WHEREAS the mission of the community college is to serve the community.
WHEREAS access, inclusion, diversity, and equity are the fundamental values underlying that mission, arising from and appealing to our sense of justice and common humanity.
WHEREAS the community college ought to stand as a model of these values, particularly in its policies, procedures, and norms.
WHEREAS the Palomar Faculty Senate has itself recently affirmed these values for students, staff, and faculty. STATUS, PURVIEW & THE SYSTEM
WHEREAS Part-Time faculty are, first and foremost, faculty.
WHEREAS PT faculty make up 76% of faculty, teach the majority of classes at Palomar, and are indispensable to its functioning.
WHEREAS the ASCCC has “multiple resolutions and papers supporting part time faculty and the importance of their voice….”
WHEREAS Resolution 1.02 of the ASCCC this semester was to “Develop a Resource to Communicate and Encourage Part-Time Faculty Leadership”
WHEREAS Part-Time status as a category is defined at the state level in California Education Code.
WHEREAS the history of 1988’s AB 1725 underscores the fact that purview as it relates to PT faculty is an institutional construction, delineating separate roles for unions and senate.
WHEREAS AB 1725’s institutionalization in Title V’s call for a minimum 75:25 ratio of Full-Time to Part- Time faculty load means many current Part-Time faculty would, could, and should, in fact, currently be Full-Time faculty.
WHEREAS issues of Part-Time status are, by definition, systemic. CONDITIONS (INCLUSIVE)
WHEREAS PT faculty are professionals, holding a least a master’s degree, often a terminal degree, and bring a wealth of experience to academic and professional matters.
WHEREAS PT faculty are frequently excluded from department planning, curriculum development, student outreach, and other matters of academic and professional value.
WHEREAS PT conditions are threatened by the end of a 150-year expansion in college enrollments, by the college’s precarious budget situation, and most recently by a global pandemic.
WHEREAS PT compensation is a fraction of FT compensation, effectively poverty-level, inadequate, including in terms of healthcare, with partial coverage offered to only 4% of Palomar PT faculty.
WHEREAS BIPOC are disproportionately represented among PT faculty. PURVIEW & INFLUENCE
WHEREAS in academic and professional matters, the Faculty Senate is the voice of faculty purview.
WHEREAS the Faculty Senate moreover has a larger sphere of influence extending to workplace conditions and beyond.
WHEREAS the Faculty Senate has a voice with other institutional bodies.
WHEREAS the Faculty Senate has the power to work toward dismantling the systemic elements that stand in the way of PT faculty inequity.
WHEREAS the way we frame issues of Part-Time fitness for academic and professional matters directly influences the way the community, the college, the community college system, and the legislature think about workplace conditions including compensation and healthcare.
WHEREAS the lack of condemnation related to inequity may be understood as an endorsement of such inequity.
BE IT RESOLVED that the Faculty Senate reaffirms its commitment to modeling its values and serving the full college community. BE IT RESOLVED that, to that end, the Faculty Senate enthusiastically endorses Part-Time faculty access, inclusion, diversity, and, overall, equity.
BE IT RESOLVED that the Faculty Senate recognizes that the way we frame issues has power, and consequently it pledges to frame opportunities for PT equity as valuable opportunities for the college and the community as a whole.
BE IT RESOLVED that the Faculty Senate recognizes that purview is an institutional construction, systemic and intractable, one which frequently works against the needs of PT faculty, and consequently the Senate recognizes that exercising power within its purview must be complemented by exercising advocacy in its larger sphere of influence.
BE IT RESOLVED that the Faculty Senate will actively and affirmatively seek to facilitate PT equity within its purview over academic and professional matters, including…[eg 10+1+1 list]
BE IT RESOLVED that the Faculty Senate will also actively and affirmatively advocate for PT equity within its larger sphere of influence, which includes PFF, the administration, the board of governors, the ASCCC, the chancellor’s office, the governor of California and other lawmakers, the media, the community, and with every other individual or body that might be beneficial.
BE IT RESOLVED that the Faculty Senate consequently supports a Part-Time Bill of Rights that brings together issues both within and outside the Senate’s direct purview, holistically addressing the needs of PT faculty.
BE IT RESOLVED that the Faculty Senate upholds the full value and humanity of its PT colleagues. BE IT RESOLVED that the Faculty Senate supports dismantling the two-tier faculty system and its “academic apartheid.”

WHEREAS, Course Outlines of Record are developed and approved by college faculty, and then are approved by district governing boards, and therefore reflect district academic policy (Notice of Proposed Rulemaking California Code Of Regulations, Title 5, Regarding Course Outline of Record);
WHEREAS, a Course Outline of Record broadly defines the parameters of a course offered for credit, including the topics that will be covered, but does not dictate how those topics will be taught; faculty will continue to retain and exercise academic freedom to teach within the defined parameters of the course (Notice of Proposed Rulemaking California Code Of Regulations, Title 5, Regarding Course Outline of Record);
WHEREAS, the Proposed Revisions to Title 5, California Code of Regulations Relating to Course Outline of Record (§ 55001), which was approved by the CCC Board of Governors on January 14, 2025, state curriculum committees shall have a documented procedure for ensuring that Course Outlines of Record for all courses approved pursuant to section 55002 describe approaches that would accommodate and engage diverse student bodies, advance equitable student outcomes, and promote the inclusion of all students.
WHEREAS, Palomar College’s mission is to respect each of our students’ experiences, support them to achieve academic success, value the recognition and respect for diversity, seek to foster a culture of inclusion and belonging, and strive to address inequities.
WHEREAS, the Palomar Student Equity Plan 2022 – 2025 calls for a focus on institutional change (policies, procedures, practices, and culture) to support continuing efforts to address disproportionate equity and success outcomes experienced by minoritized students;
WHEREAS, the Curriculum Committee and Faculty Senate support ASCCC’s Resolution 09.01 FA 21 to include a component of culturally responsive curriculum, equity mindedness and anti-racism integrated into the COR that allows for local control on how that requirement is fulfilled;
WHEREAS, the Faculty Senate has already supported these changes in our Antiracism resolution: BE IT RESOLVED that, in matters related to oversight of curriculum, the Faculty Exhibit 01 – DEIAA in COR Resolution Senate will ensure, through direction given to the Curriculum Committee, that equity, diversity, and inclusion is appropriately integrated in the Course Outlines of Record;
WHEREAS, our AP 3000 states that the District will ensure academic programs are prioritizing the needs of the diverse students on campus through implementing practices that include racial-equity and antiracism throughout; academic program evaluations will focus on equity and antiracism and address the academic outcomes and performance of all students; academic program evaluations will be conducted by a diverse group of stakeholders and presented to the Board along with recommendations for next steps;
WHEREAS, Palomar College’s Competency Dimension C requires faculty to develop and implement pedagogy and/or curriculum that promotes equitable access and DEIAA perspectives with an intersectional lens;
WHEREAS, the Chancellor’s Office encourages colleges to develop and build upon innovative approaches to curricular design and program creation with a focus on diversifying curriculum and eliminating pedagogical equity gaps; and
BE IT RESOLVED that, all curriculum (courses and programs) submitted to the curriculum committee shall meaningfully incorporate DEIAA into (but not limited to) the Course Description/Title, Course Objectives, Course Learning Outcomes, Content/Body of Knowledge, Assignments, Methods of Assessment/Instruction, Textbooks/Resources, program title, Program Learning Outcomes, Program Catalog Description, Program Goals/Objectives, and/or Program Requirements; and
Be it therefore RESOLVED that, resources and training will be provided to faculty as support to implement these changes, including (but not limited to) workshops and trainings by the Curriculum Commitee, the DEIAA checklist from Curriculum Committee, the IDEAAs course, ASCCC’s IDEAA in Praxis course, DEI in Curriculum: Model Principles and Practices toolkit, Faculty Cultural Curriculum Teaching Institute, and/or other relevant trainings.

WHEREAS, Faculty Senate has a role in Processes for Institutional Planning and Budget Development through its 10 +1 +1
WHEREAS, Faculty Senate is on record asking the Administration questions about institutional planning and budget development related to classified support in our departments and divisions
WHEREAS, Faculty Senate has no official record of our questions being answered by the Administration
WHEREAS, classified staff are essential to the operational and institutional success of the college, entrusting the seamless delivery of services that directly impact student success and faculty support
WHEREAS, prolonged vacancies and inadequate staffing contribute to burnout, diminished morale, and increased turnover among classified employees, further exacerbating staffing shortages.
WHEREAS, equitable treatment of classified staff, including fair workloads, opportunities for advancement, and competitive compensation, is fundamental to fostering a respectful and inclusive work environment
WHEREAS, vacant administrative vacancies are immediately filled while classified vacancies have been left unfilled for so long
WHEREAS, staffing shortages lead to the exploitation of short-term hourly workers
WHEREAS, staffing shortages inappropriately lead to increased workload for faculty
WHEREAS, staffing shortages lead to negative impacts in student learning environments
WHEREAS, Faculty Senate is sending this resolution to the Superintendent/President for review and response
BE IT RESOLVED, Faculty Senate requires answers to the following questions by its first regular meeting of the Spring 2025 semester:
If executive council determines which classified positions are “important and needed,” what is the mechanism for faculty and classified voice to be heard in those meetings?
2. What is the specific plan to hire classified support staff for recently new and upcoming administrative positions?
How much has the district already budgeted to fill vacant classified positions and upcoming, new, and needed classified positions?
Classified vacancies led to their associated budgets being “swept.” Over the past five years, where did those monies go and why?
Can classified positions be designated as “important and needed” before the vacancy occurs to allow for replacement of the position and training?
What specific retention strategies are being implemented to ensure the district retains skilled staff amid ongoing vacancies?
How is the district evaluating its current hiring and onboarding processes to identify and address bottlenecks or inefficiencies?
BE IT FURTHER RESOLVED, the Faculty Senate is committed to being a helpful and proactive partner in improving these areas of Institutional Planning and Budget Development and reminds its partners that ongoing dialogue is required of successful partnerships
BE IT FURTHER RESOLVED, we steadfastly support the notion that student, faculty, and district success hinge on a replete and respected classified staff workforce
BE IT FINALLY RESOLVED, the Faculty Senate calls for a joint task force with classified staff representatives to develop actionable solutions addressing shortages, workload equity, and fair compensation.

WHEREAS, Faculty Senate believes that Academic Department Assistants (ADAs) are an irreplaceable source of support for students, serving frequently as a first point of contact as students navigate their academic experience at Palomar College;
WHEREAS, ADAs provide unparalleled support for Faculty in their innumerable out-of- classroom tasks including supporting Department Chairs in fulfilling their duties;
WHEREAS, the plan presented to Faculty Senate on November 13, 2023 and November 27, 2023 did not include any mention of a plan to eliminate all ADAs and replace them with one additional Divisional Academic Assistant (DAA) per division and six new schedulers to be shared among all divisions;
WHEREAS, Faculty Senate expressed support on December 11, 2023 for an academic restructuring plan with the proviso that several important questions, including a question of adequate classified staff support for the proposed structure, were addressed and satisfactorily answered by the District;
WHEREAS, the District still has not provided answers to those questions to Faculty Senate;
WHEREAS, Faculty Senate leadership joined leadership from PFF and CCE in strongly objecting to a reorganization plan to eliminate all ADAs and replace them with one additional Divisional Academic Assistant (DAA) per division and six new schedulers to be shared among all division and requested greater transparency from the District regarding the academic restructuring plan;
WHEREAS, from the information provided by the District in the May 3, 2024 campus email, it is understood by the Faculty Senate that the District will not eliminate ADA positions.
RESOLVED, Faculty Senate asserts that ADAs are a critical contributor to student, faculty, and department success and further asserts any Department who desires to keep the long-time ADA structure in their department must be allowed to do so;”

“RESOLVED, Faculty Senate urges the District to ensure that every department that wants an ADA to support student, department, and faculty success will have at least one ADA (or more) based on ADA workload;
RESOLVED, Faculty Senate urges the District to provide responses to the questions and concerns raised in provisio with our initial support of the academic division restructure plan;
RESOLVED, Faculty Senate asserts that real transparency, collaboration, and trustworthiness are necessary to move the College forward in meaningful ways;
RESOLVED, Faculty Senate asserts that the Faculty Senate be included in all future discussions regarding any restructuring that impacts faculty to ensure faculty voice is
heard.”

WHEREAS, the Palomar Community College District approved AP 3000 on 10/22/2021.
WHEREAS, AP 3000 commits The District to ensuring that all employees (staff, faculty, and
board members) attend antiracism and equity professional development training and or
activities each academic year.
WHEREAS, AP 3000 calls upon The District to allocate financial and human resources in a
manner that emphasizes racial equity.
WHEREAS, AP 3000 requires the district to annually review policies and procedures to
ensure that they comply with BP 3000 – Antiracism
WHEREAS, The District has not implemented mandatory antiracism/equity training.
WHEREAS, The District has not prioritized the implementation of AP 3000.
BE IT RESOLVED, that the Faculty Senate calls upon The District to immediately and urgently
take all steps necessary to implement commitments described in AP 3000, especially
those related to establishing annual, mandatory antiracism/equity training for all
employees.
BE IT RESOLVED, that The Faculty Senate recommends and supports x% of contractually
negotiated professional development hours be dedicated to mandatory antiracism/equity
training.
BE IT RESOLVED, that an equivalent amount of mandatory antiracism/equity training be
applied to employees that are not part of a bargaining unit.
BE IT RESOLVED, that the Faculty Senate calls upon The District to allocate sufficient financial
and human resources to compensate and support employees for mandatory
antiracism/equity training.
BE IT RESOLVED, that the Faculty Senate calls upon The District to implement with complete
transparency an annual review of progress towards these goals and other goals stated in
AP/BP 3000.

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.