Faculty Participation in Career Technical Education Regional Consortia Governance

Whereas, As a condition for receiving funding from the Strong Workforce Program, as defined in Education Code §§88820-88826, regional consortia must develop plans that enact the requirements of the Strong Workforce Program, including the establishment of governance models;

Whereas, The role of faculty in governance is an academic and professional matter under the purview of local senates, and thus local senates must be centrally involved in identifying faculty to serve on regional consortia governance bodies;

Writing Assessment for the Common Assessment System

Whereas, Resolution 18.01 F14 recommended that “the Common Assessment Initiative include writing samples as a required component of the common assessment and that the writing samples are scored by human readers whose participation will inform assessment procedures that promote the growth of students across the composition sequence”;

Whereas, Many college districts are assessing students who are incarcerated or students who may be disadvantaged due to a variety of circumstances that prevent them from using or accessing computers to type writing samples; and

Validation of Statewide Multiple Measures

Whereas, The use of multiple measures when placing students into courses in English, English as a Second Language, reading, and mathematics is required by Title 5 §55522 of the California Code of Regulations;

Whereas, Many multiple measures that are currently used at community colleges have been developed locally and the data collection and validation of those measures is the responsibility of the college;

Local Senate Approval for Participation in Multiple Measures Assessment Project (MMAP)

Whereas, The Multiple Measures Assessment Project (MMAP) has developed course placement models using high school transcript data including highest course taken, course grades, and overall grade point average (GPA), and these models have been shown to be at least as effective at predicting student success as approved assessment tests;

Whereas, Assessment and placement of students is an academic and professional matter that is the purview of local academic senates based on the review and input of discipline faculty; and

Posting of Local Equivalency Processes on Websites

Whereas, Reviewing local equivalency processes from other districts can be helpful to local senates when they are undergoing review and revision of their own local equivalency processes;

Whereas, Local senates across the state have adopted a wide range of differing procedures for establishing equivalency, and having access to these procedures would help colleges establishing procedures of their own to compare effective practices; and

Resolution in Support of a Statewide Integrated Library System

Whereas, The California Community College (CCC) Student Success Task Force recognizes the importance of libraries in student persistence, retention, and successful achievement of goals, and a system-wide integrated library system (ILS) will allow each student in California’s community colleges to access essential academic materials via a cloud-based library catalog that can be retrieved through a variety of means, including mobile devices as well as through existing learning management systems, including Canvas, which has been adopted by more than 92 colleges as of September 22, 2016

Approval of Associate Degrees for Transfer That Include Courses Pending C-ID Approval

Whereas, Twenty-five of California’s 113 community colleges have been able to meet the legislative mandate to develop Associate Degrees for Transfer as required by California Education Code §66746(b), and the California Community Colleges Chancellor’s Office requires that courses submitted for the Associate Degree for Transfer demonstrate approval from the California Course Identification Numbering (C-ID) System;

Whereas, C-ID course approval requires review by at least one discipline faculty member from both the California community colleges and the California State University;

California State University Quantitative Reasoning Task Force Report

Whereas, The Academic Senate of the California State University appointed a Quantitative Reasoning Task Force with broad representation from the California State University, the Academic Senate for California Community Colleges (ASCCC), the California Acceleration Project (CAP), and the University of California Office of the President to address fundamental questions regarding the prerequisite content of the California State University General Education B4 (CSU GE B4) and potential pre-requisite or co-requisite content for quantitative reasoning and mathematical competency (CSU GE B4);

Include Professional Learning Network (PLN) Resources to Satisfy Flex Requirements

Whereas, Many faculty are required to complete a minimum number of professional development or Flex hours each semester;

Whereas, The Professional Learning Network (PLN) is an online professional development repository that provides access to professional development activities offered by vendors like Lynda.com as well as resources that have been developed and reviewed by community college faculty, administrators, and classified staff that cover many of the same topics that are presented during on campus Flex sessions;

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