ࡱ> %` bjbjٕ vv$^^^P__4`4`4h`h`h`CaCaCa1333333$h WoCaCaooWh`h`l8uuuoh`h`1uo1uurTih`(` RYA^zp)1H72^riiCaeVuEikCaCaCaWWTtCaCaCaoooodhd,2+h2 1.0 ACADEMIC SENATE 1.01 S08 Process to Withdraw a Resolution 1 2.0 ACCREDITATION 2.01 S08 Updating the Budget and Planning Paper 2 4.0 ARTICULATION AND TRANSFER 4.01 S08 Concurrent Enrollment 2 4.02 S08 Standardized Template for Advanced Placement Exam Information 2 4.03 S08 Standardized Procedures for Determining Advanced Placement Exam Equivalencies 3 4.04 S08 CCC GE Advance Placement (AP) Equivalency 3 8.0 COUNSELING 8.01 S08 Support for Online Counseling Services 4 9.0 CURRICULUM 9.01 S08 Support for Updated IGETC Standards Document 5 9.02 S08 Common Title for Career Oriented Low-Unit Certificates 5 9.03 S08 Adoption of the Paper The Course Outline of Record: A Curriculum Reference Guide 6 10.0 DISCIPLINES LIST 10.01 S08 Non-Masters Degrees in the Disciplines List 6 10.02 S08 Reformatting of the Disciplines List 7 11.0 TECHNOLOGY 11.01 S08 Adoption of the Paper Ensuring the Appropriate Use of Educational Technology: An Update for Local Academic Senates 7 13.0 GENERAL CONCERNS 13.01 S08 Noncredit Accountability Measures 8 13.02 S08 The Impact of Increasing Class Size on Learning and Safety in Lab Courses 8 14.0 GRADING 14.01 S08 Adoption of the Paper Promoting Thoughtful Faculty Conversations about Grade Distributions 9 14.02 S08 The Value of Grades 9 17.0 LOCAL SENATES 17.01 S08 Faculty Involvement in Noncredit Issues 10 19.0 PROFESSIONAL STANDARDS 19.01 S08 Adoption of the Paper Sabbaticals: Effective Practices for Proposals, Implementation and Follow-Up 10 20.0 STUDENTS 20.01 S08 Reducing Textbook Costs 11 21.0 VOCATIONAL EDUCATION 21.01 S08 The Effect of Expanding Nursing Programs 11 21.02 S08 Setting Accountability Targets for Perkins IV 12 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 make the motion to withdraw a resolution per the resolution form used at the Plenary Sessions. 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 new 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. 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, ensure academic freedom is not compromised with the enrollment of more secondary students, and 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 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. 4.02 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 Advance 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 facilitate the provision of Advanced Placement information to students by developing 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 catalog and schedule 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 Advance 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.) 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 document(s) 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 support the full adoption of the 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 don't 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 change 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 this paper pertain 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) 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 has held several breakouts in which attendees endorsed the proposal to expand the non-Masters List to include 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 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. 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 California 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 remind 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. 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 questions: (1) is there a grade inflation 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 opinion of 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; shares effective practices in grading, in the light of external pressures from federal and accreditation bodies; can be used to promote a positive public perception regarding the integrity of grades; and can be used to oppose the replacement of traditional grades with third-party, off-the-shelf testing. 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 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 them with regard to their role in the development and implementation of policy and procedures regarding noncredit curriculum and equivalency in noncredit. 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) 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, etc., at the Fall 2008 Plenary Session. 21.0 VOCATIONAL EDUCATION 21.01 S08 The Effect of Expanding Nursing Programs Shaaron Vogel, Butte College, Executive Committee Whereas, The California community colleges have been identified as the foremost source of training in response to the severe nursing shortage in California, and they have accomplished this 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 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 first, 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; 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. 21.02 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 they speak with occupational deans, they remind them that faculty should be setting the student success accountability targets for their occupational programs.     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