DOCUMENT RESUME JC 950 321 ED 383 395 Senate Delegate Roles and Responsibilities. TITLE California. Community Colleges, Sacramento. Academic INSTITUTION Senate. PUB DATE 95 NOTE 14p. Reports Non-Classroom Use (055) Guides PUB TYPE Descriptive (141) MF01/PC01 Plus Postage. EDRS PRICE Agenda Setting; *College Administration; *College DESCRIPTORS Governing Councils; Community Colleges; Consultation Programs; Governance; *Policy Formation; Responsibility; Statewide Planning; *Teacher Participation; *Teacher Role; Two Year Colleges; Voting *Academic Senate for California Community Colleges; IDENTIFIERS *Delegate Responsibilities ABSTRACT Prepared by the Academic Senate for California Community Colleges (ASCCC), this document describes the roles and responsibilities of Senate Delegates, or faculty members elected by local senates to represent those senates in a voting capacity at Plenary Sessions of the ASCCC. First, a Senate Delegate is defined and Delegate responsibilities are delineated before, during, and hen provided for increasing after Plenary Sessions. Tips ar Delegate effectiveness, such as getting to know colleagues, using state representatives, and attending orientation/training meetings at the Session. Next, the system of area and geocluster representation is described, indicating that there are 4 areas in the state each holding sessions prior to spring and fail Plenary Sessions, and 14 geoclusters each holding at least three meetings per year. Finally, the document describes the ASCCC's role in consulting with the Board of Governors to form academic and professional policy and describes the Delegates' influence on that process through the Plenary Session resolution process, wherein Delegates write, sponsor, or vote on ASCCC resolutions. This section includes an outline of the resolution writing, presentation, discussing, and voting processes. Appendixes provide an ASCCC organizational chart, a list of colleges in the 14 geoclusters, and flowcharts of the consultation and resolution processes. (KP) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Senate Delegate Roles , , . 0,111 , And Responsibilities Q U.S. DEPARTMENT OF EDUCATION Office o Educalidnai Research and Improvemenl "PERMISSION TO REPRODUCE THIS ATIONAL RESOURCES INFORMATION trED CENTER (ERIC) MATERIAL HAS BEEN GRANTED BY This document has been reproduced as R. Stanbeck-Stroud received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (EPIC)." The Academic Senate for California Community Colleges Spring Adopted 1995 0 0 BEST COPY AVAILABLE J r7 2 Academic Senate for California Community Colleges SENATE DELEGATE ROLES AND RESPONSIBILITIES Relations With Local Senates Committee 1994-95: Janis Perry, Rancho Santiago College, Chair Chuck Abel, College of the Siskiyous Margaret Hughes, Butte College Luz Argyriou, Napa College Steve Cohen, Contra Costa College Patricia Deamer, Skyline College Fred Anderson, Hartnell College Allen Boyer, Modesto Jr. College Bob Frisch, Kings River College Gary Carroll, Santa Barbara City College Donna Ferracone, Craton Hills College Linda Webster, Santa Monica College Marsha Elliott, North Orange Co. CCD David Baird, Mt. San Jacinto College Joan Stroh, Southwestern College 3 Academic Senate for California Community Colleges SENATE DELEGATE ROLES AND RESPONSIBILITIES Definitions and Role of the Voting Delegate A Senate Delegate is a faculty member elected by a local senate to represent that local senate in a voting capacity at the Plenary Session of the Academic Senate for California Community Colleges. This delegate may be a local senate president, vice president, or any faculty member designated by the local senate. A Senate Delegate has the responsibility to operate in a truly representative capacity. In order for informed of their a delegate to fulfill this representative responsibility, the delegates must keep well local senate's positions on issues, as well as informed on the issues at the state level. The California Education Code (Title 5, Sec. 53200) defines the academic senate as an "organization whose primary function is, as the representative of the faculty, to make recommendations to the administration of a college and to the governing board of a district with respect to academic and professional matters." The Senate Delegate, therefore, represents the local senate's recommendations on academic and professional matters at the systemwide level, giving direction through the resolution process to the Executive Committee of the Academic Senate for California Community Colleges. Serving in a representative capacity, the Senate Delegate has numerous responsibilities that occur before, during, and after each plenary session. Before the Session: Become familiar with the structure, purpose and history of the Academic Senate. (See 1. Appendix A- Academic Senate Organizational Chart.) Attend Geocluster meetings to gain early information on statewide issues which will 2. be addressed at the Area meetings and Plenary Session. materials and encourage faculty matter with subject Review pre-session 3. expertise/responsibility to attend. Discuss the issues with the local senate to identify faculty positions. Such positions 4. may take the form of resolutions to be presented at the plenary session. Study, distribute and discuss pre-session resolutions with the local senate to receive 5. direction prior to the Area meeting. Attend the Area meeting representing the positions of your local senate and carrying 6. forward local senate resolutions for the Plenary Session. During the Session: Review documents in the session packet, e.g., pre-session resolutions, papers, etc. 1. colleagues attending the Session for additional information and Network with 2. perspectives on issues. Attend breakouts and divide up your college delegation among breakouts you cannot 3. attend. Participate in Area meeting/resolution writing sessions. 4. 1 4 in breakouts. Write and sponsor resolutions based on discussion/issues 5. the session. Sponsor and carry resolutions sent by your local academic senate to 6. resolution debate and voting Represent the position of your local senate during the 7. session at the conclusion of the Plenary Session. After the Session: local senate. Report the results of the Plenary Session back to your 1. Distribute appropriate information among the campus community. 2. issues and Continue to attend Geocluster meetings to remain current on state-wide 3. brainstorm local issues. Session. Continue to inform the local senate in preparation for next Plenary 4. Tips For the Voting Delegate informed on the issues At the Plenary Session it is important to focus your energies and become as delegates: as possible. The following is a list of tips for effective attends the Spread your team around. If more than one member from your college 1. challenges that session, review the schedule of breakouts and prioritize the issues and Schedule time to network during the Plenary your district has struggled to solve. Session. Get to know your colleagues. From discussions with other senators, you may learn 2. of senates that are working on similar issues and challenges that your district has struggled to solve. Schedule time to network during the Session. and iJse your state representative. Your representatives on the executive committee 3. the Relations with Local Senates Committee members are ready to help you. A conversation with any one of them may provide you with needed information. Attend the Delegate's Roles And Responsibilities Orientation. This orientation is 4. provided at every Plenary Session to review the process of the Session and to address questions voting delegates may have. give Senates breakout. This breakout has been Attend the Nuts and Bolts of Eli: 5. designed with delegates and senate presidents in mind. Discussion on the basics of having an effective and truly representative senate are presented. In order to be an effective delegate it is important to participate in Geocluster and Area meetings throughout the year. Area Representation There are four existing Areas which represent the traditional grouping of the local senates. This four- Area grouping has been the formal basis for local senate representation to the Executive Committee of the Academic Senate for California Community Colleges. One representative is elected from each of the Areas of the state. There are also two representatives from the north, two from the south and two at-large. Area A is made up of twenty-five colleges, Area B with thirty-four, Area C with twenty-six, and Area D with thirty-one. It is the responsibility of the Executive Committee members to maintain contact 2 5 their nearest Executive Committee member, with the local senates. The local senates may contact Executive Committee member with special expertise. the Academic Senate Sacramento Office or any hundred college and district senates. There are fifteen Executive Committee members to serve over a considerations, presents the Executive Committee The number of colleges, in addition to geographic effectively serve the constituents of the local with a serious level of responsibility and challenge to academic senates throughout the state. Sessions and are necessary to discuss and Area meetings are held prior to the Fall and Spring Plenary will be voted on at the session. The local develop resolutions as needed regarding the issues that local senate members may also attend area meetings. senate president, as well as, other interested local senate at these meetings, as well The delegate represents the positions and perspectives of their before the Session. gathering to take back to the local senate for direction. as engages in information Geocluster Representation Senates Committee, the Executive Through the geocluster representation on the Relations With Local who has the benefit of personal access, Committee is provided with support from a representative specific needs of the local academic insight, and historical background information related to the Geocluster Network facilitates a closer, more senates. The structure of the Local Academic Senate Executive Committee of the practical relationship between the local academic senates and the Academic Senate for California Community Colleges. With Local Senates Committee There are fourteen geoclusters, each with a member of the Relations have a minimum of three geocluster-cluster meetings each as leader (see Appendix B). The goal is to member in attendance. Geocluster meetings are made year with the assigned Executive Committee from a common geographical area. Geocluster meetings up of the senate presidents and delegates Executive Committee in order provide an opportunity to: (1) review upcoming documents from the Executive Committee know what the issues are at to get feedback from the local senates; (2) let the issues and prepare to give the local campuses and provide assistance; (3) discuss system-wide from other campuses. The direction to the Executive Committee; and (4) network with senate leaders documents and local issues agenda for these meetings is determined by the urgency to review requiring attention. Consultation Process the Executive Committee Representing the voice of the local senate, through the resr"ution process, the Board of Governors of the Academic Senate for California Community Colleges gives direction to the system-wide level. In order for the Executive on all academic and professional matters that are at consultation process, the Committee to effectively represent the collective voice of the faculty in the responsibility to carry local voting delegate representing the voice of the local senate, has the the voting delegates give positions on issues to the plenary session. Through the resolution process, It is important direction to the Executive Committee in matters affecting the consultation process. responsibility of the voting delegate is and how that to understand how significant the representation vote influences decisions made through the consultation process. 3 the Executive Committee of the Standing Orders for consultation, Under the Board of Governors (see Appendix C). standing consultation councils. Academic Senate is recognized as one of seven the Council administrators and students exclusively, In addition to the other councils who represent well as from four other faculty from the Academic Senate, as of Organizations has a representative constituent groups. All and a representative from other organizations (FACCC, CTA, CFT, CCCI) systemwide issues and then recommendations to the Chancellor on of the councils provide individual the Board of Governors. the Chancellor forwards a recommendation to Resolution Process the Plenary and vote on resolutions presented at As a voting delegate you may write, sponsor resolution process (also see following is a description of the Sessions of the Academic Senate. The .Appendix D): I. Resolution Writing: meetings or in area meetings, in geocluster-cluster Resolutions may be drafted in committee, A. meeting. delegate(s) or attendee(s) of a meeting or area in informal meetings by any Senate chair by the the appropriate resolution session's All resolutions must be 'submitted to session rules. designated time as adopted by the plenary Sessions is available at the Resolution Writing Assistance in properly constructing resolutions B. member. (All writers of Committee or Resolutions Committee or from an Executive four "whereas's" and four "therefores".) resolutions are asked to observe a limit of all resolutions. To ensure legibility, please print or type C following: resolutions so that they conform to the The Resolutions Committee will edit D. the Executive Committee to do something. If The Senate recommends or directs its 1. time or funds, the Executive Committee will activity requires substantial resources in available. be able to carry it out only if the resources are policy or action to local senates, the The Senate may only urge or recommend a 2. other groups and individuals. Board of Governors, the Chancellor, or the Executive ---ittees will 41i be interpreted to be directing Resolutions directing 3 Executive Committee to distribute the Committee since it is the responsibility of the work of the Senate. the general session, order for a resolution to be deliberated by II. Resolution and amendment presentation: In the resolution or amendment: have four voting delegate seconders, by the Area Must be proposed by a voting delegate ind A. established committees of the Senate. Meetings of the Senate, or by one of the formally available for distribution. (Duplication is the Must be duplicated with copies made B. delegate.) responsibility of the Executive Committee, not the Resolutions Committee, except as provided for Will be presented in the order decided by the C. Newly Revised. changing the agenda in Robert's Rules of Order, by the maker or a seconder of the resolution. Must be introduced at the plenary session D. Community Colleges must consult with the Because the Academic Senate for California B. development of the disciplines list, it is not possible CEOs, CIOs and bargaining agents in the 4 7 to amend resolutions involving changes to the current disciplines list at the session.. Proposed changes must either be voted up or down as presented. Any proposed change on the consent calendar may be pulled and voted on separately. III. Resolution and Amendment Discussion: Discussion on any resolution including any amendment(s) thereto, shall be limited to 15 A. minutes with an option to extend by a vote of a simple majority. The President will recognize pro and con arguments alternately. When there is no speaker on B. the side of the motion that is to be heard next, debate on that question is closed. Each speaker who wishes to address a motion, a resolution, or an amendment shall: C. Come to the pro or con microphone as appropriate. 1. State his or her name and college. 2. Be limited to five minutes in making a presentation. 3. Any attendee at the Session may participate in the debate. D. A "middle" microphone will be used for parliamentary inquiries and related noints. E. IV. Resolution Voting: Only voting delegates with voting badges may vote (except as provided in D. below) A. Voting will be at the direction of the President (or designee as Chair). B. The President or any delegate may call for a division of the house. Division of the house shall C. be a standing vote. For purposes of voting on resolutions only, a voting delegate may give his or her voting D. badge to someone 43e provided that this person is also a faculty member sent by the same college senate as the delegate or, for a district delegate, a faculty member sent by the same district. Conclusion The effectiveness of the Academic Senate for California Community Colleges in determining the direction the California Community Colleges will follow on academic an professional matters is dependent on the effectiveness of voting delegates representing their local senates. Whereas the delegate is the representative of all the faculty who are members of their local senate, the State Academic Senate is the representative of all the local academic senates. Taking the position of voting delegate is a significant responsibility and must reflect the commitment of a true representative process. Decisions that will be made as a result of the recommendations and direction of the Academic Senate for California Community Colleges will affect the su--.cess of the students in the system for many years to come. 5 4 0 9 1 9 1 g n i r p S E L B A L S I A E V A G Y E P L O L C T O T S C R E / n B Y y o A w s k i n M T t s c M o i A e I I l v I H N l M e i a D m v k U o a i r l l N b a C i M n r u u n P t i M l f u f A C L O t n C e A l n a m y o n t A i p o l t u i N a o t I c c a l N a e u c f v d o B R O E e V J O A A I F E A T U R E A A A R C A 8 Z R s s e s O d c I e l r i a t a t F N a c c d n o a n L e E r P a S A T t S A G N l a m E n s u o R e S i l i c u t a N c c C O i o r u r P d I u M C E E D A C A n 4 D e o 1 i e s s A e t s t E e e i m S t R t i m m g 3 A 1 n m o i e r s p C t o r a S e C n t e s e d e u v S n t l a i a c t l a u o n l l c a e c e o F G e S L x I 0 E 1 N 1 I M 4 I APPENDIX B NETWORK LOCAL ACADEMIC SENATE QREATER Lgra ANGELES FAR NORTH - l ASZMUIALCICESAL CO_ COUNTY AREA - It College of the Redwoods Citrus Cabrillo Fauber River Compton De Ann Lake Tahoe El Camino Evergreen Lasso Grant Gland' le Shasta LA Colleges Harwell Siskiyons LA CC Diatzia Mission Mt. Sea Antonio Monterey Peninsula Pasadena °blame Santa Monica Sad Jose City Rio Hondo Woo Valley West VaUsy CC District MIMI COAST - EQIIILLULAWIlikLYALLICa 11.0311 Cerritos Colombia VALLEY - 2 Coastline Maned America River Cyptess Modesto Butte Golden West San Joaquin Delta Casanova River Fullerton Los Rios CC District Irvine Valley Sacramento City Long Beach Sierra North Orange Adult Ed. Yuba Orange Cos* Rancho Santiago Saddleback tAIDSOUTH 13 $ORTHEAST BAY AREA - 3 14112CEEMALLI College of the Desert Bakersfield Napa Imperial Valley Cerro Coro Maria Mira Costa College of the Saguia:us Mendocino Mt. San Jacinto Fresno City Santa Rosa Palomar Kings River Solana Palo Verde Parterville Taft West Hills SOUTHERN IlgRDER-14 SOUTH CENTRAL OAKLAND BAY AREA - 4, Cuyamaca VALLEY - 9 Alameda Gronavont Allan Hancock Cabot San Diego City College Antelope Valley Contra Costa San Diego Continuing Ed. College of the Canyons Contra Costa CC District San Diego Mesa Cassia Diablo Valley San Diego Miramar Moorpark Laney *mud Southwestern Los Medanos Sawa Barbera Los Pains Venous Merritt Puska CC District Vists INLAND EMPIRE 10 SAN FRAN. PENINSULA-5 Barstow Canada Chaffs), Foothill Craft= Hills FmathillDeAnza District Riverside Frani= Center San Bernardino Sea Fremcisco City Victor Valley Sam Mateo 1_ 1 Sin Mateo District . Skyli ne