WHEREAS, the California Community College (CCC) system serves a specific and important role in the California Educational Master Plan; and
WHEREAS, the CCCs serve a very diverse student population; and
WHEREAS, AB 928 was intended to develop a student-centered singular transfer pathway; and
WHEREAS, the transfer pathway for California State Universities (CSU) has historically included Lifelong Learning and Self-Development; and
WHEREAS, the Lifelong Learning and Self-Development outcomes include physiological, psychological, and sociological well-being; and
WHEREAS, the majority of CCC students transfer to CSU, thus the majority of CCC transfer students have benefitted from Lifelong Learning and Self-Development courses; and
WHEREAS, the courses offered in Lifelong Learning and Self-Development support the Vision for Success and Guided Pathways initiatives; and
WHEREAS, the Intersegmental Committee of Academic Senates (ICAS) proposed a singular transfer pathway known as Cal-GETC, that does not include Lifelong Learning and Self-Development; and
WHEREAS, elimination of such programs simply to create one “primary transfer pattern” may have a disproportionally negative impact on tens of thousands of minoritized CCC students; and,
WHEREAS, the reductions in affected course offerings threaten community college student opportunities to take courses in areas such as college success, reading, wellness, finance, and nutrition; and
WHEREAS, losses in educational engagement and structured mentoring have a disproportionate burden on first-generation students and students of color, with a negative impact on equitable student outcome measures and likelihood of transfer; and
WHEREAS, CCCs employ a workforce of thousands of staff and faculty to support Lifelong Learning and Self-Development courses; and,
WHEREAS, the implementation of AB 928 has proceeded without adequate input from the CCCs and an understanding to the potential unintended consequences to the students, colleges, and employees; and
WHEREAS, state law provides primacy over community college curriculum to CCC faculty rather than to administrators or external groups such as ICAS;
NOW THEREFORE BE IT RESOLVED, that the Faculty Senate of Palomar College request that the ASCCC continue to advocate to the ICAS to preserve Lifelong Learning and Self-Development opportunities for CCC students as a transfer requirement; and
BE IT FURTHER RESOLVED, that the Faculty Senate of Palomar College request that the Palomar College Superintendent/President and Governing Board advocate to preserve Lifelong Learning and Self- Development and are encouraged to widely distribute this resolution, prepare letters, build partnerships, and engage with system and statewide leadership to preserve Lifelong Learning and Self- Development.

WHEREAS the COVID-19 pandemic catalyzed a shift to online, remote learning beginning in Spring 2020 which increased the use of third-party remote proctoring software at Palomar College to facilitate classroom assessment activities, and   

WHEREAS the use of third-party remote proctoring software creates a default assumption that all students are guilty, thereby unacceptably lowering expectations for student conduct and achievement, and that other methods of assessment (such as authentic assessment) exists that can both assess student learning and reduce the possibility of cheating, and   

WHEREAS a number of educational institutions around the country have restricted or banned the use of third-party remote proctoring software and the CCC Chancellor’s Office will no longer fund the use of third-party remote proctoring software, which has an annual cost of more than $18,000, and   

WHEREAS the use of third-party remote proctoring software is an invasion of student privacy, can increase anxiety and negatively impact student performance on assessments, places technological and equipment demands on students that have financial impacts, and is an inequitable assessment solution as it disproportionately and negatively impacts BILPOC students, students with certain physical or psychiatric disabilities/limitations, students performing childcare duties during the time of assessment, and others, and   

WHEREAS Palomar College’s Associated Student Government has shared student concerns about the use of third-party remote proctoring software. BE IT RESOLVED that the Faculty Senate opposes the use of third-party remote proctoring software which includes synchronous or asynchronous video recording, recording of biometric data, recording of private student spaces, or collection of any other private data by third-party providers in Palomar College courses, and RESOLVED that before the end of the 2020/21 academic year the Faculty Senate will identify faculty who are utilizing third-party remote proctoring software and provide them with recommendations and guidelines for the limited use of third-party remote proctoring software that can help reduce inequities and negative impacts for students, as well as, alternatives such as utilizing Authentic Assessments. RESOLVED that the Faculty Senate will ensure that any remaining or future ATRC training on the use of third-party remote proctoring software will include the Faculty Senate guidelines for appropriate usage, and RESOLVED that this resolution shall be shared with Palomar College’s Associated Student Government, Palomar College’s Academic Technology Resources Center, Academic Senate for California Community Colleges, and the Chancellor’s Office.

WHEREAS the Distance Education Committee has launched a new class format called HyFlex, which stands for Hybrid-Flexible during the Fall 2021 and Spring 2022 academic year.
WHEREAS the Palomar College definition of a HyFlex class format allows for students to choose whether to attend class in person or synchronously each and every class session.
WHEREAS the Palomar College faculty teaching HyFlex can modify asynchronous, synchronous, and face-to-face modalities to meet the definition of HyFlex.
WHEREAS the HyFlex format is being adopted throughout the state and is already used around the world.
WHEREAS HyFlex training has already been created and implemented for faculty who choose to teach in this course format.
WHEREAS HyFlex works within the college’s goal of Universal Design and Accessibility in all of its courses.
WHEREAS HyFlex courses allow for equity among students who may not have the resources or ability to consistently attend class in one modality.
WHEREAS HyFlex is recommended by both the Distance Education Committee and the Disability Resource Center because it provides equity in accessibility to Palomar students. BE IT RESOLVED that the Faculty Senate endorses faculty having the option to teach courses designated DE in the HyFlex format now and in the future, and RESOLVED that the Faculty Senate will encourage administrators to continue to implement, expand, and financially support the training and development of HyFlex as an extension to the DE course offerings, and RESOLVED that the definition of HyFlex use consistent language in written, visual, and promotional materials for faculty and students to understand the choice and options built into the teaching and learning modality, and RESOLVED that this resolution shall be shared with Palomar College’s Associated Student Government, Palomar College’s Academic Technology Resources Center, Academic Senate for California Community Colleges, and the Chancellor’s Office

WHEREAS the brutal and tragic murder of George Floyd on May 25, 2020 continued to spark international protests in support of the Black Lives Matter movement;
WHEREAS on June 5, 2020 Chancellor Eloy Ortiz Oakley wrote an open letter to the “California Community College Family” with a call to action to “actively strategize and take action against structural racism;”

WHEREAS Faculty, Staff, Administrators, and Students rose to the Chancellor’s call and created the Diversity, Equity, and Inclusion (DEI) movement to create and advocate for “an antiracist Palomar College;”

WHEREAS Palomar College’s statement of vision and values includes Diversity, Equity, and InclusioWHEREAS the Palomar Governing Board approved Board Policy 3000: Antiracism; and

WHEREAS some Faculty, Staff, and Administrators involved in Palomar College’s DEI work are being harassed on social media, including, in at least one case, the home address of an employee of the District being posted (doxxing) along with threats to themselves and their family; now, therefore, be it

RESOLVED, the Palomar Faculty Federation strongly condemns those who seek to threaten, intimidate, or abuse on social media, in print, or in person Palomar College students and employees in performance of their duties and advocacy; be it further
RESOLVED, the Palomar Faculty Federation reaffirms support for the DEI and antiracism efforts at Palomar College; be it further

RESOLVED, the Palomar Faculty Federation commends the Faculty, Staff, Administrators, and Students who continue to enlighten our community with many social justice activities, book clubs, and convenings; be it finally

RESOLVED, the Palomar Faculty Federation calls on the Palomar College Board of Trustees and the District to
reaffirm their support for our Colleagues who are working on the DEI and antiracism initiative.

WHEREAS the COVID-19 pandemic catalyzed a shift to online, remote learning beginning in Spring 2020 which increased the use of third-party remote proctoring software at Palomar College to facilitate classroom assessment activities, and

WHEREAS the use of third-party remote proctoring software creates a default assumption that all students are guilty, thereby unacceptably lowering expectations for student conduct and achievement, and that other methods of assessment (such as authentic assessment) exists that can both assess student learning and reduce the possibility of cheating, and

WHEREAS a number of educational institutions around the country have restricted or banned the use of third-party remote proctoring software and the CCC Chancellor’s Office will no longer fund the use of third-party remote proctoring software, which has an annual cost of more than $18,000, and

WHEREAS the use of third-party remote proctoring software is an invasion of student privacy, can increase anxiety and negatively impact student performance on assessments, places technological and equipment demands on students that have financial impacts, and is an inequitable assessment solution as it disproportionately and negatively impacts BILPOC students, students with certain physical or psychiatric disabilities/limitations, students performing childcare duties during the time of assessment, and others, and

WHEREAS Palomar College’s Associated Student Government has shared student concerns about the use of third-party remote proctoring software.

BE IT RESOLVED that the Faculty Senate opposes the use of third-party remote proctoring software which includes synchronous or asynchronous video recording, recording of biometric data, recording of private student spaces, or collection of any other private data by third-party providers in Palomar College courses, and

RESOLVED that before the end of the 2020/21 academic year the Faculty Senate will identify faculty who are utilizing third-party remote proctoring software and provide them with recommendations and guidelines for the limited use of third-party remote proctoring software that can help reduce inequities and negative impacts for students, as well as, alternatives such as utilizing Authentic Assessments.

RESOLVED that the Faculty Senate will ensure that any remaining or future ATRC training on the use of third-party remote proctoring software will include the Faculty Senate guidelines for appropriate usage, and

RESOLVED that this resolution shall be shared with Palomar College’s Associated Student Government, Palomar College’s Academic Technology Resources Center, Academic Senate for California Community
Colleges, and the Chancellor’s Office.

Whereas, access, equity, diversity, and inclusiveness are core values of Palomar College.  

Whereas, the Faculty Senate of Palomar College endorses those values.  

Whereas, antiracism includes an action-oriented approach to reducing bias, racism, and discrimination; supporting diversity; advocating with and for historically under-represented staff, faculty, and students in all areas of campus life; and furthering knowledge to improve policies and systems over time.  

Whereas, systemic/institutional racism is policies, procedures, and norms that may have a disproportionately negative impact on Black, Indigenous, Latinx, and People of Color (BILPOC).  

Whereas, in light of the history of injustice towards People of Color and in light of more recent developments raising awareness of systemic/institutional racism, including testimonials of students, colleagues, and community partners, the Faculty Senate of Palomar College, within its scope of academic and professional matters, affirms that BILPOC lives and voices matter.  

Be it resolved that, in matters related to oversight of curriculum, the Faculty Senate will ensure, through direction given to the Curriculum Committee, that equity, diversity, and inclusion is appropriately integrated in the Course Outlines of Record.  

Be it resolved that, in matters related to degree and certificate requirements as well as educational program development and review, the Faculty Senate will ensure that courses, degrees, certificates, and programs serve the needs of our BILPOC students.  

Be it resolved that, in matters related to grading policies, the Faculty Senate will maintain the integrity of fair and equitable grading practices.  

Be it resolved that, in matters related to standards and policies regarding student preparation and success, the Faculty Senate will maintain a regular reporting relationship with student support services to ensure the needs of our BILPOC students are being addressed.