participating effectively in district and college governance: student responsibilities leadership...

Participating Effectively in District and College Governance:

Student Responsibilities

Leadership Institute

San Jose, 2004Ian Walton, Vice President

Wanda Morris, At Large Rep

Academic Senate for the California Community Colleges

ASCCC/CCLC Ian Walton, Kate Clark, Hoke Simpson, David Viar

Leadership Institute, 2004 - Ian Walton, Wanda Morris

Today We Will Discuss:

Senate Presentation to Students

Student Rights to participate in

governance

How they compare to faculty rights

How can faculty and students best work

together?

Academic Credit for Governance

Academic Advisor Issues

Student Request to Consultation


Students and Governance

What provisions ensure students’ right

to participate?

In which areas are students expected

to have participation?

How can students bring their views to

bear on policy discussions?

What can faculty do to promote

student leadership?


Where it Began for Us: AB 1725 1989 Legislative Act after 5 years of

study Objectives of Legislation

– Established CCCs as a segment of California Higher Education

– Mission Defined and Priorities Set– Established local and system governance

relationship– Offered funding to enable colleges to

improve program quality and meet standards (Program based funding) such as 75/25 full-time credit faculty


– Faculty and Staff

K-12-like credentials repealedNew minimum qualifications ensure

students and transfer partners of faculty expertise. Tenure period set at four years

Required faculty evaluation and peer review

Validated the need for Staff Development

Set diversity objectives


Intent of Reform

In short . . . AB 1725 aimed to

enhance community college image

increase support for more money

move from K-12 to higher education

develop more unified system

institutional renewal


Board of Governors shall establish "minimum standards" and local governing boards shall "establish procedures not inconsistent" with those standards to ensure:

• faculty, staff and students the right to participate effectively in district and college governance and

• the right of academic senates to assume primary responsibility for making recommendations in the areas of curriculum and academic standards.

(see Education Code Sections 70901 and 70902)

The Law


From Legislation (AB 1725)--amendable only by subsequent legislation

to System-wide Regulation (Title 5)

--amendable by Board of Governors’ action

to local district implementation through district policy, regulation that must at minimum meet the letter and spirit of Title 5


Regulations Regarding Student Participation

(a) Governing board adopts policies and procedures that provide students opportunity to participate effectively in district and college governance.

• formulation and development of selected policies and procedures and

• processes for jointly developing recommendations that have or will have a significant effect on students.

Board shall not take action on a matter having a significant effect on students until:

• recommendations and positions by students are given every reasonable consideration.

(Title 5 §51023.7)


(b) Polices and procedure that have a “significant effect on students” include : (1) grading polices;

(2) codes of student conduct;(3) academic disciplinary policies;(4) curriculum development(5) courses or programs which should be initiated or discontinued;(6) processes for institutional planning and budget development;(7) standards and polices regarding student preparation and success;(8) student services planning and development;(9) student fees within the authority of the district to adopt;(10) any other district and college policy, procedure or related matter

that the district governing board determines will have a significant effect on students and

(c) policies and procedures pertaining to the hiring and evaluation of faculty, administration, and staff. (Title 5 §51023.7)

Regulations Specific to Student Participation


Regulations Regarding Academic Senates

(a)The governing board shall adopt policies for appropriate delegation of authority and responsibility to its academic senate.

…providing at a minimum the governing board or its designees

• consult collegially with the academic senate when adopting policies and procedures on academic and professional matters.

(see Title 5 §53203)


"Academic and professional matters" means the following policy development and implementation matters:

1. Degree and certificate requirements2. Curriculum, including establishing prerequisites and placing courses

within disciplines3. Grading policies4. Educational program development5. Standards or policies regarding student preparation and success6. District and college governance structures, as related to faculty roles7. Faculty roles and involvement in accreditation processes, including

self study and annual reports8. Policies for faculty professional development activities9. Processes for program review10.Processes for institutional planning and budget development, and11.Other academic and professional matters as mutually agreed upon

between the governing board and the academic senate.

(Title 5 §53200)

Regulations: Areas of Participation for Faculty


Overlapping Student/Faculty Concerns

(1) grading polices;

(2) codes of student conduct;

(3) academic disciplinary policies;

(4) curriculum development

(5) courses or programs which should be initiated or discontinued;

(6) processes for institutional planning and budget development;

(7) standards and polices regarding student preparation and success;

(8) student services planning and development;

(9) student fees within the authority of the district to adopt;

(10) Other district/college policy that the board determines will have a significant impact on students

Grading policies

Curriculum, including prerequisites

Educational program development

Processes for institutional planning and budget development

Standards or policies regarding student preparation and success;

Other academic and professional matters as mutually agreed upon between the governing board and the academic senate.


What does “Participating Effectively” Mean?

Participating effectively in district and college governance is...

Shared involvement in the decision-making process.

– It does not imply total agreement;

– It does not require the same level of involvement by all;

– Final decisions rest with the local board of trustees or designee.


Participating effectively in district and college

governance grants faculty a louder voice through its

academic senate requires faculty to seek and consider the

informed views of students and staffrequires policy makers to rely primarily on the

recommendations of faculty senates or to reach mutual agreement with them

requires faculty senates and faculty unions to consult with one another on certain matters


Practically Speaking . . . How Do Students Contribute their Views and Experiences?

Local Academic Senate Activities:

Grading polices (1) (plus/minus);

Processes for institutional planning and budget development (6);

Standards and polices regarding student preparation and success; (7) (Matriculation, prerequisites,

placement, library standards/hours, student equity plans, graduation requirements)

Student services planning and development; (8) (financial aid, career center, counseling hours,student

activities/governance;


Curriculum Committee Activities: (established by agreement – senate/administration Title 5 §55002)

Curriculum development (changes in courses, expansion…etc. ) (4)

Courses or programs which should be initiated or discontinued (5) (requires student and

community input;

Board of Trustee Activities at District LevelStudent fees within the authority of the district to adopt (9);Other district/college policy that the board determines will

have a significant impact on students (10)


Regular Student Presence Is Needed

Representatives to weekly or bi-weekly senate meetings Curriculum Committee meetings Matriculation Committee Instructional councils/committees Academic Affairs Student Affairs Accreditation Faculty Evaluation/research More…...


Challenges and Opportunities for Students

Involves participation of individuals with limited expertise

Provides opportunity for emergent leaders Uses expertise and analytical skills of many

Takes time from studies and other obligations

Ensures input of students with their expertise

Participants begin with differing expectations and understandings of what has been done and can be accomplished

Builds understanding of objectives/decisions


Requires accountable, dependable students to attend meetings, read materials, report back, solicit views and seek direction from student body/ student government

Results in personal and professional growth--

and often enthusiastic recommendations

May require considerable time for decision Promotes trust and cooperation

Decreases dissention Builds commitment to implementation

Offers opportunities for conflict resolution Encourages new solutions and perspectives


In short, participatory governance is “not a simple process to implement – goodwill, thoughtful people, a willingness to take risks and the ability to admit problems exist – can go far toward establishing a positive environment.”

“The central objective should be creation of a climate where energy is devoted to solving crucial educational tasks . . .”

CCCT/CEOCCC Policy Paper, December 1989


Another Interesting Legal Provision

Evaluation of Faculty and Administrators

Ed Code 87663

(g) It is the intent of the Legislature that faculty evaluation include, to the extent practicable, student evaluation.

(i) It is the intent of the Legislature that evaluation of administrators include, to the extent practicable, faculty evaluation.


Regulations Regarding Staff Participation

Governing board adopt must policies and procedures that provide staff opportunity to participate effectively in district and college governance.

• formulation and development of policies and procedures, and

• processes for jointly developing recommendations that have or will have a significant effect on staff.

Board shall not take action on matters significantly affecting staff until

• the recommendations and opinions of staff are given every reasonable consideration.

(see Title 5 §51023.5)


Faculty/Student Leadership Collaboration

20.02 Spring 2002 Students/Student GovernmentResolved, that the Academic Senate for California

Community Colleges create a task force with representatives from the state student senate to explore ways to assist student

government leaders in their efforts to reach their goals of effective participation in community college governance.

How can we best do this ?

for example – classesfor example ???


Faculty/Student Leadership Collaboration

20.02 Spring 2000 Students/Student Government

AdvisorsTherefore be it resolved that the Academic Senate for

California Community Colleges reaffirm its position that all student government advisors should be tenured faculty.

How can we best do this ?

Budget ConsiderationsStaffing Considerations

Administrator / Faculty / Classsified Staff


Consultation Council Issues, May 04

Consultation Digest from Student Senate President

Concern about advisor control over expenditure of funds and permissible uses by Associated Student Organizations

Desire for full-time tenured faculty as advisors

Desire for faculty advisors to receive reassigned time

Requesting Board of Governors action


Thank you for coming today

Share Your Experiences

Any questions?

And a souvenir…….

participating effectively in district and college governance: student responsibilities leadership...

Documents

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