ࡱ>  6bjbjVV <<o-VVt   \1 e% #(###% 15eeeeeee$h9kl6e7%%776e##4KeG9G9G97##eG97eG9G9b`c#9# { U8^b*dae0ebnk%9"kTcckd$G97776e6eG9777e7777k777777777V _:    SEQ CHAPTER \h \r 142nd FALL SESSION RESOLUTIONS FOR DISCUSSION AT THE 2010 Fall Plenary Session November 11 13, 2010  TOC \f \t "Reso Topic,1,Reso Title,2" 1.0 ACADEMIC SENATE  PAGEREF _Toc276553974 \h 1 1.01 F10 Bylaws Change  PAGEREF _Toc276553975 \h 1 1.02 F10 Separation of Accreditation and SLO Committee into Two Committees  PAGEREF _Toc276553976 \h 1 1.03 F10 Professional Development for Successful Implementation of SB 1440 and AB 2302  PAGEREF _Toc276553978 \h 1 1.04 F10 Use of Technology during Executive Committee Elections  PAGEREF _Toc276553979 \h 2 2.0 ACCREDITATION  PAGEREF _Toc276553980 \h 2 2.01 F10 Federalization of Higher Education  PAGEREF _Toc276553981 \h 2 6.0 STATE AND LEGISLATIVE ISSUES  PAGEREF _Toc276553982 \h 3 6.01 F10 Evaluation and Revision of Financial Aid Systems  PAGEREF _Toc276553983 \h 3 6.01.01 F10 Amend Resolution 6.01 F10  PAGEREF _Toc276553985 \h 4 6.01.02 F10 Amend Resolution 6.01 F10  PAGEREF _Toc276553986 \h 4 7.0 CONSULTATION WITH THE CHANCELLOR  PAGEREF _Toc276553987 \h 4 7.01 F10 Basic Skills and Student Success Efforts  PAGEREF _Toc276553988 \h 4 7.02 F10 Commission on the Future  PAGEREF _Toc276553989 \h 5 7.02.01 F10 Amend Resolution 7.02 F10  PAGEREF _Toc276553990 \h 5 7.03 F10 SB 1440 Long Term Impact Research  PAGEREF _Toc276553991 \h 5 7.03.01 F10 Amend Resolution 7.03 F10  PAGEREF _Toc276553992 \h 6 7.03.02 F10 Amend Resolution 7.03 F10  PAGEREF _Toc276553993 \h 6 7.04 F10 Faculty Primacy and SB1143 Implementation Taskforce  PAGEREF _Toc276553994 \h 6 9.0 CURRICULUM  PAGEREF _Toc276553995 \h 7 9.01 F10 Developing a Reference Document for Curriculum  PAGEREF _Toc276553996 \h 7 9.02 F10 Examining Conversion from TOP to CIP  PAGEREF _Toc276553997 \h 7 9.02.01 F10 Amend Resolution 9.02 F10  PAGEREF _Toc276553998 \h 8 9.03 F10 Faculty Responsibilities for CB and SP Codes  PAGEREF _Toc276553999 \h 8 9.03.01 F10 Amend Resolution 9.03 F10  PAGEREF _Toc276554000 \h 9 9.04 F10 College Level Examination Program (CLEP) Exam Applicability to Associate Degree General Education Requirements  PAGEREF _Toc276554002 \h 9 9.04.01 F10 Amend Resolution 9.04 F10  PAGEREF _Toc276554003 \h 10 9.04.02 F10 Amend Resolution 9.04 F10  PAGEREF _Toc276554004 \h 10 9.05 F10 Adopt and Publicize California Community College International Baccalaureate List and Template  PAGEREF _Toc276554005 \h 10 9.06 F10 Adopt the Guiding Principles for SLO Assessment Paper  PAGEREF _Toc276554006 \h 11 9.07 F10 Expediting the Flexibility in Approval of SB 1440 Degrees  PAGEREF _Toc276554007 \h 11 9.08 F10 Credit by Exam Processes  PAGEREF _Toc276554009 \h 12 9.09 F10 Golden Four Grades in New Transfer Degrees  PAGEREF _Toc276554010 \h 12 9.10 F10 Double-Counting GE and Major Courses in New Transfer Degrees  PAGEREF _Toc276554011 \h 13 9.11 F10 Adopt Paper Student Success: The Case for Establishing Prerequisites Through Content Review  PAGEREF _Toc276554012 \h 13 9.12 F10 SB1440 Universal CSU Transferability  PAGEREF _Toc276554013 \h 14 10.0 DISCIPLINES LIST  PAGEREF _Toc276554014 \h 14 10.01 F10 Reconsideration for Adding Art History to the Disciplines List  PAGEREF _Toc276554015 \h 14 13.0 GENERAL CONCERNS  PAGEREF _Toc276554016 \h 15 13.01 F10 Fostering Dialog between Adult Education and Noncredit  PAGEREF _Toc276554017 \h 15 13.02 F10 SB 1143 Defining Student Success  PAGEREF _Toc276554018 \h 15 13.02.01 F10 Amend Resolution 13.02 F10  PAGEREF _Toc276554019 \h 16 13.03 F10 Academic Freedom: New Recommendations  PAGEREF _Toc276554020 \h 16 13.04 F10 Basic Skills Advisory  PAGEREF _Toc276554021 \h 17 13.05 F10 Providing Part-time Faculty with Adequate Resources and Support  PAGEREF _Toc276554022 \h 18 13.06 F10 Develop a Faculty Definition of Student Success  PAGEREF _Toc276554023 \h 18 13.07 F10 CCLC Board Policy Templates  PAGEREF _Toc276554024 \h 19 13.08 F10 Executive Order 1048, CSU Student Remediation  PAGEREF _Toc276554025 \h 19 13.09 F10 Best Practices: Integrating Part-time Faculty in Shared-Governance 20 16.0 Library and Learning Resources 21 16.01 F10 Adopt Paper Standards of Practice for California Community College Library Faculty and Programs 21 19.0 PROFESSIONAL STANDARDS 21 19.01 F10 Academic and Professional Matters Purview 21 20.0 STUDENTS 22 20.01 F10 Admissions Priorities and Practices Regarding Nonresident Applicants 22 20.02 F10 Prioritization of Resident Students 22 20.02.01 F10 Amend Resolution 20.02 F10 23  1.0 ACADEMIC SENATE 1.01 F10 Bylaws Change Wheeler North, San Diego Miramar College, Executive Committee Whereas, Current Senate Rules do not provide directions to the body for who is eligible to vote when electing its officers; Resolved, That the Academic Senate for California Community Colleges revise its Rules as follows: Add subdivision B: Elections of Officers Officers. Each Officer will be elected to the Executive Committee by balloting from all Delegates. 1.02 F10 Separation of Accreditation and SLO Committee into Two Committees Julie Bruno, Sierra College, Executive Committee Whereas, The Accreditation and SLO Committee functions under two separate and distinct charges, providing guidance to faculty in the area of accreditation and accountability as well as providing guidance in the area of student learning, instruction, and assessment; and Whereas, In order to best serve faculty in two important areas, the Executive Committee for the Academic Senate for California Community Colleges believes the Accreditation and Student Learning Outcomes Committee should be separated into two committees, the Accreditation Committee and the Student Learning and Assessment Committee; Resolved, That the Academic Senate for California Community Colleges amend its Rules to revise Section V. A. 1. as follows Accreditation and Student Learning Outcomes Committee; and Resolved, That the Academic Senate for California Community Colleges amend its Rules to add Section V. A.14. as follows Student Learning and Assessment Committee. 1.03 F10 Professional Development for Successful Implementation of SB 1440 and AB 2302 Carolyn Holcroft, 17Թ, Curriculum Committee Whereas, Senate Bill (SB) 1440 (Padilla, 2010) and Assembly Bill (AB) 2302 (Fong, 2010) stress the need for Senate responsibility for degree development and implementation, as well as establishing the most effective methods to inform students, counseling faculty, and the general public about the transfer pathways; Whereas, Degree development is an academic and professional matter and under the purview of the Academic Senate for California Community Colleges; and Whereas, Informing students about the transfer pathways and guiding them to efficiently follow the transfer degree requirements in a way that satisfies the students individual needs goals is a responsibility of counseling faculty of the California community colleges; Resolved, That the Academic Senate for California Community Colleges provide professional development opportunities for counselors, articulation officers, curriculum chairs, and other faculty regarding the implementation of SB 1440 (Padilla, 2010) and AB 2302 (Fong, 2010). 1.04 F10 Use of Technology during Executive Committee Elections Kathy Sorensen, American River College, Area A Whereas, The Academic Senate for California Community Colleges promote the use of appropriate technology in the classroom; and Whereas, The election of members of the Executive Committee can take a disproportionate amount of time; Resolved, That the Academic Senate for California Community Colleges explore the use of appropriate technology to expedite the election process and report no later than the Fall 2011 Plenary Session. 2.0 ACCREDITATION 2.01 F10 Federalization of Higher Education Greg Gilbert, Copper Mountain College, Area D Whereas, the U.S. Department of Education appears set on shifting the oversight of American higher education from institutions of higher learning and regional accrediting agencies to the Federal Government; Whereas, efforts by the U.S. Department of Education to regulate higher education are evidenced by its stated goal of establishing a credit hour that requires measurable outcomes for every class hour; Whereas, Council of Higher Education Accreditation (CHEA) President, Judith Eaton, stated recently that The worth of higher education is determined less and less through the professional judgments made by the academic community (Inside Education July 2010), and that the growing belief in Washington D.C. is that self-regulating peer review represents a conflict of interest because the exchange of fees for peer review compromises rigor (Inside Accreditation August 2010); and Whereas, institutions of higher learning (including students, faculty, administrators, trustees), taxpayers, and, indeed, the democratizing power of education, would be irreparably harmed by a Federal takeover of higher education and accreditation because it would result in increasingly restrictive regulations, less responsive curricula, bloated government bureaucracies, and unfunded comply-and-report mandates that divert time and resources away from the classroom; Resolved, that the Academic Senate for California Community Colleges conduct research and explain to the field the U.S. Department of Educations specific reasoning and desired outcomes concerning an increase in the Federal oversight of higher education; Resolved, that the Academic Senate for California Community Colleges share its findings throughout the System, as well as with the Intersegmental Committee of Academic Senates (ICAS) and WASC/ACCJC in an effort to facilitate a coordinated, unified discussion with and response from Californias higher education community and regional accrediting organizations that include: 1. Strategies for balancing requirements for accountability with independent decision making at the local level; 2. Processes, including budgetary planning, to supplement the Academic Senates already considerable assistance to local senates regarding issues of accountability; 3. Methods for articulating and defending those principles of academic freedom, effective pedagogy, and local decision making that must endure for the sake of our students, disciplines, profession, and, indeed, for the preservation of the independence of thought that is unique to American higher education; and Resolved, that the Academic Senate for California Community Colleges be fully cognizant that a timely response is of vital importance if Californias educators, as well as those across the nation, are to have a voice in influencing the U.S. Department of Education prior to the solidifying of Federal accountability into a system of intransigent regulations. 6.0 STATE AND LEGISLATIVE ISSUES 6.01 F10 Evaluation and Revision of Financial Aid Systems Dolores Davison, 17Թ, Executive Committee Whereas, The majority of California community college students are eligible for some form of federal or state financial aid; Whereas, Students remain in classes even when failing because they fear losing their financial aid, therefore engaging in unproductive and inefficient behaviors; and Whereas, Students may accumulate excessive units by enrolling in and completing courses solely in order to retain their financial aid, and the Board of Governors (BOG) fee waivers set no limit on the number of units students may accrue while attending college under a BOG fee waiver; Resolved, That the Academic Senate for California Community Colleges urge state and federal officials to consider an overhaul of the current financial aid system in order to incentivize more productive and pedagogically sound behavior by students. 6.01.01 F10 Amend Resolution 6.01 F10 Phil Smith, Los Rios Community College District, Area A Amend the first resolve: Resolved, That the Academic Senate for California Community Colleges urge state and federal officials to evaluate and revise consider and overhaul of the current financial aid system in order to incentivize more productive and pedagogically sound behavior by students. 6.01.02 F10 Amend Resolution 6.01 F10 David Beaulieu, Los Angeles CCD, Area C Strike the second whereas. Amend the first resolve: Resolved, That the Academic Senate for California Community Colleges urge state and federal officials to consider a proposal to an overhaul of the current financial aid system in order to incentivize more productive and pedagogically sound behavior by students. 7.0 CONSULTATION WITH THE CHANCELLOR 7.01 F10 Basic Skills and Student Success Efforts Candace Lynch-Thomson, School of Continuing Education, North Orange County Community College District, Basic Skills Committee Whereas, Senate Bill (SB) 1143 (Liu, 2010) directs the Board of Governors to adopt a plan for promoting and improving student success within the California Community Colleges and to establish a taskforce to examine specified best practices and models for accomplishing student success. The bill would require the board, prior to implementation of the plan, to report the contents of the plan, and the recommendations of the taskforce, to specified legislative committees by March 1, 2012; Whereas, 75-90% of California community college students who take a placement test place into basic skills in at least one subject; and Whereas, Students with needs for basic skills development are diverse in age, preparation level, income level, ethnicity, and intellectual ability; Resolved, That the Academic Senate for California Community Colleges work with the Chancellors Office and task force to ensure that the basic skills needs of students are addressed as a central part of the work undertaken by the SB1143 (Liu, 2010) plan. 7.02 F10 Commission on the Future Lesley Kawaguchi, Santa Monica College, Executive Committee Whereas, The Community College League of California (CCLC) Commission on the Future has met over a period of time and identified recommendations regarding student success for the future actions of the California community colleges over the next ten years; and Whereas, The California Community College System already has an established process for sending recommendations to the Board of Governors through the Consultation Council established Sections 330-342 in the Standing Orders of the Board of Governors; Resolved, That the Academic Senate for California Community Colleges remind the Chancellors Office that any recommendation developed by the CCLC Commission on the Future and any implementation plan go through the Consultation Council which includes faculty from the Academic Senate for California Community Colleges. 7.02.01 F10 Amend Resolution 7.02 F10 Cathy Cox, Mission College, Area B Insert a second whereas: Whereas, Many of the recommendations of the Commission on the Future properly fall under the areas defined as academic and professional matters under AB 1725 and as such are the responsibility of faculty and of the Academic Senate for California Community Colleges; and Add a second resolve: Resolved, That the Academic Senate for California Community Colleges urge that implementation of all recommendations dealing with academic and professional matters at both the state and local level be carried out in a manner consistent with AB 1725 by relying primarily on the input of faculty, through the Academic Senate for California Community Colleges or local academic senates. 7.03 F10 SB 1440 Long Term Impact Research Wheeler North, San Diego Miramar College, Executive Committee Whereas, The recently signed Senate Bill (SB) 1440 (Padilla, 2010) will improve the ability of students to transfer from California community colleges to California State Universities (CSU); Whereas, The impact of this law will potentially affect enrollment patterns and other existing patterns of service and instruction provided to students by California community colleges; Whereas, The bill requires research on student transfer and success rates, nothing in SB1440 (Padilla, 2010) requires research be done to measure if detrimental unintended consequences occur; and Whereas, Now is the time to establish a research plan and baseline metrics for research to ensure California community colleges and CSUs continue to meet the needs of all our students and communities; Resolved, That the Academic Senate for California Community Colleges work with the Chancellors Office and other system constituents to develop a research plan that will comprehensively examine the impact of SB1440 (Padilla, 2010) on enrollment trends and other instructional and service needs of our students. 7.03.01 F10 Amend Resolution 7.03 F10 Kale Braden, Cosumnes River College, Area A Amend the first whereas: Whereas, The recently signed Senate Bill (SB) 1440 (Padilla, 2010) intends to will improve the ability of students to transfer from California community colleges to California State Universities (CSU); Amend the third whereas: Whereas, While the bill requires research on student transfer and success rates, nothing in SB1440 (Padilla, 2010) requires research into possible be done to measure if unintended or undesirable consequences occur; and Amend the first resolve: Resolved, That the Academic Senate for California Community Colleges work with the Chancellors Office and other system constituents to develop a research plan that will comprehensively examine the impact of SB1440 (Padilla, 2010) on enrollment trends and other instructional and service needs of our non-transfer, as well as transfer students. 7.03.02 F10 Amend Resolution 7.03 F10 David Beaulieu, LACCD, Area C Resolved, That the Academic Senate for California Community Colleges work collaboratively with the Chancellors Office and other system constituents to develop a research plan and current baseline metrics that will comprehensively examine the long-term impact of SB1440 (Padilla, 2010) on enrollment trends and as well as other instructional and service needs of our students. 7.04 F10 Faculty Primacy and SB1143 Implementation Taskforce Wheeler North, San Diego Miramar College, Area D Whereas, SB1143 (Liu, 2010) calls for a taskforce to make recommendations on student success and the metrics used to measure success; and Whereas, By law and regulation the advice of the Academic Senate must be relied primarily upon in all academic and professional matters and student success is an academic and professional matter; Resolved, That the Academic Senate for California Community Colleges seek to assure that a majority of faculty representation exists on all taskforces or committees leading to the statewide development of student success definitions and assessment metrics; and Resolved, That the Academic Senate for California Community Colleges recommend that a majority of faculty representation exists on all taskforces or committees leading to the local development of student success definitions and assessment metrics. 9.0 CURRICULUM 9.01 F10 Developing a Reference Document for Curriculum David Morse, Long Beach College, Curriculum Committee Whereas, Curriculum chairs and curriculum committee members frequently encounter questions regarding curriculum regulations and procedures for which they do not have ready answers; Whereas, A frequently asked questions reference or other similar document will prove a valuable tool for curriculum committees in addressing such questions or issues; Whereas, A formally developed reference document will present more consistent and detailed responses to inquiries from curriculum chairs than replies made on an individual basis; and Whereas, A curriculum reference document published on the Academic Senates Curriculum Website will provide hyperlinks to relevant sections of Title 5 or Education Code, thus allowing curriculum chairs to bypass the inconvenience posed by currently available search tools; Resolved, That the Academic Senate for California Community Colleges develop a reference document or tool designed expressly for curriculum chairs and curriculum committees that offer information and advice regarding commonly posed questions on curricular regulations and procedures and make that reference tool available through the Academic Senate Curriculum website and other appropriate methods. 9.02 F10 Examining Conversion from TOP to CIP Dianna Chiabotti, Napa Valley College, Executive Committee Whereas, Resolution 21.01 F99 asked for review and updating of Taxonomy of Programs (TOP) codes, including an annual revision to accommodate federal Classification of Instructional Programs (CIP) codes; Whereas, The System Advisory Committee on Curriculum (SACC) has been in discussions regarding the steps and factors that would be necessary to convert from TOP to CIP code use in the California community colleges and recommends that a few disciplines be invited to participate in a pilot project to see how much work is involved in making the switch; Whereas, TOP code revisions should be conducted with direct input from faculty; and Whereas, Converting from TOP to CIP will also involve many aspects of college functioning (e.g., fiscal reporting, faculty work load, CTE reporting) beyond faculty and curriculum committee participation; Resolved, That the Academic Senate for California Community Colleges recommend representatives of various disciplines work with the Chancellors Office on the issues of converting from TOP to CIP codes for courses; and Resolved, That the Academic Senate for California Community Colleges work with the Chancellors Office to provide communication and implementation strategies if a greater conversion of TOP to CIP codes is inaugurated. See Appendix A. 9.02.01 F10 Amend Resolution 9.02 F10 Cathy Cox, Mission College, Area B Amend the first whereas: Whereas, Resolution 21.01 F99 asked for review and updating of Taxonomy of Programs (TOP) codes, including an annual revision to accommodate federal Classification of Instructional Programs (CIP) codes, which are used nationally except in the California community colleges; 9.03 F10 Faculty Responsibilities for CB and SP Codes Stephanie Dumont, Golden West College, Executive Committee Whereas, The System Advisory Committee on Curriculum (SACC) is undertaking a review of Course Data Elements (CB) and Student Program Awards (SP) codes to ensure that they accurately reflect program and curriculum development and intention, and faculty around the state will want to contribute to the final results of any significant changes to the codes; Whereas, CB and SP codes are used to track student performance and college curriculum work, and as was seen with changes to CB 21 and 22, correct coding can greatly affect perceptions about student achievement; Whereas, The validity of these coding elements is dependent on faculty knowledge of and correct use of coding and how it is applied locally, as well as regular faculty review of the elements; and Whereas, Local curriculum committees should also be aware of the importance of the codes and how selecting a code can change how a course is tracked, funded or used; Resolved, That the Academic Senate for California Community Colleges encourage local faculty participation in review of any proposed changes to Course Data Elements (CB) or Student Program Awards (SP) codes that significantly affect curriculum and program development or tracking; and Resolved, That the Academic Senate for California Community Colleges encourage local curriculum committees to review CB codes and to correctly apply them to courses. 9.03.01 F10 Amend Resolution 9.03 F10 Barbara Croteau, Santa Rosa Junior College, Area B Amend the first resolve: Resolved, That the Academic Senate for California Community Colleges encourage local curriculum committees to review and monitor the application of CB codes and provide them with guidance as to how to correctly apply them to a course. 9.04 F10 College Level Examination Program (CLEP) Exam Applicability to Associate Degree General Education Requirements Estela Narrie, Santa Monica College, Transfer and Articulation Committee Whereas, California community college students may only receive associates degree general education credit for a College Level Examination Program (CLEP) exam if equivalency for a course or an associate degree general education area has been locally established; Whereas, Many students attend more than one California community college, and CLEP course equivalencies may not exist or may vary greatly among the California community colleges; Whereas, For many enlisted military personnel, completing formal college courses may be difficult due to deployments, work schedules, and other factors, and CLEP exams have made earning college credits a realistic possibility for these individuals; and Whereas, CLEP general education subject area applicability exists system-wide for students completing CSU GE Breadth, but the UC system does not accept CLEP exams for credit under the IGETC pattern; Resolved, That the Academic Senate for California Community Colleges research the feasibility of a system-wide policy template regarding the use of CLEP exams for meeting associate degree general education requirements; Resolved, That the Academic Senate for California Community Colleges develop a system-wide policy template regarding the use of CLEP exams for meeting associate degree general education requirements; and Resolved, That the Academic Senate for California Community Colleges urge the University of California and California State University systems to consider accepting CLEP exams for credit under the IGETC pattern in order to facilitate student transfer. 9.04.01 F10 Amend Resolution 9.04 F10 Jon Drinnon, Merritt College, Area B Amend the second resolve: Resolved, That the Academic Senate for California Community Colleges develop a system-wide policy template regarding the use of CLEP exams for meeting associate degree general education requirements if the research shows it to be feasible; and 9.04.02 F10 Amend Resolution 9.04 F10 Dave DeGroot, Allan Hancock College, Area C Amend the fourth whereas: Whereas, CLEP general education subject area applicability exists system-wide for students completing CSU GE Breadth, but the UC system does not accept CLEP exams for credit and the UC and CSU do not accept CLEP exams under the IGETC pattern; Strike first resolve. 9.05 F10 Adopt and Publicize California Community College International Baccalaureate List and Template Christie Jamshidnejad, Diablo Valley College, Transfer and Articulation Committee Whereas, Resolution 9.01 S10 "International Baccalaureate (IB) Exam Applicability to Associate Degree General Education Requirements" called for the development of a suggested system-wide policy template regarding the use of International Baccalaureate exams for meeting associate degree general education requirements for local consideration and potential adoption; Whereas, Title 5 outlines specific general education area requirements that each college must include for the associate degree (Title 5 55063, Minimum Requirements for the Associate Degree), and an increasing number of students are requesting general education credit based on IB test scores; and Whereas, Articulation Officers throughout the California Community College System support the development of a California community college general education IB test list that is aligned with the CSU GE and IGETC IB test lists; Resolved, That the Academic Senate for California Community Colleges urge local senates to consider adoption and implementation of the proposed California Community College General Education International Baccalaureate (IB) test equivalency list; and Resolved, That the Academic Senate for California Community Colleges encourage local senates to use the proposed California Community College General Education International Baccalaureate (IB) test equivalency list to publish the California community college general education (GE), California State University GE and Intersegmental General Education Transfer Curriculum (IGETC) International Baccalaureate test lists in college catalogs, schedules, and websites. See Appendix B. 9.06 F10 Adopt the Guiding Principles for SLO Assessment Paper David Morse, Long Beach City College, Executive Committee Whereas, Faculty at many California community colleges have struggled to develop and implement effective practices for student learning outcomes (SLO) assessment while feeling pressure from both college administrations and outside forces to conduct SLO assessment in ways that may be ineffective and even counter-productive; Whereas, SLO assessment, when conducted thoughtfully and effectively through processes developed and led by faculty, can be both beneficial and productive for faculty and students; and Whereas, Academic Senate resolution 2.03 S08 called for the Senate to research and communicate guiding principles of good practice in the collection, analysis, and use of assessment data; Resolved, That the Academic Senate for California Community Colleges adopt the paper Guiding Principles for SLO Assessment. See Appendix C. 9.07 F10 Expediting the Flexibility in Approval of SB 1440 Degrees Beth Smith, Grossmont College, Curriculum Committee Whereas, Intersegmental faculty discipline groups are meeting to determine major preparation for Senate Bill (SB) 1440 (Padilla, 2010) degrees, and these groups will meet throughout the year; Whereas, Local processes may not be able to accommodate the time schedules for development and approval of these degrees; and Whereas, Flexibility within local processes will help curriculum committees in the approval process of these new degrees; Resolved, That the Academic Senate for California Community Colleges inform local curriculum committees that SB 1440 (Padilla, 2010) degrees may be developed late in the year and that flexibility within the local approval process will benefit students; and Resolved, That the Academic Senate for California Community Colleges encourage local senate presidents to inform their boards that SB 1440 (Padilla, 2010) degrees will be under development during the year, and recommend that any accommodations and flexibility that can expedite degree approval throughout the year will be beneficial for students. 9.08 F10 Credit by Exam Processes Nancy Persons, Santa Rosa Junior College, Curriculum Committee Whereas, National and state interest in decreasing time to degree completion and increasing degree production has resulted in an interest in finding novel ways to meet these goals; Whereas, The Academic Senate for California Community Colleges has been active in determining whether and how existing competency-based exams (e.g., CLEP, IB, AP) can be translated into course credit; and Whereas, Credit by exam is a mechanism long in existence that can be used to award credit for demonstrated learning; Resolved, That the Academic Senate for California Community develop and disseminate information to local academic senates regarding effective practices for using credit by exam to recognize learning gained through alternative mechanisms; Resolved, That the Academic Senate for California Community Colleges encourage local academic senates to ensure that students are aware of the existing mechanisms for earning credit through exam processes; and Resolved, That the Academic Senate for California Community Colleges recommend that local academic senates consider the needs of their local communities and strive to ensure that all appropriate exam opportunities are available. 9.09 F10 Golden Four Grades in New Transfer Degrees Michelle Pilati, Rio Hondo College, Executive Committee Whereas, Senate Bill (SB) 1440 (Padilla, 2010) has been signed into law, with one of its primary goals to decrease student accumulation of units as they complete a degree and prepare to transfer; Whereas, Resolution 4.03 S10 recognized that a transfer degree was imminent and called for the Academic Senate to strongly encourage all local senates to ensure that students are provided with the degree options that meet their needs, be that aligning degree requirements with transfer institutions or offering degrees that serve as preparation for work; and Whereas, The California State University currently requires completion in the areas of the Golden Four with a minimum grade of C for transfer admission (i.e., A3--critical thinking, A1--communication, A2--English composition, and B4--quantitative reasoning) but not included in SB 1440; Resolved, That the Academic Senate for California Community Colleges strongly urge requiring a minimum grade of C in the Golden Four in any associate degree for transfer. 9.10 F10 Double-Counting GE and Major Courses in New Transfer Degrees Paul Setziol, De Anza College, Educational Policies Committee Whereas, The practice commonly referred to as double-counting allows students to count a qualifying course toward both general education and major/area of emphasis requirements; Whereas, Double-counting is common practice in the University of California (UC) and California State University (CSU) systems, and the majority of California community colleges; Whereas, SB1440 (Padilla, 2010) rewards students for completing both lower division GE patterns (IGETC or CSU GE, which amount to approximately 35 semester units) and 18 units of major preparation prior to transfer; and Whereas, One obvious and academically appropriate means of decreasing unit accumulation is the practice of double-counting, and some California community colleges disallow double-counting, which will make it more difficult for their students to benefit from SB1440 (Padilla, 2010); Resolved, That the Academic Senate for California Community Colleges strongly urge local senates to review and, as often as possible, reform local policy to allow double-counting to qualify a course toward both general education and major/area of emphasis requirements. 9.11 F10 Adopt Paper Student Success: The Case for Establishing Prerequisites Through Content Review Beth Smith, Grossmont College, Executive Committee Whereas, Efforts to establish prerequisites through content review are underway, and interest in content review has increased around the state; Whereas, In order to support state and local discussions, a resource withrationale for rigorous content review for establishing prerequisites and supporting ideologies for student success will assist local senates and leaders across the state; and Whereas, Content review, as a method to establish prerequisites, involves discipline faculty andcurriculum committees in an objective review of the knowledge and skills studentsmust acquire in order to achieve success, anda detailedexamination of the course outline of record in the content review process will re-establish the standards and expectations for maintaining quality instruction; Resolved,That the Academic Senate for California Community Colleges adopt the paper Student Success: The Case for Establishing Prerequisites Through Content Review. See Appendix D. 9.12 F10 SB1440 Universal CSU Transferability Wheeler North, San Diego Miramar College, Area D Whereas, It is the intent of SB1440 (Padilla, 2010) to improve student transfer by decreasing the complexity of transfer and the unique requirements of the 23 CSU campuses that are a primary source of confusion for students preparing to transfer; Whereas, SB 1440 permits each of the 112 California community colleges to develop a variety of unique degrees which would not provide the opportunity to develop programs based on statewide coordination (i.e., the ability to transfer to any CSU where that major or a similar major exists) where possible; and Whereas, SB 1440 does not prohibit the development of model curriculum in each transfer major; Resolved, That the Academic Senate for California Community Colleges support encouraging model curriculum in each major through the C-ID Project. 10.0 DISCIPLINES LIST 10.01 F10 Reconsideration for Adding Art History to the Disciplines List Bob Grill, College of Alameda, Area B Whereas, The Academic Senate for California Community Colleges voted down a previous proposal for the creation of Art History as a separate discipline on the 2007 Disciplines List and the current Academic Senate process requires that resubmitted proposals provide substantively different rationale and come forward either as a resolution from a Senate area meeting or as a resolution from the floor of plenary session; Whereas, The previous proposal failed because of the potential impact on smaller colleges in assigning disciplines; however, adding Art History to the Disciplines List does not require local senates to assign any courses to the new discipline but, rather, allows local colleges with larger programs in Art History to assign courses to that discipline and to hire, retain, and promote qualified faculty to develop and teach courses and degrees in Art History at a level commensurate with other systems of higher education where students are likely to transfer upon completion of lower division major transfer preparation at a community college; Whereas, The MFA in studio arts is insufficient academic preparation to teach Art History courses, as a student earning an MFA in the CSU or UC system can do so by completing an average minimum of 12 semester unitsout of the 180 - 210 semester units required for a BA/BFA, MFA sequencein Art History across both their baccalaureate and masters programs; and Whereas, The College Art Association, the primary professional association for art history and studio arts, in 2009 revised their Standards of Retention and Tenure of Art Historians to include specific standards for Art Historians at two-year colleges that are reflected in this proposal; Resolved, That the Academic Senate for California Community Colleges include in its current Discipline List Revision process a recommendation to add Art History as a separate discipline to the Board of Governors for inclusion in the Minimum Qualifications for Faculty and Administrators in California Community Colleges based on the rationale outlined in the attached proposal. See Attachment A. 13.0 GENERAL CONCERNS 13.01 F10 Fostering Dialog between Adult Education and Noncredit Rey Ortiz, North Orange County CCD, Noncredit Committee Whereas, Just as adult education and noncredit programs share a common origin, both having emerged from the K-12 system in response to the particular needs of adult learners, the future of these programs is also intertwined; Whereas, Both adult education and noncredit programs are being threatened, with all state adult education funds now open to flexibility usage by underfunded K-12 districts and noncredit courses and programs that do not fall under career development and college preparation receiving lesser funding; Whereas, In some communities either the community college or the unified school district(s) has the dominant adult education/noncredit program, while in others significant adult education/noncredit programs are offered by both entities, which has raised legislative questions about possible duplication in the objectives of adult education and noncredit programs; and Whereas, There is a need for adult education and noncredit faculty to discuss their shared future; Resolved, The Academic Senate for California Community Colleges encourage the involvement of noncredit faculty and the members of the Academic Senates Noncredit Committee in discussion with representatives of the California Department of Educations Adult Education Division about the future of adult education/noncredit programs in the State of California. 13.02 F10 SB 1143 Defining Student Success Wheeler North, San Diego Miramar College, Executive Committee Whereas, SB 1143 (Liu, 2010) requires the Board of Governors (BOG) to adopt a plan for promoting and improving student success within the California community colleges and to establish a taskforce to examine specified best practices and models for accomplishing student success; Whereas, SB 1143 (Liu, 2010) requires the taskforce to develop and present specified recommendations to the BOG for incorporation into a plan to improve student success and completion within the California community colleges; and Whereas, Faculty are central to student success and student completion and are best positioned to develop metrics used to establish and measure student success that are critical to the development of a system-wide plan for student success; Resolved, That the Academic Senate for California Community Colleges define student success, and identify best practices and models for accomplishing student success; Resolved, That the Academic Senate for California Community Colleges assert the primacy of our definition of student success to the Board of Governors; and Resolved, That the Academic Senate for California Community Colleges ensure faculty primacy in the identification, development and/or adoption of metrics used to establish and measure student success. 13.02.01 F10 Amend Resolution 13.02 F10 Thom Watkins, Solano College, Area B Insert a second resolve: Resolved, That the Academic Senate for California Community Colleges include student input and perspectives in the development of student success metrics; and 13.03 F10 Academic Freedom: New Recommendations Dianna Chiabotti, Napa Valley College, Executive Committee Whereas, In the Garcetti v. Caballos court decision of 2006, the U.S. Supreme Court majority ruled that when public employees such as faculty speak, pursuant to their official duties, the employees are not speaking as citizens for First Amendment purposes, and the Constitution does not insulate their communications from employer discipline; Whereas, In response to the above case and the more recent cases of Hong v. Grant, Renken v. Gregory, and Gorum v. Sessions the American Association of University Professors (AAUP) created a subcommittee in 2006 for the purpose of surveying the landscape of legal and professional protections for academic freedom at public colleges and universities; and Whereas, The AAUPs subcommittee has recommended three options of proposed policy language that may be incorporated in faculty handbooks as follows: Academic freedom is the freedom to discuss all relevant matters in the classroom, to explore all avenues of scholarship, research, and creative expression, and to speak or write without institutional discipline or restraint on matters of public concern as well as on matters related to professional duties and the functioning of the University. Academic responsibility implies the faithful performance of professional duties and obligations, the recognition of the demands of the scholarly enterprise, and the candor to make it clear that when one is speaking on matters of public interest, one is not speaking for the institution. Academic freedom is the freedom to teach, both in and outside the classroom, to conduct research and to publish the results of those investigations, to address any matter of institutional policy or action whether or not as a member of an agency of institutional governance. Professors should also have the freedom to address the larger community with regard to any matter of social, political, economic, or other interests, without institutional discipline or restraint, save in response to fundamental violation of professional ethics or statements that suggest disciplinary incompetence; or Academic freedom is the freedom to teach, both in and outside the classroom, to conduct research and to publish the results of those investigations, and to address any matter of institutional policy or action whether or not as a member of an agency of institutional governance. Professors should also have the freedom to speak to any matter of social, political, economic, or other interest to the larger community, subject to the academic standard of conduct applicable to each. (AAUP, 2010, pp. 87 -88) Resolved, That Academic Senate for California Community Colleges recommend that local senates review their current policy on academic freedom to determine if it is aligned with the latest AAUP perspective; Resolved, That Academic Senate for California Community Colleges encourage local senates to refine and/or develop a policy on academic freedom that reflects the current AAUP perspective; and Resolved, That Academic Senate for California Community Colleges encourage local senates to include such a policy in faculty handbooks and board policies, and collaborate with unions to ensure that the rights delineated in such policies are protected. See AAUP 2010 Document at: http://www.aaup.org/AAUP/protectvoice/actionitems/. 13.04 F10 Basic Skills Advisory Dianna Chiabotti, Napa Valley College, Executive Committee Whereas, The Academic Senate for California Community Colleges Basic Skills Committee is responsible for reviewing and recommending positions and actions on issues related to under-prepared students and is responsible for gathering information on best practices to provide instruction and support services to underprepared students and conveying this information to the field; and Whereas, The Chancellors Office has established a new Basic Skills Advisory Committee that will advise the Chancellors Office on the direction for basic skills efforts within the state; and Whereas, Meeting the needs of underprepared/basic skills students is a priority for both the Academic Senate Basic Skills Committee and the Chancellors Office Basic Skills Advisory Committee; Resolved, That the Academic Senate for California Community Colleges recommend that the Academic Senate Basic Skills Committee chair be an active participant on the Chancellors Office Basic Skills Advisory Committee to ensure a clear connection between the work of the Chancellors Office Basic Skills Advisory Committee and the Academic Senate; and Resolved, That the Academic Senate for California Community Colleges work with the Chancellors Office to facilitate a connection between the Academic Senate Basic Skills Committee and the work by the Chancellors Office to coordinate efforts related to basic skills. 13.05 F10 Providing Part-time Faculty with Adequate Resources and Support Jon Drinnon, Merritt College, Area B Whereas, Community college budgets have been cut and resources and support limited for all faculty; Whereas, Part-time faculty are particularly vulnerable to resource and support cuts since they have limited presence on campuses and often limited political power to protect and maintain an adequate level of resources and support; and Whereas, Colleges and districts have a duty to protect academic integrity by maintaining the resources and support that all faculty, both full- and part-time, need to be effective teachers; Resolved, That the Academic Senate for California Community Colleges work with its educational partners to advocate for a level of resources and support for part-time faculty that can maintain an adequate teaching environment for them and learning environment for our community college students. 13.06 F10 Develop a Faculty Definition of Student Success Kale Braden, Cosumnes River College, Area A Whereas, SB 1143 (Liu, 2010) mandates that the California Community College system establish a taskforce to examine specified best practices and models for accomplishing student success, and the work of this task force is already in progress; Whereas, Myriad forces from both within and without the California Community College System have attempted to define and suggest measurements for student success, leading to varying understandings and definitions of the term; Whereas, Models and definitions developed in other states may not transfer effectively or appropriately to the California Community College system; and Whereas, Community college Boards of Trustees are required to rely primarily on or mutually agree with the academic senate in matters relating to student success; Resolved, That the Academic Senate for California Community Colleges direct its Executive Committee to develop working definitions of student success based on input from faculty throughout the California Community College system and carry those definitions into discussions related to SB 1143 (Liu, 2010) and other appropriate venues. 13.07 F10 CCLC Board Policy Templates Steve Leone, Cuesta College, Area C Whereas, Local senates and boards must consult collegially for board policy development with regard to academic and professional matters; Whereas, Some districts subscribe to the board policy templates offered by the Community College League of California (CCLC) which are intended to be a starting point for local policy development; Whereas, The CCLC templates provide technical assistance for the development of local board policies but creation of these policy templates without Academic Senate input can make local policy development more challenging and can lead to policies out of compliance with local senate purview; and Whereas, Many if not all of the current CCLC board policy templates do not reflect the primary and mutual agreement responsibilities of the senate; Resolved, That the Academic Senate for California Community Colleges ask CCLC to involve the state Academic Senate in the development and updating of board policy templates regarding academic and professional matters; Resolved, That the Academic Senate for California Community Colleges review the content of the current CCLC board policy templates that are focused on topics within the purview of the academic senates as established by Education Code and Title 5 regulations and make recommendations for changes to the templates to reflect the responsibilities of local senates; and Resolved, That the Academic Senate of California Community Colleges encourage local senates to be actively involved in adapting the CCLC board policy templates to local community needs and culture. 13.08 F10 Executive Order 1048, CSU Student Remediation David Morse, Long Beach City College, Area D Whereas, California State University Executive Order 1048, Early Start Program, requires that beginning in summer 2012, incoming freshmen who have not demonstrated proficiency in English and/or mathematics will be required to begin remediation prior to the term for which they have been admitted, e.g., summer prior to fall; Whereas, Executive Order 1048 further allows that each individual CSU campus will design a program for incoming freshmen to develop proficiency in mathematics and/or English before they enroll as matriculated freshmen; Whereas, one of the most commonly proposed responses to Executive Order 1048 at the CSU campuses is to have students needing remediation attend community college in the summer; and Whereas, in the current economic climate and with limited summer resources, such an influx of CSU students could have a significant impact on access to classes in summer for native community college students; Resolved, That the Academic Senate for California Community Colleges work in close consultation with the Chancellors and California State University System to ensure that responses to California State University Executive Order 1048, which requires that beginning in summer 2012, incoming freshmen who have not demonstrated proficiency in English and/or mathematics will be required to begin remediation prior to the term for which they have been admitted, e.g., summer prior to fall, do not unduly and negatively impact the California community colleges or community college students. 13.09 F10 Best Practices: Integrating Part-time Faculty in Shared-Governance Brian Sos, San Diego City College Whereas, The Academic Senate for California Community Colleges is committed to professionalism for all faculty as an essential element in providing students with excellent educational opportunities, services, and instruction as recommended in Part-Time Faculty: A Principled Perspective" (adopted Spring 2002); and Whereas, The Academic Senate is committed to integrating part-time faculty into senate activities at the local and state level as stated in "Part-Time Faculty: A Principled Perspective" (2002); and Whereas, The Educational Policy Committee (2008) found that most academic senates across the state appear to provide dedicated representation for part-time faculty (72.7%), but Part-time Faculty: Where Are We Now? (Rostrum, December 2008) noted that the presence of one or two part-time faculty serving on a local senates is a far cry from meaningful involvement of part-time faculty in the intellectual life of the institution; and Whereas, No guidelines have been provided by the Academic Senate to aid local senates in developing by-laws that encourages recruitment, retention, and mentoring for integrating part-time faculty into senate activities; Resolved, That the Academic Senate for California Community Colleges administer a comprehensive survey soliciting quantitative and qualitative information about local senates by-laws and best practices regarding the recruitment, encouragement, and inclusion of part-time faculty in the voice of the academic senate through such means as local senate executive committee participation, department representation, compensation, voting or non-voting status, and inclusion on senate and local committees; and Resolved, That the Academic Senate for California Community Colleges compile and disseminate information regarding participation of part-time faculty via a paper, rostrum articles, or other appropriate venues. 16.0 Library and Learning Resources 16.01 F10 Adopt Paper Standards of Practice for California Community College Library Faculty and Programs Kevin Bontenbal, Cuesta College, Executive Committee Whereas, Resolution 16.01 S09 called for the development of a paper addressing standards of practice for California community college libraries; and Whereas, specific standards for library services have appeared piecemeal in various regulations and guidelines, but nowhere have these standards been collected, reviewed, and presented systematically with specific application to the roles of librarians in the California community colleges; Resolved, That the Academic Senate for California Community Colleges adopt the paper Standards of Practice for California Community College Library Faculty and Programs. See Appendix E. 19.0 PROFESSIONAL STANDARDS 19.01 F10 Academic and Professional Matters Purview Kathy Kelley, Chabot College, Area B Whereas, Title 5 and Education Code clearly define faculty purview relative to academic and professional matters; Whereas, Other organizations are submitting proposals and plans to change, alter, and revise aspects of the California community colleges that are clearly academic and professional matters; and Whereas, Current legislation and proposed legislation are increasingly impinging upon the purview of faculty and academic senates; Resolved, That the Academic Senate for California Community Colleges engage local faculty statewide to participate in conversations outside of plenary sessions regarding the erosion of Title 5 and Education Code mandates; and Resolved, That the Academic Senate for California Community Colleges develop a plan to respond to the current attacks on the rights and responsibilities promised to faculty in AB1725. 20.0 STUDENTS 20.01 F10 Admissions Priorities and Practices Regarding Nonresident Applicants Don Gauthier, Los Angeles Valley College, Educational Policies Committee 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, are guaranteed 12 units and are given priority enrollment; and Whereas, Many colleges give enrollment priority to out of state and international students, thereby depriving resident students of access in spite of their contributions to California higher education; Resolved, That the Academic Senate for California Community Colleges urge local senates to review local admissions priorities and practices regarding non-resident applicants to ensure access for California resident students. 20.02 F10 Prioritization of Resident Students Dolores Davison, 17Թ, Executive Committee Whereas, Current demand on California community colleges is at an all time high due to economic and employment factors; Whereas, Because of limited resources many colleges are actively pursuing the creation of international centers outside of the country to attract and serve its students; and Whereas, The primary responsibility of California community colleges apportionment-based instruction and services should be primarily focused on resident students; Resolved, That the Academic Senate of California Community Colleges urge colleges to identify local priorities regarding international centers and enrollment , taking into consideration the effects on instruction, services and resources needed to educate resident students. 20.02.01 F10 Amend Resolution 20.02 F10 Bob Grill, College of Alameda, Area B Amend the resolve: Resolved, That the Academic Senate of California Community Colleges urge colleges to identify local priorities regarding instruction and sites in other countries international centers and enrollment, taking into consideration the effects on instruction, services and resources needed to educate resident students. BOG Disciplines List Proposal Amanda Badgett, MA Art History Erik Shearer, MFA Studio Arts Art Department Napa Valley College I. Proposed Revision Language Discipline Title: Art History Minimum Qualifications: MA in Art History, History of Art and Architecture, or Visual Culture/Visual Studies; OR BA in Art History and MA in History; OR MA in Art with a recorded emphasis or concentration in Art History OR the equivalent. II. Overview The following proposal outlines the primary rationale for adding Art History as a distinct, recognized discipline in the official Minimum Qualifications for Faculty and Administrators in California Community Colleges (MQFACCC), known colloquially as the BOG Disciplines List. The current conflation of Art History with Studio Arts is academically inaccurate, is at odds with other systems of higher education, and reflects pre-AB 1725 credentialing systems that are no longer relevant for hiring qualified instructors in our system. Likewise, it presents an inaccurate and confusing message to degree seeking and transfer students that Art History is a specialization within the Studio Arts. Adding Art History as a separate discipline will clarify the above and allow local college districts to recruit and hire instructors with the proper academic and professional background to revise, develop, and deliver courses and degrees; mentor degree and transfer students; and provide appropriate discipline expertise to Arts and Humanities programs in the CCC system. In 2006, a proposal to include Art History on the MQFACCC was forwarded to the ASCCC from Mt. San Antonio College. The proposal was voted down by a narrow margin in Spring 2007. The entirety of that proposal is included below to illustrate the major differences between this proposal and the one offered in 2007 by the Mt. SAC faculty: The discipline Art History is not identified in the Minimum Qualifications Discipline (MQDL); thus, the MQDL fails to guide in the selection of professors with expertise in the discipline for the instruction of Art History. Art History is not a subset of Art, but a related discipline demanding its own degree requirements and distinct preparation. The current listing reflects an antiquated K-12 subject area grouping which is inappropriate for a college institution that offers curriculum that articulates with courses at the UC, CSU, and other university campuses nationwide. Full degrees in Art History have existed in universities for over 100 years, and the discipline has, in the last 10 years, changed to embrace Visual Cultural/Visual Studies. Finally, hiring practices in the UC and CSU campuses reflect the recognition of Fine/Studio Arts and Art History as separate disciplines and soto protect the integrity of instructionprofessors are hired with a degree in the disciplines in which they are teaching. This is the standard demanded by the national association of artists and art historians. While the current proposal is likewise requesting the addition of Art History as a separate discipline, it is substantially different from the 2007 proposal and offers new rationale on the following points: New resolution from the College Art Associationthe professional association for college Art History, Studio Arts, and Arts Education faculty in 2009 that, for the first time, included specific language about minimum qualifications for Art History instructors in two-year colleges. Inclusion of specific reasons why the MFAcurrently allowable under min qualsis not sufficient academic preparation to teach Art History. The original proposal did not touch on this issue at all. Development of C-ID project with Art History listed as a separate discipline as recognized by our intersegmental partners and the resulting work in developing more Art History courses at the Lower Division level for Transfer. Passage of SB 1440 that, like the C-ID project, increases the need for parity of content rigor and faculty expertise between the CCC and CSU system for lower division major transfer prep courses. As Art History is currently in the draft stages of C-ID, it will be among the first transfer degrees developed under 1440. Creation of Art History discipline does not require local senates to assign existing courses to the new discipline. In addition to being substantively different on the above points, the following proposal provides more detailed background, history, and information than the 2007 proposal, better fleshing out the differences between what may seem as close-knit or identical fields of study to those outside of the arts disciplines, and, further, why this proposal is being submitted to the state academic senate for review at this time. As this is the second time Art History has been proposed for addition to the BOG Disciplines List, the ASCCC requires a more robust proposal that goes through a different approval process, specifically requiring that the proposal: Provide substantively different rationale. Be proposed and approved as a resolution through a local area senate, in addition to being approved by the proposing local senate. -OR- Come as a resolution from the floor at plenary session. This proposal meets all of the criteria listed above and is coming as a resolution from Area B for consideration by the full senate. III. Disciplines Background Art History, the systematic and rigorous analysis of visual culture, emerged as a specific academic discipline in nineteenth-century Europe. Since then, the field has maintained a related, but decidedly distinct academic role from the creation of visual material, or Studio Art. It follows, then, that faculty teaching the evaluation and interpretation of art within specific historic contexts, should hold an advanced degree in Art History; the expertise of Studio faculty is not necessarily sufficient in this regard. In contrast to most systems of higher education, the California Community College system has failed to recognize the academically accepted distinctions between history, theory, and praxis in the arts as reflected in discipline definitions and minimum qualifications for hiring. These distinctions are not inconsequent: faculty teaching in the Studio Arts instruct students in the confluence of praxis and theory; faculty with advanced degrees in Art History, by specific academic training and in contrast to faculty in the studio arts, provide students with instruction in history and theory. And while the two disciplines have some overlap in the area of visual theory, their differences far outweigh their similarities. The language contained in the current description of minimum qualifications for Studio Arts were derived from pre-AB 1725 subject area groupings that reflect the K-12 system, rather than accepted academic definitions on par with other systems of higher education. IV. Rationale The following are the primary, specific rationale for adding Art History as a separate discipline: Art History is a field of study that is separate from Studio Arts and is not a specialization within the Studio Arts discipline. Beginning in the nineteenth century, Art Historians developed the method of visual analysis, which entailed vocabulary, taxonomies, and modes of interpretation that were separate and distinct from the discourse related to the creation of Art. The role of Art Historians who specifically did not make art, but rather interpreted art created in all historic eras, past and present, emerged during this period. Since this time, academic preparation for Art Historians has included training in social and cultural history, a breadth of studio arts practices, and in the history of architecture, design, photography and other areas that fall outside of the traditional plastic arts. By contrast, faculty in the Studio Arts receive academic training along narrowly defined curricular paths that develop expertise in one medium, e.g. painting, drawing, printmaking, etc., and less frequently, in multi-media. The College Art Association, the primary professional association for art history and studio arts, defines Art History as a unique discipline with a distinct educational track, different standards for hiring, promotion, and retention, and degree requirements distinct from the Studio Arts. In 2009, the College Art Association, the professional organization of Artists and Art Historians, revised its Standards of Retention and Tenure of Art Historians to include standards for Art Historians at two-year colleges, specifically adding the following language: In the case of two-year colleges, the minimum qualification should be an MA in art history. In the absence of such a degree, specific recognized equivalent professional achievement and scholarship should be regarded as qualification for appointment to professional rank, promotion, or tenure. Neither the EdD nor the MFA are appropriate degrees for faculty hired to teach art history This language was written by a committee that included faculty from California Community Colleges and adopted by a panel that represented faculty in both Studio Arts and Art History from across the country. For the purposes of consistent and professional standards in all academic contexts, CAA specifically identifies the importance of discipline expertise in the teaching of Art History at the community college level. All major, accredited, baccalaureate degree-granting institutions, including California State Universities, recognize Art and the History of Art as separate fields of study. Students pursuing an Art History major at these institutions follow a distinct and different course of study than that of Art Studio majors. Of the 43-48 credits required for an Art History major at the CSUs, six credits are Studio Art courses, the rest comprise a sequence of Art History surveys and seminars. Faculty in these same school systems hold qualifications in either field: Studio Art Professors hold MFAs, while Art History Professors hold Masters or Doctorate degrees in Art History. The MFA or MA in Studio Arts is not sufficient academic preparation to teach Art History courses beyond basic introductory or appreciation courses. Faculty holding an MA or MFA in Studio arts will typically complete between 9 and 12 semester units in Art History during their tenure in a baccalaureate program, focused primarily on broad surveys of Art History, including Art History Surveys 1 and 2, Modern or Contemporary Art History, and one upper division elective course focusing on specific time periods in Art History. MFA programs for studio artists typically require anywhere from 0 to 9 semester units of art history or theory, often creating and delivering courses geared specifically towards MFA students to fulfill these requirements, rather than placing MFA students in graduate-level Art History courses. In California, training in Art History for MFA students runs from the highest number of potential units at UCLA, where MFA students are required to take a higher load of Art History and Theory units, to the lowest number of units at UC Davis, where MFA students are not required to take any units in Art History. Unless a Studio Arts faculty member with an MFA education also received a minor, additional major, or other relevant professional experience in Art History, there is no guarantee by degree alone that they possess the requisite academic depth for instruction in the Art History discipline, particularly for instruction beyond basic survey courses. The MQFACCC list is predicated on the idea that attainment of specific degrees provides sufficient training to teach the content of various disciplines. As illustrated above, an MFA degree does not guarantee that a faculty member has had any training in Art History. Further complicating this, MFA programs accept applicants primarily through review of a portfolio of art work, not on prior academic degrees or training. Many applicants and completers in MFA programs hold bachelors degrees from other, non-art, disciplines, meaning that a person earning an MFA could actually have completed no coursework in Art History at either the baccalaureate or masters level. This variability is another reason that the MFA is insufficient academic preparation to teach Art History courses. Local Academic Senates have the authority to place a course in any and all relevant disciplines, indicating what they believe to be the appropriate academic qualifications or professional experience necessary to teach a particular course. This authority is one of the 10+1 responsibilities of the academic senate as delineated in state regulations and is a key point in this discussion: the authority of local senates to assign courses to disciplines always balances the BOG list of minimum qualifications to teach in specific disciplines. The inclusion of Art History on the BOG disciplines list does not mandate or require any local senate to assign basic Art History survey courses solely or jointly to the Art History discipline; local senates may, with appropriate content review, assign a survey course in Art History to both the Studio Art and Art History disciplines if they deem that either academic preparation provides adequate preparation to teach the content on the Course Outline of Record. Local faculty and senates retain control at every step of this process and always have the right to assign courses to disciplines based on locally formulated criteria. Inclusion of Art History on the Disciplines List will not interfere with this local control, but will allow those schools with larger or more developed programs in Art History the ability to recruit and retain instructors qualified to teach a full range of lower division courses in Art History, clearly separating their expertise from expertise in the Studio Arts. This proposal is in line with recent and developing emphases on transfer studies in the CCCs and brings our practices and courses in line with the level of instruction that students would be expected to receive as Art Studio and Art History majors in baccalaureate schools. The C-ID project and the passage of SB 1440, have placed an increased emphasis on the development of a full range of lower division Art History courses to ensure that students in the CCC system are able to complete all lower division work prior to transfer to the CSU or UC system. This includes the development or revision of Art History courses in: Non-western Art, Asian Art History, History of Graphic Design, History of Photography, History of Islamic Art American Art The scope and content of these courses requires instructors with advanced training in art historical methodology, theory, and pedagogy as they go far beyond what one would learn in the survey-level courses that are required for earning a bachelor or masters degree in studio arts. The C-ID project has identified Art History as a separate discipline of study and has recently published draft descriptors for several of the classes listed above. While not every CCC will develop these courses, those that do will require instructors with advanced degrees in Art History to deliver these courses at a level consonant with the CSU and UC faculty, rather than relying on Studio Arts instructors who lack the content and pedagogical expertise in this discipline. Designing and delivering these courses at level commensurate with our intersegmental partners requires a level of content and pedagogical expertise that is only found in an instructor with an advanced degree in Art History. Many local colleges, even smaller school such as Napa Valley College, currently offer, or are preparing to develop, these courses and have established degrees and certificates in Art History. These colleges have successfully offered a broad swath and multiple sections of Art History courses every semester/quarter, including many courses beyond basic appreciation and surveys. At this point the Chancellors Office recognizes degrees in Art History in 23 local colleges, according to the current degree inventory in the Chancellors Office. As 1440 is implemented, local schools will have the opportunity to seek transfer designation for these degrees. Students interested in Art History as a major under the transfer system established by 1440 should be provided with instruction commensurate with instruction at the receiving CSU. Establishing this discipline will better serve transfer students by providing well-qualified instructors to teach courses in transfer-designated degree programs who will likewise provide better mentoring and ensure that students receive the same rigor of education in their lower division courses, regardless of where they are enrolled. All of this will increase the credibility and standing of the CCCs in relationship to the lower division programs at the other schools in our states system of higher education, V. Conclusion The tenure and retention of faculty teaching Art History is jeopardized without the protection and quality assurance offered by listing Art History as a discipline distinct from the Studio Arts. As districts always retain the right of assignment, under the current min quals, any faculty member meeting the minimum qualifications for Art could be assigned to teach courses in Art History, regardless of their academic training or ability to do so. While this may not be an urgent issue at schools only offering one or two basic appreciation or survey courses, it is a real issue for schools with a larger range of courses and certainly for schools with degree programs in Art History geared towards transfer to specific CSUs or UCs. For the reasons listed above, the Academic Senate for California Community Colleges should endorses the creation of Art History as a specific discipline during the 2010/11 review cycle and recommend adoption to the Board of Governors. The current conflation of Art History with Studio Arts is a legacy of the older K-12 content areas system and is in no way consonant with contemporary academic standards or practices in the discipline. Adding Art History as a separate discipline is a step forward from the older credential model and is in line with the current state of instruction in Art History and the Studio Arts. It will allow local college districts to recruit and hire instructors with the proper academic and professional background to revise, develop, and deliver courses and degrees; mentor degree and transfer students; and provide appropriate discipline expertise to Arts and Humanities programs in the CCC system.     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