2012

Explore the Transcription of Low-unit Career Technical Education Certificates

Whereas, Many career technical education (CTE) certificates consisting of 18 or more units may take two to three years for students to complete, a significant delay to students’ entry into the workforce;

Whereas, Many certificates can be modularized into meaningful subsequences of courses that have both a focused set of learning objectives and are connected to desired skill sets; and

Integration of Grants With College Planning and Budget Processes

Whereas, Unprecedented budget challenges are prompting California community colleges to seek alternative funding sources, such as grants, with increasing urgency;

Whereas, Grants are increasingly a de facto part of college planning and budget processes and are used to maintain and/or expand new and existing programs; and

Whereas, Failure to integrate grants development into college planning and budget development processes circumvents, and thus disrupts, those college processes;

Faculty Involvement in Grant-funded Efforts Related to Academic and Professional Matters

Whereas, Unprecedented budget challenges are prompting California community colleges to seek alternative funding sources, such as grants, with increasing urgency;

Whereas, Grants often include provisions for the creation and/or implementation of new policies, processes, and technologies that are within the purview of the local senate;

Whereas, Districts and colleges have well-established processes for ensuring that decision-making is a participatory process and that faculty have primacy in making recommendations related to academic and professional matters; and

Approval of Grant Driven Projects

Whereas, Unprecedented budget challenges are prompting California community colleges to seek alternative funding sources such as grants with increasing urgency;

Whereas, Grants often include provisions for the creation and implementation of new educational programs and curricula that do not require the students to earn college credit;

Concerns about CSU Local Service Areas and Priority Admission

Whereas, The recommendations from the Legislative Analyst’s Office (LAO) in their report Guaranteed Regional Access Needed for State Universities recognize the inequitable and discriminatory impact local area access priority to California State Universities (CSU) has on incoming students by acknowledging that “granting preference to local students over out-of-area students could be perceived as inequitable—particularly when the out-of-area student is better qualified, and given that CSU campuses differ in size, campus amenities, program offerings, student bodies, and other characteri

Pursue Statewide Open Educational Resources for Student Success

Whereas, The Academic Senate for California Community Colleges strongly supports and continues to engage in a multitude of student success efforts and initiatives;

Whereas, Research has shown that access to and use of textbooks and ancillary materials are correlated with successful course completion by students, and students postpone or fail to purchase textbooks due to escalating textbook prices and other educational costs, which could impact their success and course completion;

Protecting Local Degrees

Whereas, Many colleges have AA/AS degrees that are not applicable for transfer yet fulfill labor market demand and student educational goals;

Resolved, The Academic Senate for California Community Colleges continue to advocate for the maintenance and integrity of local degrees.

MSC

Student Progression and Achievement Rates (SPAR) and Socioeconomic Status

Whereas, All colleges will soon publish their Student Progress and Achievement Rates (SPAR)1 on their “Scorecard” websites as part of the California Community College System response to the Student Success Task Force recommendations, and the biggest predictor of a college’s SPAR rate is the zip code of students attending that college, with zip code acting as a proxy for socioeconomic status2;

Whereas, SPAR rates will also be disaggregated by ethnicity and published in an effort to encourage colleges to appropriately focus their efforts on reducing existing achievement gaps;

Academic Progress for Board of Governors Fee Waiver Students

Whereas, Colleges have an obligation to assist all students in their studies and in achieving their educational goals, and students have a reciprocal responsibility to make satisfactory progress;

Whereas, Most state and all federal financial aid sources have criteria for need and as well as satisfactory academic progress in order to maintain eligibility; and

Whereas, Currently, eligibility for a Board of Governors Fee Waiver only requires that students demonstrate financial need;

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