Name that Section - Frequently Used Education Code and Title 5 Sections for Community College Districts

Name that Section: Frequently Used Education Code and Title 5 Sections for Community College Districts



Degree and certificate requirements;



Grading policies;



Educational program development;



Standards or policies regarding student preparation and success;



District and college governance structure, as related to faculty roles;



Faculty roles and involvement in accreditation processes, including self-

study and annual reports;



Policies for faculty professional development;



Processes for program review;



Processes for institutional planning and budget development; and



Other academic professional matters as mutually agreed upon between the

Governing Board and the Academic Senate.

194

The development of EEO Plans (or the formation of their Advisory Committees) does not fit

neatly into any of the 10 specified areas; nor is there case law or commentary that indicates EEO

Plans fall within any of these 10 areas.

195

Therefore, we conclude that EEO Planning is best

categorized under the “catch-all” category.

Second, regulations define “consult collegially” as permitting consultation through one of two

methods:

Relying primarily on the advice of the academic senate; or

The obligation to reach mutual agreement.

196

The regulations do not dictate which form of collegial consultation districts should utilize, but

rather leave that determination to the discretion of individual districts.

Here, while robust participation should be encouraged regarding content, there must be a point

after which the drafters may be directed to submit a proposed EEO Plan to the Board of Trustees

for approval. We make this suggestion

not

to discourage an inclusive process, but to offer

districts a way to meet their legal duties in the face of a stalemate.

Therefore, districts whose participatory governance process requires “mutual agreement” with

their academic senates should consider ways to define the topic for collegial consultation to

permit the district to move forward in the event of a stalemate. For example, districts (under the

catch-all category) could agree to collegially consult on Advisory Committee selection and

process, but not content.

We realize that many districts have already charted their course as to how they will work with

their senates on EEO Plan and Advisory Committee development. However, we have included

this discussion both for districts that have not started down this road, and those that are