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Academic Senate Goals for 2022-2023

Approved January 18, 2023

1. Address equity barriers and develop practices to address such barriers, as related to the 10 +1.

2. Review and revise waitlist policy and procedure.

3. Continue to develop and promote professional development specific to increasing equity.

4. Participate in addressing cultural concerns at the college.

5. Review and update as necessary Academic Senate constitution, bylaws, areas of representation and practices.

6. Support development and implementation of Guided Pathways organization, structures and initiatives.

7. Work with the District to develop a sustainable and meaningful system for SLO assessment and disaggregation of student SLO data.

8. Address local impacts of AB705.

8. Continue to work with AFA on areas of overlap and/or mutual interest.
 

In Progress:

Support development and implementation of Guided Pathways organization, structures and initiatives.

  • Guided pathway project implementation
  • GP: new funding, overview, reporting
  • Guided Pathways follow through (early alert)

Work with the District to develop a sustainable and meaningful system for SLO assessment and disaggregation of student SLO data.

  • Disaggregation questions Complete revision to 2018 version of Faculty Hiring procedure.
  • Associate faculty in faculty hiring
  • Complete faculty hiring procedure

Equity

  • SRJC student population=multi-lingual second language learners multicultural students
  • Equitable teaching and curriculum development
  • How can we work with one-fits-all curriculum and assessment designed for only one population?
  • Online offerings: math, science labs
  • Too little too late
  • Elimination of remedial classes
  • Are we truly serving community?

Address local impacts of AB705.

  • 10+1 #5 Standards and policies regarding student preparation and success: How to better serve students who are not getting to the transfer point: AB705, Transfer Data focuses on students who succeed.
  • Address impacts of AB705/1705 on students, in particular STEM students returning after a long time out of school – not equitable Continue to work with AFA on areas of overlap and/or mutual interest.
  • Given the sheer number of associate faculty and the number of classes associates teach: how to associate working conditions (UNION ISSUE?) affect associate faculty’s ability to do equity work?
  • Associate faculty are NOT paid with equal pay for equal work. Full-timers make more per class than part-timers do (UNION ISSUE)
  • Administrative and professional institutional training for new and new-ish hires.
  • Faculty should be trained on their rights and benefits at the workplace.
  • Class sizes is an issue of equity. Can we dedicate to working to lower class sizes for the benefit of our students and faculty? It could help us support our associate faculty. Answer: YES, this is being negotiated

Continue to work with AFA on areas of overlap and/or mutual interest.

  • Given the sheer number of associate faculty and the number of classes associates teach: how to associate working conditions (UNION ISSUE?) affect associate faculty’s ability to do equity work?
  • Associate faculty are NOT paid with equal pay for equal work. Full-timers make more per class than part-timers do (UNION ISSUE).
  • Administrative and professional institutional training for new and new-ish hires.
  • Faculty should be trained on their rights and benefits at the workplace.
  • Class sizes is an issue of equity. Can we dedicate to working to lower class sizes for the benefit of our students and faculty? It could help us support our associate faculty. Answer: YES, this is being negotiated