Mark Renner O VERVIEW OF S PRING 2015 P LENARY OF THE A CADEMIC S ENATE OF CA C OMMUNITY C OLLEGES

Opening Session Panel Discussion: “The Impact of the Task Force on Workforce, Job Creation, and a Strong Economy ” Main Points : Membership: Reps from CCC faculty, administration, trustee and students; the employer community; labor; public agencies involved in workforce training and economic development; K-12 education policy; and community based organizations. Goal: To increase individual and regional economic competitiveness by providing California’s workforce with relevant skills and quality credentials that match employer needs and fuel a strong economy. Consider strategies and recommend policies and practices to: a) Prepare students for high-value jobs that currently exist in the State, b) Position California’s regions to attract high-value jobs in key industry sectors from other states and around the globe, c) Create more jobs through workforce training that enables small business development, and d) Finance these initiatives by braiding state and federal resources.

Opening Session Panel Discussion: “The Impact of the Task Force on Workforce, Job Creation, and a Strong Economy ” Main Points (continued): Timeline: a) College Conversations and Regional Meetings Nov–Mar b) Town Hall Meetings Feb–Mar; c) Task Force Meetings Jan–July; d) Recommendations to the Board of Governors Sep 2015 CTE IS Academic!!! To illustrate this point, consider reading Enrico Moretti's book “The New Geography of Jobs” (review here:

Relevant to Panel Discussion: “The Impact of the Task Force on Workforce, Job Creation, and a Strong Economy ” Adopted Resolution 17.3: “Establishing Local CTE Liaison Position” “Resolved, That the ASCCC urge local academic senates to identify a CTE faculty member to act as a liaison to facilitate communication among local CTE faculty, the local academic senate, and the Academic Senate for California Community Colleges.”

Breakout Session: “Dual Enrollment: Increasing Pathways to College for High School Students” Definition – Dual Enrollment : Apportionment: Either Average Daily Attendance (ADA) or FTES can be collected (but not both) Credits are earned for both systems Faculty/Teachers meet appropriate MQs Classes offered on college or HS campus Generally occur during the HS day Definition – Concurrent Enrollment : Just FTES is collected from college (not ADA) Students earn college credit, but not HS credit Courses can be taught on HS or college campus Generally offered after school or in summer More commonly used in CA (versus dual enrollment)

Breakout Session: “Dual Enrollment: Increasing Pathways to College for High School Students” (continued) Main Points : The problem – achievement gaps persist for students from historically underrepresented groups California is a “majority minority” state – closing achievement gaps is crucial to California’s future Many of our students are first in family to attend college Many of our students come from non-English speaking homes Only 39% of the unprepared population reach their higher ed goal, compared to 70% of the prepared students * 75% of degree/certificate/transfer-seeking students are unprepared for college * * Source: Student Success Scorecard (Statewide)

Breakout Session: “Dual Enrollment: Increasing Pathways to College for High School Students” (continued) Main Points (continued): Our students are the unprepared students. It’s in our best interest as a system and as citizens of California to proactively work with our K-12 partners to help prepare them for college and/or careers. Dual Enrollment Benefits : Complete high school and college credits at same time Introduction to/preparation for college life for a smoother transition to college More time for career and/or college major exploration Address skills gaps and improve study skills/academic knowledge Increased confidence and motivation to persist Students learn the benefits of a college education

Breakout Session: “Dual Enrollment: Increasing Pathways to College for High School Students” (continued) AB 288 – Dual Enrollment Partnerships via College and Career Access Partnerships (CCAP) : District level agreement to offer Dual Enrollment Intended to reach broader range of students, not just highly gifted or advanced scholastic or vocational work Emphasis on college and career readiness and CTE and transfer pathways Reduce the number of students needing remedial math and English instruction at the community college level Considerations for local Senates : The 10+1 applies! (Curriculum, Graduation requirements, Student preparation and success, Faculty professional development, Processes for program review, and Processes for institutional planning) How will local senates be engaged? (How will the programs be structured? Will faculty be partners or spectators?)

Relevant to Breakout Session: “Dual Enrollment: Increasing Pathways to College for High School Students” Adopted Resolution 6.4: “Support Expanding Dual Enrollment Opportunities for High School Students” “Resolved, That the ASCCC support the legislative intent of AB 288 (Holden, as of March 23, 2015) to increase or improve dual enrollment opportunities for all high school students, especially for struggling and at-risk high school students; and Resolved, That the ASCCC work with the Chancellor’s Office and other system partners to draft guidelines for the field on the implementation of dual enrollment that promote collegial consultation with local senates in the development of dual enrollment agreements, assert community college faculty primacy in all curricular matters involving dual enrollment course offerings, provide a clear system-wide interpretation of the requirements and conditions for the college and school districts to receive apportionment that includes a clear definition of the meaning “instructional activities” in the proposed new Education Code §76004(l), and promote the fulfillment of accountability requirements and incentives for both college and school districts.”

Breakout Session: “Online Ed Initiative (OEI) Update” Main Points : Nine members of the ASCCC on the OEI Steering Committee; PROBLEMS: Average time it takes a student to graduate from a CCC: 7 years * Average time it takes for a student to transfer from a CCC to a 4-year school: 4 years * (* Source: CCC Research and Planning Group (February 2015) based on data from the CCC Chancellor’s Office MIS Data Warehouse) OEI Goal: “Increase the ability of our students to complete their educational goals.” ATTAIN THE GOAL by doing the following: Improving success and retention in online courses for the CCC’s (Prepared students, Prepared faculty and Quality course design and content resources) Providing resources to colleges to allow for the addition of quality online courses Providing students with opportunities to take classes when and where they need them

Breakout Session: “Online Ed Initiative (OEI) Update” continued Resources : Tutoring Pilots underway at 8 colleges Extension to all pilot colleges by fall 2015 (no cost) No cost platform to connect local tutors to students online for all colleges (End of March 2015) Low cost 24/7 online tutoring for all students available for all colleges (End of March 2015) Link Systems via the Foundation for the CCCs Embedded Basic Skills Support Resources In Planning and pilot stages Shared resources and strategies

Breakout Session: “Online Ed Initiative (OEI) Update” continued Resources : Online Student Readiness: Pilots underway at 8 colleges Extension to all pilot colleges by fall 2015 (no cost) No cost online student readiness modules will be available to all colleges via Canvas implementation Currently piloting readiness modules combined with Smarter Measure Assessment

Breakout Session: “Online Ed Initiative (OEI) Update” continued Resources : Online Learner Readiness Modules (pilot phase): Module 1: Introduction to Online Learning Module 2: Getting Tech Ready Module 3: Organizing for Online Success Module 4: Online Study Skills and Managing Time Module 5: Communication Skills for Online Learning Module 6: Online Reading Strategies

Breakout Session: “Online Ed Initiative (OEI) Update” continued Resources : Professional Development & Course Design Support: Professional Development Clearinghouse (End of April) Online Course Design Standards (piloted and revised) Online Course Review (67 courses in pilot colleges have been reviewed—20 more in process now) Reviewer Training: Peer Online Course Review (POCR) March 27th (Foothill College) May 1st (Cerritos) June 17th (OTC: San Diego) Professional Development Summits Access to Instructional Designers Access to Accessibility support

Breakout Session: “Online Ed Initiative (OEI) Update” continued OEI Contact Information : Website: Tech Edge Newsletter: Updates Blog: Jory Hadsell: Pat James: John Freitas: Dan Crump:

Breakout Session: “Noncredit Curriculum in the Age of Equalization” Main Points : Noncredit Serves the Most Underserved Members of Our Communities: Nearly 25% of CA’s 38 million people live in poverty: 8.9 million people CA: highest level of poverty in US according to 2014 US Census report that takes into account broad measures of income and cost of living Highest rates: Los Angeles (27%), Napa (26%), San Francisco Bay Area and coastal communities (22%) LAO Recommendations (2012): Provide a Clear and Consistent Distinction at CCCs Between Adult Education and Collegiate Instruction: Restrict credit instruc tion in English and ESL to transfer–level coursework, and credit instruction in math to one level below transfer. Require courses below these levels to be offered on a noncredit basis. ASCCC does not have a recommendation on this. It’s up to local senates to determine their college’s noncredit/credit cut-off point.

Breakout Session (continued): “Noncredit Curriculum in the Age of Equalization” Main Points : 10 categories of noncredit courses are eligible for state funding (§58160, CB22) (p. 96 and 190 of PCAH, Program Course Approval Handbook, 5th Edition) English as a Second Language Immigrant Education (including citizenship) Elementary and Secondary Basic Skills (incl. supervised tutoring) Health and Safety Courses for Adults with Substantial Disabilities Parenting Home Economics Courses for Older Adults Short-Term Vocational (incl. apprenticeship) Workforce Preparation Future funding under AB86 is limited to the 5 areas listed in yellow above

Breakout Session (continued): “Noncredit Curriculum in the Age of Equalization” Main Points : Opportunities for Students Multiple pathways for transfer and non-transfer students Students have many options if they are not eligible for financial aid. More flexible scheduling. Students can prepare and get ready for credit programs. Access to information about new academic and/or career opportunities and pathways. Provides access to counseling and matriculation services. Provides students access to book vouchers, child care, etc.

Breakout Session (continued): “Noncredit Curriculum in the Age of Equalization” Main Points : Opportunities for Faculty Create and innovate new courses to meet student needs. Different delivery methods. Courses have immediate positive impact on students’ lives and communities. More freedom to tailor course curriculum Opportunities for the Community Noncredit can be a place to pilot and try out new curriculum. Dual delivery system More freedom to tailor curriculum in response to community and occupational needs

Breakout Session (continued): “Noncredit Curriculum in the Age of Equalization” Resources Academic Senate for California Community Colleges. (2006). The Role of Noncredit in the California Community Colleges. Sacramento, CA. Academic Senate for California Community Colleges, Noncredit Ad Hoc Committee. (2009). Noncredit Instruction: Opportunity and Challenge. Sacramento, CA. Academic Senate for California Community Colleges. Noncredit Committee webpage. www. asccc.org/directory/noncredit-committee Academic Senate for California Community Colleges, Noncredit Task Force. (2014). AB 86: A Brief History and Current State of Affairs from the Noncredit Task Force. Rostrum (March 2014). Sacramento, CA. California Community Colleges Chancellor’s Office. (2006). Noncredit At a Glance. Sacramento, CA. Legislative Analyst’s Office. (2012). Restructuring California’s Adult Education System. Sacramento, CA. Shaw, Leigh Anne and Candace Lynch-Thompson. (2014). Trojan Horse or Tremendous Godsend? Retooling Adult Education in a New Era. Rostrum (October 2014). Sacramento, CA.

Relevant to Breakout Session: “Noncredit Curriculum in the Age of Equalization” Adopted Resolution 17.6: “Establish Local Noncredit Liaison Position” “Resolved, That the ASCCC urge local academic senates to identify a noncredit faculty member to act as a liaison to facilitate communication among local noncredit faculty, the local academic senate, and the Academic Senate for California Community Colleges.”

Saturday General Session: Elections, and Resolution Deliberations/Voting Elected Officers for President: David Morse, Long Beach City College Vice President: Julie Bruno, Sierra College Secretary: John Stanskas, San Bernardino Valley College Treasurer: Wheeler North, San Diego Miramar College Area A: James Todd, Modesto Junior College Area B: Dolores Davison, Foothill College Area C: John Freitas, Los Angeles City College Area D: Cynthia Rico, San Diego Mesa College North Rep: Kale Braden, Cosumnes River College North Rep: Phil Crawford, San Jose City College South Rep: Michelle Grimes-Hillman South Rep: Craig Rutan, Santiago Canyon College At Large: Dan Crump, American River College At Large: Debbie Klein, Gavilan College

Saturday General Session: Elections, and Resolution Deliberations/Voting Adopted Resolutions