Resolutions

Whereas, part-time faculty teach a majority of course sections at Irvine Valley College 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, Irvine Valley College’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 Irvine Valley College, 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 Irvine Valley College 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 Irvine Valley College 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 Irvine Valley College (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 Irvine Valley College 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 Irvine Valley College 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 Irvine Valley College 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 Irvine Valley College (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.