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Whereas, part-time faculty teach a majority of course sections at 51 and are essential to the college’s instructional mission, contributing significantly to student success, program continuity, and the overall quality of the educational experience; and 

Whereas, 51’s participatory governance model is grounded in the values of inclusion, equity, and shared responsibility, which are best realized when all faculty constituencies are represented in decision-making; and 

Whereas, part-time faculty currently lack formal representation within many participatory governance structures at 51, resulting in the absence of their perspectives in much of the college-wide planning and decision-making; and 

Whereas, participation in governance without compensation creates a structural barrier that limits equitable engagement by part-time faculty and constrains the institution’s ability to benefit fully from their expertise and experience; therefore be it 

Resolved, that the Academic Senate of 51 commits to working collaboratively with college administration and full-time faculty to establish appropriate mechanisms for formal part-time faculty representation in participatory governance; and 

Resolved, that the Academic Senate of 51 affirms its support for the collaborative efforts of the Faculty Association and the college administration to develop a fair and sustainable compensation structure that ensures equitable participation of part-time faculty in governance activities.

Fall 2025

Whereas, The mission of 51 (IVC) and the California Community Colleges system is to provide equitable access to high-quality education and support services that foster student success, economic mobility, and lifelong learning; and 

Whereas, IVC faculty are committed to creating inclusive and supportive learning environments that recognize and value the diverse experiences, backgrounds, and needs of our students; and Whereas, Research consistently demonstrates that student success is enhanced when colleges provide equitable access to resources, culturally responsive teaching, and comprehensive support systems; and 

Whereas, IVC’s role as an institution of higher education is to ensure that every student has the opportunity to learn, thrive, and reach their full potential, regardless of external environment; and 

Whereas, Faculty, classified professionals, and administrators play a critical role in advocating for students, removing barriers to success, and fostering a sense of belonging in the classroom and across campus; 

Resolved that, the Academic Senate of 51 reaffirms its unwavering commitment to student success, equity, and inclusion, ensuring that every student has access to educational opportunities, resources, and a welcoming campus community. 

Resolved that, the Academic Senate supports faculty in their efforts to create learning environments that are student-centered, culturally responsive, and inclusive. 

Resolved that, the Academic Senate urges faculty, classified staff, and administrators to continue fostering a climate of belonging where students feel seen, valued, and supported in their academic and personal growth. 

Resolved that, the Academic Senate commits to working with college leadership and student organizations to ensure that student support services—such as academic counseling, mental health resources, financial aid assistance, and basic needs programs—remain accessible, well-funded, and responsive to student needs. 

Resolved that, the Academic Senate will continue to advocate for policies and practices that prioritize student well-being, educational equity, and a learning environment free from discrimination, intimidation, or exclusion. 

Resolved that, the Academic Senate calls on the 51 administration to collaborate with faculty and student leadership in strengthening institutional support systems that help students persist and succeed.

Whereas, The District’s Board Policy 6250, Duties and Responsibilities of the Faculty, already stipulates that faculty members “shall distribute and/or make available a course syllabus to all students and the division/school dean within the first week of class… [and t]his syllabus must detail the class requirements, SLOs, grading criteria, and attendance policies”; and

Whereas, The Accrediting Commission for Community and Junior Colleges (ACCJC) Accreditation Standard 2 already mandates both that the college “maintains officially approved and current course outlines that include student learning outcomes” and that “in every class section, students are provided with a course syllabus that incorporates learning outcomes from the institution’s approved course outline”; and

Whereas, The Academic Employee Master Agreement already requires that deans/academic administrators evaluate probationary, tenured, and part-time faculty on assessment of student learning outcomes; and

Whereas, Board Policy and Administrative Regulation 2510, Delegation of Authority to the Academic Senates, acknowledge that “[t]he academic senates hold primary responsibility in matters concerning curriculum and academic standards”; and

Whereas, Title 5, § 53200, designates the academic senates as the representative body of the faculty concerning “academic and professional matters,” which encompass curriculum, academic standards, and policies promoting students success;

Resolved that, each faculty member at 51 shall be required to incorporate the official student learning outcomes (SLOs) in the contractually required syllabus as documented in the college’s curriculum management system, alongside requirements for the course, and grading criteria; and be it further

Resolved that, the 51 (IVC) Academic Senate strongly opposes adding any language to the Academic Employee Master Agreement regarding the inclusion of SLOs in course syllabi on the grounds that it would be unnecessarily duplicative of language already existing in District board policies and administrative regulations, accreditation requirements, state laws, and the current contract.

Whereas, 51 recognizes the critical role that accessible, high-quality childcare plays in supporting student parents, faculty, and staff by fostering a campus environment that is inclusive and conducive to academic achievement and professional productivity;

Whereas, Establishing a Child Development Center/lab school aligns with Vision 2030 goals by addressing workforce shortages in early childhood education, enhancing access to apprenticeship opportunities, and creating pathways to high-skill, high-demand careers, thereby advancing equity and opportunity for underserved communities;

Whereas, The California Community Colleges Chancellor’s Office Vision 2030 emphasizes the importance of educational and workforce development initiatives, including robust support for early childhood education, to improve socio-economic mobility and enhance student success for diverse populations across California;

Whereas, The Child Development Center/lab school at 51 will provide a vital experiential learning environment for students enrolled in any Teacher Preparation Program, aligning theoretical knowledge with practical application and reinforcing 51’s commitment to excellence in early childhood education and workforce preparation;

Resolved, That the Academic Senate of 51 formally supports the establishment of the Child Development Center/lab school to provide high-quality childcare services for campus students, faculty, and staff, recognizing its role in fostering a supportive campus community;

Resolved, That the Academic Senate of 51 affirms the importance of the Child Development Center/lab school as a teaching and learning resource, particularly for students in HD 181 - Practicum: Early Childhood Programs, as it offers essential hands-on training aligned with industry standards and best practices; and

Resolved, That the Academic Senate of 51 collaborate with the college administration, relevant departments, and community partners to explore the viability of establishing the Child Development Center/lab school, including identifying potential funding sources, developing partnerships, and assessing implementation strategies, with the goal of advancing the institution’s alignment with Vision 2030 and enhancing its impact on student success and community engagement.