Going beyond Development: Faculty Professional Learning - An Academic Senate Obligation to Promote Equity-Minded Practices That Improve Instruction and Student Success. Position Paper. Adopted Spring 2021

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36

Faculty Development; Community Colleges; Barriers; Disadvantaged; Student Diversity; Equal Education; Educational Opportunities; Access to Education; Inclusion; Racial Bias; Academic Achievement; Instructional Improvement; Educational Policy; Unions; Collective Bargaining; Part Time Faculty; Teacher Role; Mentors; Educational Change; Culturally Relevant Education; Sabbatical Leaves; Networks

A focus on faculty professional learning, given the challenges that California community colleges and students face, must remain a high priority and continue to evolve. The Academic Senate for California Community Colleges (ASCCC) has long been an advocate for the development of robust professional development policies as part of senate purview under Title 5 §53200, colloquially referred to as the 10+1. Indeed, as student populations within the California community colleges become more diverse, colleges seek to improve student success and close the opportunity gap for marginalized communities. The ASCCC has passed numerous resolutions in support of intentional learning opportunities to address diversity, equity, inclusion, and anti-racism throughout the curriculum and college cultures. Such intentional learning must be a significant component of faculty professional learning and development. The goal and purpose of this paper is to examine the importance of faculty professional learning that is necessary to improve student success as well as the role local academic senates can play in such efforts. The paper will examine the issues from both a philosophical and practical point of view.

ERIC

2022

ED621297