The Citrus College Academic Senate is formed in order to ensure democratic participation of the faculty in shared governance in the development of policies and procedures of the college and to foster the long-range interest and well-being of the college (BP/AP 2510). The Academic Senate is established for the purpose of participation in the formation of educational and professional policy. The Senate Council (the governing body of the Senate) shall be the executive group and serve as the official representative body of the Senate on all non-contract matters. The Senate Council is empowered to make recommendations to the Administration, Board of Trustees and all campus committees. It also has the right to lay directly before the governing board its views on any matter pertaining to the conduct and welfare of the College after advising the college president of such intent.
33 members (17 quorum)
18 faculty delegates, eight executive board, three at-large representatives (faculty); two adjunct faculty representatives; two ASCC representatives
EXECUTIVE BOARD COMPOSITION
Eight members (four quorum)
Second and fourth Wednesdays of fall and spring semesters in HH 101.
See Meeting and Agenda Dates page for current schedule of meetings.
Support all matters that fall under the California Code of Procedure, Title 5, Article 2, section 53200 (c) regarding academic and professional matters. These items commonly referred to as "10 + 1 areas" are:
- Curriculum including establishing prerequisites and placing courses within disciplines
- Degree and certificate requirements
- Grading policies
- Educational program development
- Standards or policies regarding student preparation and success
- District and college governance structures, as related to faculty roles
- Faculty roles and involvement in accreditation
- Policies for faculty professional development activities
- Processes for program review
- Processes for institutional planning and budget development
- Other academic and professional matters as mutually agreed upon between the governing board and the academic senate
2019-2020 PLANNED ACTIVITIES
STANDING ITEMS: These are cyclical/annual items that are a constant part of our work as faculty. Our input is an integral piece of their overall success in the college's work to better serve students either in partnership with others at the campus table or as leaders initiating discussion, movement, or a collaborative solution.
- Review, advise, and refine board policies and administrative procedures that fall under the purview of "10+1" matters as defined by the California Statewide Academic Senate.
- Update faculty regularly on statewide initiatives such as the Online Education Initiative (OEI), Common Assessment Initiative (CAI), Institutional Effectiveness Partnership Initiative (IEPI), and Educational Planning Initiative (EPI).
- Participate in ongoing Accreditation-related activities, such as the next Accreditation report.
- Promote faculty engagement through targeted outreach to new and tenured faculty in order to improve communication, cohesion, and participation.
- Encourage faculty to serve on statewide initiative committees and subcommittees.
- Orient faculty on the rituals and protocols of Senate and the Brown Act.
SHARED GOVERNANCE ITEMS: These items are specific to current issues affecting the integrity of any 10+1 item. Some of these items may be emerging issues in response to state or local decisions that impact the campus and our work with students, staff, or administrators. It is important that these items be differentiated from those listed above as they must have a clear goal, plan, and end date/solution. Items can come from any member of the campus community but must meet 10+1 areas.
- Active engagement in new 10-year Educational and Facilities Master Plan, AIP plan development.
- Active engagement in year three of Guided Pathways planning and development.
ACADEMIC SENATE ITEMS: These items are specific to current issues affecting faculty morale and efficacy. Our work in this area is intended to make the faculty stronger as a whole. These activities may include professional development, but are more closely linked with improving the wellbeing, agency, and effectiveness of faculty in their day to day lives as members of this community.
- Re-creation of the Faculty Handbook.
- Develop a plan for greater social contact amongst the faculty as a whole.
- Recruit faculty speakers to share their expertise (live or video) to create greater knowledge of the community and its strengths/skills.