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Shared Governance

Shared Governance at PCC

President Rocha’s concept 

PCC Academic Senate’s concept 

President Rocha explained to Board members that he communicates and consults with college leaders and key constituent groups regarding planning and other issues. “Although consultation  occurs with the key leaders and constituent groups, these leaders/groups may make recommendations, but they are not asked to approve decisions.” The Superintendent/President approves the item to be brought before the Board for review. Using Bylaw 1410 as the basis, President Rocha explained that “all authority is invested in the Governing Board [and that] the President is the Board’s direct employee and is delegated the authority to administer the collegeContact with staff members should be made through the President.” Rocha referenced a handout of the 121 policies in PCCs current online manual. He stated that many of the policies include prescriptive details that should be moved to administrative procedures. He suggested that the Board review and approve policies and delegate admin procedures to him for creation/updating. Some of the policies that could be reviewed to make sure they’re updated:– 2000 Shared governance and-College admin. organization Consult Collegially means that the district governing board shall develop policies on academic and professional matters through either or both of the following: Rely primarily upon the advice and judgment of the academic senate, ORThe governing board, or its designees, and the academic senate shall reach mutual agreement by written resolution, regulation, or policy of the governing board effectuating such recommendations.Primary function of Academic Senate: make recommendations with respect to academic and professional matters, including:

  1. Curriculum, including establishing prerequisites and placing courses within disciplines.
  2. Degree and certificate requirements.
  3. Grading policies.
  4. Educational program development.
  5. Standards of policies regarding student preparation and success.
  6. District and college governance structures, as related to faculty roles.
  7. Faculty roles and involvement in accreditation processes, including self-study and annual reports.
  8. Policies for faculty professional development activities.
  9. Processes for program review.
  10. Processes for institutional planning and budget development.
  11. Other academic and professional matters as mutually agreed upon between the governing board and the academic senate.
Excerpts from Annual Board Retreat Meeting Notes, Board of Trustees Packet 10/5/2011, p. 16-17 Excerpts from PCC AS homepage

 Shared Governance Around PCC and CA

  • Letter to California Competes (to Robert Shireman) from California Community College Chancellor Brice Harris, Jan. 23, 2013 (CA-Competes-response)

California Competes’ positions regarding public policy, although well-meaning, are seriously flawed. … California Competes argues that the regulations transfer power away from districts and disenfranchise students and others. This is simply incorrect. The structure for collegial consultation established by the regulations is somewhat complex, but the regulations do not give academic senates “veto power” as claimed by California Competes. …

  • From FACCC: Senator Leland Yee Responds to Anti-Faculty Op-Ed    Thursday’s edition of the San Francisco Chronicle featured an op-ed entitled, Faculty Voice Key to CCS’s Future written bySenator Leland Yee (D – San Francisco), which countered an opinion editorial that ran earlier in the week by Robert Shireman of California Competes. Shireman blamed shared governance for the accreditation problems facing City College of San Francisco, and further recommended changing statewide regulations to diminish the faculty voice in the governance process. Senator Yee, a former faculty member, asserted that shared governance is the driving force for transforming the California Community Colleges from a K-12, top-down model to a system that provides the opportunity for faculty and students to have a voice in educational policy and curriculum development. Yee further emphasized, “Effective program review, appropriate curriculum development and, most important, student success all require a strong faculty voice.” FACCC calls upon all faculty and other advocates of higher education to post an online response supporting Senator Yee’s editorial. Click here for talking points and instructions.
  • From FACCC: In related news, Inside Higher Ed ran an excellent article earlier today examining the aforementioned shared governance battle currently waged at City College of San Francisco entitled, Who’s In Control?. Executive Director Jonathan Lightman was quoted in the article as stating, “Shireman’s assertion that shared governance caused City College’s woes [is] “extreme” and “counter-productive.” He further stressed, “faculty bring needed expertise to boardrooms on teaching and learning. While local trustee boards have the ultimate responsibility for governance, their decisions should be guided by those with the specific knowledge of how best to serve our students.”

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