Standards (2007) in Resolution 9.01 F07; Whereas, After the Academic Senate for California Community College approval, the Advanced Placement chart was reintroduced to the document (see section 7.1) after approval by the University of California (UC) and California State University (CSU); Whereas, After the Academic Senate approval, the CSU made a request that the following language be added to sections 10.4, 10.7, and 11.3 (#8): CSU campuses have the discretion whether to allow courses used to satisfy the CSU United States History, Constitution and American Ideals (AI) graduation requirement to count in both Area 3B/4F and to meet the AI graduation requirement; and Whereas, Due to these changes, the Intersegmental Committee of Academic Senates provided only provisional approval to the IGETC Standards document through June 2008 pending approval by the Academic Senate at its Spring Plenary Session; Resolved, That the Academic Senate for California Community Colleges adopt the modified document IGETC Standards, Policies, and Procedures (2007) as amended by the Intersegmental Committee of Academic Senates. (See Appendix B) 9.02 S08 Common Title for Career Oriented Low-Unit Certificates Sid Burks, Chaffey College, Statewide Career Pathways Project Whereas, In August 2007 Title 5 was revised to exclude the use of the terms Certificate of Competency and Certificate of Completion for anypurpose other thanfor enhanced funded noncredit programs, and Title 5 requires credit certificates of 18 or more units to be exclusively called Certificates of Achievement requiring Chancellor's Office approval; Whereas, In August 2007 Title 5 was revised to allow for 12 to 17.5 unit programs to also be "optionally" approved by the Chancellor's Office and therefore become Certificates of Achievement with all the requirements and entitlements contained therein; Whereas, Title 5 has always allowed for districts to create certificates not approved by the Chancellor's Officeas long as they do not use the terms now listed above and do not exceedthe maximum unitcriteria as listed within Title 5; and Whereas, There is some value in finding a common name for all certificates which do not qualify in the above categories such as consistency when students move from college to college, or through a career ladder; Resolved, That the Academic Senate for California Community Colleges research the use of a common certificate name for the purpose of encouraging colleges to adopt this name for all those career oriented low-unit certificates which are not approved by the Chancellor's Office. 9.03 S08 Adoption of the Paper The Course Outline of Record: A Curriculum Reference Guide Michelle Grimes-Hillman, Mt. San Antonio College, Curriculum Committee Whereas, There have been many recent changes to the Title 5 Regulations regarding the development and approval of curriculum; Whereas, Resolution 9.06 S98 called for an update to several Academic Senate curriculum papers including Components of a Model Course Outline of Record; and Whereas, The topics covered in the paper proposed for adoption to Title 5 regulations mandated for a Course Outline of Record including units, contact hours, catalog description, objectives, content, prerequisites, corequisites, advisories, assignments, methods of instruction, methods of evaluation, and the standards for approval of courses; Resolved, That the Academic Senate for California Community Colleges adopt the paper The Course Outline of Record: A Curriculum Reference Guide. (See Appendix C) 9.04 S08 Support for Repeatability for Noncredit Courses Anita Johnson, Monterey Peninsula College, Area B Whereas, The California Community College System is discussing proposed changes to Title 5 that would establish statewide policies and procedures pertaining to the repetition of noncredit courses; Whereas, The Academic Senate for California Community Colleges adopted in 2006 The Role of Noncredit in the California Community Colleges that was used to provide basic information about noncredit courses and programs; and resolved to write a second paper in 2008 about current issues concerning noncredit courses and programs within the California Community College System; and Whereas, There are many important and educationally sound reasons why course repeatability is critical to student success; Resolved, That the Academic Senate for California Community Colleges support that the adoption of policies and procedures pertaining to the repetition of noncredit courses be delegated to local governing boards for local determination. 9.05 S08 Support for Information Competency Catherine Cox, Mission College, Area B Whereas, In 1998 the Academic Senate for California Community Colleges adopted the position paper, Information Competency in the California Community Colleges, and subsequently adopted resolution 9.01 S01 recommending that information competency be a locally designed graduation requirement for degree and System Office Approved certificate programs; Whereas, Subsequently the Department of Finance blocked implementation of the information competency graduation requirement as an unfunded mandate, which had a chilling effect on the implementation of local information competency graduation requirements statewide and which was opposed by the Academic Senate for California Community Colleges in resolutions 5.01 F02 and 9.01 F02; Whereas, The need for information competency, including the ability to determine information requirements for research questions, the ability to use information technology tools to locate and retrieve relevant information, the ability to understand the ethical and legal issues surrounding information and information technologies, the ability to apply the skills gained in information competency to enable lifelong learning, and the other elements of information competency, are of critical importance and provide essential skills to students entering the workforce at a time when employers demand that workers have these academic and technical abilities; and Whereas, Many colleges may not yet have implemented an information competency graduation requirement; Resolved, That the Academic Senate for California Community Colleges urge local senates to ensure that students demonstrate information competency; and provide advice and assistance to local senates that seek to institute new requirements in information competency; and Resolved, That the Academic Senate for California Community Colleges update the position paper Information Competency in the California Community Colleges to reflect the current status of information competency education statewide. 9.06 S08 Examine Title 5 Ethnic Studies requirement Wheeler North, San Diego Miramar College, Area D Whereas, Title 5 55063 (b) (3) states Ethnic Studies will be offered in at least one of the areas required by subdivision (2)*; Whereas, The term Ethnic Studies is inconsistently used across the state to define courses and programs of study such that in some cases the offering is to promote multicultural and diversity awareness and in other cases the interpretation is to develop a high degree of expertise in specific ethnic studies subject areas; Whereas, It is also not clear in this requirement if such studies are in fact required for all students taking general education that leads to a degree, nor is it clear just to what level or degree these studies are intended to achieve because the requirement just calls for Ethnic Studies to be offered; and Whereas, In part due to this lack of clarity there seems to be a wide variety of ethnic study and or multicultural requirements, or lack thereof across the state, and it has been quite a long time since this requirement was first implemented such that a re-examination of the original intent and the current language to determine its effectiveness may promote changes that lead to greater and more wide-spread student understanding of ethnicity and diversity issues; Resolved, That the Academic Senate for California Community Colleges examine sub-division 55063 (b) (3) (Title 5), along with its original intent, and the various current statewide practices for implementing the requirement to offer ethnic studies, and report back to the body its findings and recommendations. (*note: there is a known numbering and reference error in this statement that is scheduled be corrected in a pending administrative clean-up package. The actual reference is to Title 5 55063 (b) (1) General Education Requirements) 10.0 DISCIPLINES LIST 10.01 S08 Non-Masters Degrees in the Disciplines List Lynn Welch, San Joaquin Delta College, Standards & Practices Committee Whereas, The Disciplines List establishes the minimum qualifications for faculty and administrators in the California community colleges and consists of two lists, entitled Disciplines Requiring the Masters Degree and Disciplines in Which the Masters Degree is Not Generally Expected or Available (commonly known as the non-Masters list); Whereas, The wording in Title 5 53410 for non-Masters disciplines currently allows any bachelors (or associate) degree, plus the requisite years of professional experience; Whereas, Resolution 10.02 (Fall 2004) called for the exploration of a new option in the Disciplines List to reflect emerging disciplines requiring a bachelors degree in a specific major and two years of professional experience; and Whereas, The Academic Senate for California Community Colleges has held several breakouts in which attendees endorsed the proposal to modify the non-Masters List to permit the identification of a specific bachelors (or associate) degree instead of the current regulation which allows any bachelors (or associate) degree, and to allow proposals of various combinations of education and work experience based on the expertise of the discipline faculty recommending revisions in the Disciplines List to the Academic Senate; Resolved, That the Academic Senate for California Community Colleges propose to the Board of Governors a change in Title 5 53410, to allow for the inclusion of specific bachelors and associate degrees, and to allow proposals of various combinations of education and work experience based on the expertise of the discipline faculty recommending revisions in the Disciplines List to the Academic Senate. 10.02 S08 Reformatting of the Disciplines List Susan Myers, Ohlone College, Standards and Practices Committee Whereas, The Disciplines List establishes the minimum qualifications for faculty and administrators in the California Community Colleges and consists of two lists, referenced in Title 5, section 53407, and entitled Disciplines Requiring the Masters Degree and Disciplines in Which the Masters Degree is Not Generally Expected or Available (commonly known as the non-Masters list), Whereas, The Standards and Practices Committee of the Academic Senate for California Community Colleges has recommended reformatting the two lists into one consolidated list, which will still continue the existence of the two categories of minimum qualifications---Masters and non-Masters; and Whereas, This reformatting proposal was presented at breakouts in the both the Spring 2007 and Fall 2007 Plenary Sessions and met with overwhelming acceptance and approval; Resolved, That the Academic Senate for California Community Colleges propose to the Board of Governors a change in Title 5 53407, if necessary, to provide for such a single list; and Resolved, That the Academic Senate for California Community Colleges compile the Disciplines List in the new format as soon as practicable. See sample Discipline List attached to the Discipline Letter in your Session materials. 10.02.01 S08 Amend Resolution 10.02 Susan Myers, Ohlone College, Area B Amend the first resolve: Resolved, That the Academic Senate for California Community Colleges propose to the Board of Governors a change in Title 5 53407, if necessary, to provide for such a single consolidated list with sub-categories; and 11.0 TECHNOLOGY 11.01 S08 Adoption of the Paper Ensuring the Appropriate Use of Educational Technology: An Update for Local Academic Senates Michelle Pilati, Rio Hondo College, Technology Paper Task Force Whereas, In the intervening years since 1995 there have been many changes to the Title 5 Regulations regarding the development and delivery of courses using educational technologies for both face-to-face and distance education; Whereas, In the intervening years since 1995 there have been many changes in educational technologies and the implementation of said technologies within education; and Whereas, Resolution 1.07 (S05) called upon the Academic Senate to revise and republish the 1995-2003 Technology in Education: A Collection of Academic Senate Papers on Technology; Resolved, That the Academic Senate for California Community Colleges adopt the paper Ensuring the Appropriate Use of Educational Technology: An Update for Local Academic Senates. (See Appendix D) 13.0 GENERAL CONCERNS 13.01 S08 Noncredit Accountability Measures Andrea Sibley-Smith, North Orange County CCD, Noncredit Ad Hoc Committee Whereas, The need for noncredit accountability measures is increasing, especially for the new instructional category of Career Development and College Preparation; Whereas, Noncredit accountability measures of student and program success in the community colleges can provide valuable information in order to evaluate educational effectiveness, learning outcomes, and build on successful strategies; Whereas, Noncredit accountability measures that do not effectively or appropriately measure student success will not produce information with which to evaluate educational effectiveness or learning outcomes, and will not provide accurate information with which to make fiscal decisions; and Whereas, Noncredit accountability measures may need to have some of those measures structured differently from those in credit instruction, due to the complex differences in the noncredit instructional delivery system, open entry/open exit, the nature of noncredit student goals, and the multiple definitions of noncredit student success; Resolved, That the Academic Senate for California Community Colleges work with the Accountability Reporting for Community Colleges (ARCC), the System Office, and other appropriate committees, organizations, and agencies to develop appropriate noncredit accountability measures that demonstrate the multiple and complex measures of student success in noncredit instruction. 13.02 S08 The Impact of Increasing Class Size on Learning and Safety in Lab Courses Shaaron Vogel, Butte College, Executive Committee Whereas, Many programs have labs that are critical to support the active learning of their students; and Whereas, Many times these students are required to use hazardous materials and dangerous equipment that create safety issues; Resolved, That the Academic Senate for California Community Colleges caution local faculty, curriculum committees and administrators that there can be a dangerous effect on student safety and learning when lab class size is increased beyond the pedagogically sound limits set by discipline faculty. 13.02.01 S08 Amend Resolution 13.02 David Beaulieu, Los Angeles Community College District, Area C Add a third Whereas: Whereas, Budget and enrollment concerns may result in pressure to exceed existing course size limits; Amend the resolve: Resolved, That the Academic Senate for California Community Colleges remind encourage local faculty, and curriculum committees and to remind administrators that there can be a dangerous effect on student safety and learning when lab class size is increased beyond the pedagogically sound safety limits set by discipline faculty. 13.03 S08 Improving Faculty Interest in Administrative Leadership Michael McNellis, Bakersfield College, Area A Whereas, Some estimates indicate that in the next 10 years, 60% of current administrators will retire; Whereas, Many colleges are having difficulty developing adequate applicant pools for existing administrative positions; and Whereas, Many qualified faculty do not consider moving into administration because of their dedication to teaching and the perceived need to abandon teaching entirely when entering administrative ranks; Resolved, That the Academic Senate for California Community Colleges survey colleges and districts regarding whether or not educational administrators are allowed to continue teaching, whether this is as part of or in addition to their administrative load, if/how such teaching is compensated; and if/how such teaching affects the Faculty Obligation Number (FON); and Resolved, That the Academic Senate for California Community Colleges report the survey findings in a Rostrum article or other appropriate venue. 13.04 S08 Effective Practices for Online Tutoring Don Gauthier, Los Angeles Valley College, Area C Whereas, Distance education has become a significant portion of California community college offerings, and parallel and equivalent services need to be offered to all students; Whereas, Online academic tutoring services for distance education students are being implemented across the state as online programs expand; and Whereas, Tutoring services are an effective means of supporting students, and faculty are concerned with student success and academic quality; Resolved, That the Academic Senate for California Community Colleges research and prepare a paper that addresses effective practices for establishing an online tutoring program. 14.0 GRADING 14.01 S08 Adoption of the Paper Promoting Thoughtful Faculty Conversations about Grade Distributions Ian Walton, Mission College, Educational Policies Committee Whereas, There have been recent sensational news items about grades, and significant professional issues are involved; and Whereas, Resolution 9.07 S07 called for a paper that would stimulate faculty dialogue in this area, with attention to the following questions: (1) is grade inflation a problem in California community colleges? (2) how can a college decide if there is grade inflation within the college or within a discipline? (3) what factors influence grade inflation? (4) what threats are posed to faculty autonomy over grading from accrediting agencies and federal regulators? and (5) what should faculty do in light of these issues? Resolved, That the Academic Senate for California Community Colleges adopt the paper Promoting Thoughtful Faculty Conversations about Grade Distributions. (See Appendix E) 14.02 S08 The Value of Grades Ian Walton, Mission College, Educational Policies Committee Whereas, The Academic Senate for California Community Colleges has developed the paper Promoting Thoughtful Faculty Conversations about Grade Distributions that calls on faculty and local academic senates to examine local grade distribution data and hold in-depth professional conversations about its implications for student success and public perceptions of grading; Whereas, Public confidence in grades, their relevance, integrity and import has been challenged significantly, and the use of grades has suffered a loss of validation in the past two decades, while the U.S. Department of Education has developed official reports concluding that grading is an inadequate measure of student achievement and should be replaced by external third party testing; Whereas, Perkins funding mechanisms for vocational education are actively promoting the replacement of traditional student assessment through a combination of grading and relevant licensure or certification testing with third party "off the shelf" testing as the gold standard to assess student achievement; and Whereas, Grades should represent the most effective, holistic and comprehensive assessment of student ability and performance, and research evidence indicates that grades are the most accurate predictive measure of future student success; Resolved, That the Academic Senate for California Community Colleges create a follow-up paper to Promoting Thoughtful Faculty Conversations about Grade Distributions that: analyzes the role of grades as a credible, valid and reliable measure of student achievement and success; and Resolved, That the Academic Senate for California Community Colleges share effective practices in grading, in the light of external pressures from federal and accreditation bodies; work to promote a positive public perception regarding the integrity of grades; and oppose the replacement of traditional grades with third-party, off-the-shelf testing. 14.02.01 S08 Amend Resolution 14.02 Don Gauthier, LAVC, Area C Strike fourth Whereas: Whereas, Grades should represent the most effective, holistic and comprehensive assessment of student ability and performance, and research evidence indicates that grades are the most accurate predictive measure of future student success; 15.0 INTERSEGMENTAL ISSUES 15.01 S08 Preparation for Community College Jane Patton, Mission College, Area B Whereas, The California Community College System and the Academic Senate are committed to our colleges being open access institutions; Whereas, An unintended consequence of our colleges being fully open access institutions without academic admissions requirements is that prospective students and others may presume that there is no need for secondary students to prepare academically to attend community colleges, and as a result, students may not take advantage of the college preparation opportunities in high school; Whereas, Up to 70-80% of entering students require basic skills instruction at community colleges, which means that they take a much longer time to complete their college goals than they would if they graduated from high school with a higher level of skills; and Whereas, Communicating college preparation expectations to secondary students and parents is a strategy that is recommended in various research studies as a mechanism to increase student success, retention and completion in college; Resolved, That the Academic Senate for California Community Colleges maintain its commitment to open access and simultaneously more clearly articulate and actively communicate our expected levels for entering freshmen such as was expressed in the 2000 ICAS document, Academic Literacy: A Statement of Competencies Expected of Students Entering California's Public Colleges and Universities; and Resolved, That the Academic Senate for California Community Colleges work with the System Office and administrative leaders to develop a clearer message and strategies to convey to secondary students, teachers and parents that optimal community college success is greatly dependent upon the skills and knowledge levels students bring with them when they enter community colleges. 16.0 LIBRARY AND LEARNING RESOURES 16.01 S08 Inclusion of the Library in Effective Practices for Student Success Evelyn Lord, Laney College, Area B Whereas, The importance of the role of libraries and librarians in contributing to the success of students enrolled in basic skills courses was not included in either the literature review or the list of effective practices provided in the 2007 publication Basic Skills as a Foundation for Student Success in California Community Colleges; and Whereas, There is ample research that demonstrates the importance of libraries and librarians in contributing to the success of students enrolled in basic skills courses, as illustrated by the 2007 sabbatical report of City College of San Francisco Librarian Bonnie Gratch-Lindauer (see Preparing Basic Skills Students to Succeed with Information Competency at  HYPERLINK "http://www.topsy.org/sabbprojreplong.pdf" http://www.topsy.org/sabbprojreplong.pdf); Resolved, That the Academic Senate for California Community Colleges encourage colleges to include librarians in discussions and development of Basic Skills Initiative plans; Resolved, That the Academic Senate for California Community Colleges disseminate to California Community Colleges information on ways to incorporate appropriate library activities into Basic Skills Initiative plans; and Resolved, That the Academic Senate for California Community Colleges request that the Basic Skills Initiative Steering Committee incorporate appropriate library activities into the assessment tool and effective practices portion of any future editions of Basic Skills as a Foundation for Student Success in California Community Colleges. 17.0 LOCAL SENATES 17.01 S08 Faculty Involvement in Noncredit Issues Pat Mosteller, San Diego Continuing Education Center, Curriculum Committee Whereas, California Education Code 87357-87359 and Title 5 53200, 53430, and 55002 require that local Governing Boards rely primarily on or reach mutual agreement with their academic senates with regard to (1) curriculum development for both courses and programs, (2) the assignment of courses to disciplines, and (3) the process for establishing equivalency; and Whereas, The requirement for academic senate consultation is the same for both credit and noncredit curriculum matters and faculty equivalency; Resolved, That the Academic Senate for California Community Colleges encourage local senates to insist that their local governing boards rely primarily on or reach mutual agreement with the senate with regard to the development and implementation of policy and procedures regarding both noncredit curriculum and faculty equivalency in noncredit. 17.02 S08 Responding to ARCC Reports Richard Mahon, Riverside City College, Area D Whereas, California community colleges are being asked to use the Accountability Reporting for Community Colleges (ARCC) report to identify areas of institutional strength and weakness and to seek methods of improving areas of institutional weakness; and Whereas, The data fields reported in the ARCC report are of varying data quality and significance in identifying the most pressing areas for institutional scrutiny and improvement; Resolved, That the Academic Senate for California Community Colleges provide guidance to local senates on interpreting and responding to ARCC reports. PROFESSIONAL STANDARDS 19.01 S08 Adoption of the Paper Sabbaticals: Effective Practices for Proposals, Implementation and Follow-Up Angela Echeverri, Los Angeles Mission College, Educational Policies Committee Whereas, Sabbaticals: Benefiting Faculty, The Institution, and Students was adopted by the Academic Senate for California Community Colleges at its Spring 2007 Plenary session; and Whereas, A follow-up to the 2007 paper was called for in the resolution, 19.04 S07 Sabbatical Leave Position Paper; Resolved, That the Academic Senate for California Community Colleges adopt the paper Sabbaticals: Effective Practices for Proposals, Implementation and Follow-Up. (See Appendix F) 19.02 S08 Support for Library and Counseling Faculty Participation in Participatory Governance and Professional Development John Stanskas, San Bernardino Valley College, Area D Whereas, Faculty participation in participatory governance processes defined by Assembly Bill 1725 (1988) and Title 5 is an integral part of the California Community College System; Whereas, Title 5 does not distinguish between library, counseling or other faculty with regard to shared governance obligations; Whereas, Participation by all faculty in professional development activities is essential to maintenance of currency and relevancy in all aspects of the duties of faculty; and Whereas, Participation by library and counseling faculty is essential to engage the unique viewpoints provided by faculty with these preparations and campus experiences; Resolved, That the Academic Senate for California Community Colleges support the value and inclusion of counseling and library faculty in participatory governance processes; and Resolved, That the Academic Senate for California Community Colleges oppose the efforts of some districts to disenfranchise library and counseling faculty by local contract negotiations or in any other way that is incongruent with faculty participatory governance obligations and professional development opportunities. STUDENTS 20.01 S08 Reducing Textbook Costs Greg Granderson, Santa Rosa Junior College, Textbook Ad Hoc Committee Whereas, The Academic Senate for California Community Colleges is on record as encouraging faculty to consider the cost of books; Whereas, Textbook prices have increased beyond the resources of many students; and Whereas, The Fall 2005 paper Textbook Issues: Economic Pressures and Academic Values provided recommendations to local academic senates about how to reduce textbook costs for our students; Resolved, That the Academic Senate for California Community Colleges encourage local academic senates to re-introduce this paper to their local senates for continued dialogue about how to reduce textbook costs; Resolved, That the Academic Senate for California Community Colleges conduct a survey of local senates to ascertain the progress made on the recommendations listed above regarding textbooks; and Resolved, That the Academic Senate for California Community Colleges share the results of the survey along with effective practices for improving textbook purchasing,loans, online resources, and related issues at the Fall 2008 Plenary Session. 20.01.01 S08 Amend Resolution 20.01 Kathy Schultz, Columbia College, Area A Amend the final resolve: Resolved, That the Academic Senate for California Community Colleges share the results of the survey along with effective practices for improving textbook purchasing,loans, online resources, and related issues at the Fall 2008 Spring 2009 Plenary Session. 21.0 VOCATIONAL EDUCATION 21.01 S08 The Effect of Expanding Nursing Programs Shaaron Vogel, Butte College, Executive Committee Whereas, As the foremost sources of training for nurses in California, the California community colleges responded to the severe nursing shortage by increasing the number of students accepted into nursing programs statewide; Whereas, The System Office and the Governor have funded this effort recently with specialized grants that allow for a specific increase in nursing student admissions; and Whereas, New grant requirements mandate additional expansion of student admissions without adequate consideration of the impact upon course delivery, the subsequent choices to select the most effective instructional methodologies, and the availability of quality clinical experiences needed to achieve a quality outcome and student success - all of which are under the purview of Title 5 53200 (10+1); Resolved, That the Academic Senate for California Community Colleges work with the System Office and the Governors Office to encourage sustainable funding for existing expanded programs; Resolved, That the Academic Senate for California Community Colleges work with the System Office to evaluate data from the California community college nursing programs on the impact on program and curricular quality as a result of this rapid expansion and on; Resolved, That the Academic Senate for California Community Colleges work with the System Office to evaluate data from the California community college nursing programs on the outcomes and issues relevant to quality program expansion; and Resolved, That the Academic Senate for California Community Colleges work with the System Office and the Governors Office to discuss options for expanding nursing programs only after a careful exploration of the impact on course delivery, instruction and clinical experiences has been considered. 21.01.01 S08 Amend Resolution 21.01 Peter Dill, Cuesta College, Area C Delete the first resolve: Resolved, That the Academic Senate for California Community Colleges work with the System Office and the Governors Office to encourage sustainable funding for existing expanded programs; Amend the second resolve: Resolved, That the Academic Senate for California Community Colleges work with the System Office to evaluate data from the California community college nursing programs on the impact on program and curricular quality as a result of this rapid expansion and on; Resolved, That the Academic Senate for California Community Colleges work with the System Office to evaluate data from the California community college nursing programs on the outcomes and issues relevant to quality program expansion; and 21.02 S08 Setting Accountability Targets for Perkins IV Shaaron Vogel, Butte College, Executive Committee Whereas, Perkins IV has new requirements that are to be implemented in 2008, and these new requirements change how programs will qualify for funding; Whereas, Program review and development, curriculum and student success are under local academic senate purview, and the Perkins IV accountability measures on student success impact these; and Whereas, At some colleges the administrators are setting the accountability targets to qualify for Perkins funding without conversations with their occupational faculty; Resolved, That the Academic Senate for California Community Colleges remind local academic senates that faculty should be setting the student success accountability targets for their occupational programs; and Resolved, That the Academic Senate for California Community Colleges work with the System Office to ensure that when System Office staff communicate with occupational deans, they remind them that faculty should be setting the student success accountability targets for their occupational programs.     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