Appendix F

AB 1725 Implementation at College of the Desert

General Information

The spirit and intent of AB 1725 is that all constituents affected and constituents with expertise should be involved in decision-making. This is to ensure fairness and effective decision-making.

Participating effectively in district and college governance is:

  • Shared involvement in the decision-making process.

  • It does not imply total agreement;

  • The same level of involvement by all is not required; and

  • Final decisions rest with the board or designee.

  • Value:

  • Expertise and analytical skills of many

  • Understanding of objective/decisions

  • Commitment to implementation

  • Leadership opportunities

  • Promotion of trust and cooperation

  • Opportunities for conflict resolution

  • Less dissent

  • Challenges:

  • Participation by individuals with limited expertise

  • Time away from other duties

  • Can require considerable time for decision

  • Shared accountability

  • Differing expectations and understanding

  • Potential conflict if board/designee rejects recommendation

“… 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 and not to turf battles over governance.”

Students

The Desert Community College District Board of Trustees adopts policies and procedures that provide students opportunity to participate effectively in district and college governance in such areas as:

  • formulation and development of policies and procedures; and

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

The 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.

Policies and procedures that have a significant effect on students include:

  1. Grading policies;

  2. Codes of student conduct;

  3. Academic disciplinarypolicies;

  4. Curriculum development;

  5. Courses or programs which should be initiated or discontinued;

  6. Processes for institutional planning and budget development;

  7. Standards and policies regarding student preparation and success;

  8. Student affairs planning and development;

  9. Student fees within the authority of the district to adopt; and

  10. Any other district and college policy, procedure, or related matter that the district governing board determines will have a significant effect on students.

Staff

The Board adopts policies and procedures that provide staff opportunity to participate effectively in district and college governance in such areas as:

  • formulation and development of policies and procedures; and

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

The Board shall not take action on matters significantly affecting staff until the recommendations and opinions of staff are given every reasonable consideration.

Recommendation for Faculty Appointments to Committees

When there is a need for a faculty member on a non-Senate committee (or task force, etc.), then the college Superintendent/President will contact the Senate President who will, in a timely manner and working with the Senate Executive Committee, provide the name(s) of faculty candidates for the committee.

AB 1725 Academic and Professional Matters

(policy development and implementation)

AB 1725 Area Senate Committee(s) Other constituents involved

1. Degree and certificate requirements

Educational Policies and Practices, Curriculum

Students, Director of Counseling, Director of Admissions and Records

2. Curriculum, including establishing prerequisites and placing courses within disciplines

Curriculum

Students, Director of Counseling

3. Grading policies

Educational Policies and Practices

Students, Director of Admissions and Records

4. Educational program development

Curriculum

College Planning Council, advisory committees, Director of Counseling

5. Standards or policies regarding student preparation and success

Educational Policies and Practices

Director of Counseling, Students

6. District and college governance structures as related to faculty roles

Full Senate – task force as needed

7. Faculty roles and involvement in accreditation processes, including self-study and annual reports

Full Senate – task force as needed

8. Policies for faculty professional development activities

Faculty Development

 

9. Processes for program review

Curriculum

College Planning Council

10. Processes for institutional planning and budget development

Full Senate – task force as needed

College Planning Council

Detailed Decision-Making Processes for the 10 Areas

Matters 1 – 9: Rely Primarily Upon

Decision Process: Rely Primarily Upon (A)

Decision-making steps:

  1. Senate will work with students, staff and, administration - those with expertise and those affected - in the development of policies and implementations. Senate President will keep college Superintendent/President informed/apprised.

  2. Solution proposed to full Senate for vote

  3. Senate President informs college Superintendent/President of Senate-approved policy:

  4. If college Superintendent/President concurs, forwards to Board.

  5. If disagreement, college Superintendent/President suggests changes to the policy. Senate President takes these suggestions back to the Senate. Senate then decides either that:

  6. Senate and college Superintendent/President will work together on modifying the solution; or

  7. Senate always has option of presenting directly to the Board. College Superintendent/President has the option to provide his/her endorsements or comments to the Board.

Decision Making Process, as described in previous text

Matter 10. Processes for institutional planning and budget development

Decision Process: Mutually Agree

Decision-making steps:

  1. College Planning Council will create proposal for modification of existing or creation of new policy, procedure, or implementation for planning and budget development. College Planning Council will keep college Superintendent/President apprised of proposal.

  2. Solution proposed to Senate and college Superintendent/President for approval:

  3. If college Superintendent/President and Senate approve, proposal sent to Board for approval; or

  4. If college Superintendent/President or Senate do not approve, proposal is sent back to College Planning Council for modifications.

Decision Making Process for Matter 10, as described in previous text

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