ASCCC President’s Update | May 2026

intention and a strong commitment to advancing faculty voice, equity, and student success across our system.

This moment of transition also provides an opportunity to recognize Asian American and Pacific Islander Heritage Month. In May, we honor the histories, cultures, and contributions of Asian American and Pacific Islander communities, while reaffirming our responsibility to foster inclusive, equitable, and culturally responsive practices that support all students.

As we look ahead, the first 90 days of my second term will focus on strengthening alignment, deepening collaboration, and building momentum for the important work before us. We begin by reaffirming our shared priorities and ensuring clear, consistent communication across the organization and with the field. From there, we will continue preparing for key systemwide efforts, including committee work, engagement with legislative and policy developments, and planning for upcoming area meetings and the 2026 Fall Plenary session, all while investing in the continued growth of faculty leadership.

As the term progresses, our focus will center on advancing statewide initiatives, elevating faculty voice, and strengthening partnerships across the system to support advocacy, equity, and student-centered practices. Throughout this work, we remain grounded in our commitment to collaboration, transparency, and care for one another.

I remain inspired by what we can accomplish together and deeply appreciative of the collective efforts that define our work in service to students, colleagues, and communities across California.

2026 Spring Plenary

Building on this shared commitment and momentum, I am pleased to highlight key moments and outcomes from our recent Spring Plenary Session, held April 9–11, 2026, at the Hyatt Regency Sonoma Wine Country in Santa Rosa, California.

This inspiring convening brought together faculty leaders from across the California Community Colleges (CCC) system in a spirit of collegiality, reflection, and shared purpose. Throughout the weekend, the Plenary created meaningful space for dialogue, collective learning, and a renewed affirmation of our enduring commitment to students and the communities we serve.

across the CCC system. Dr. Jonah was recognized for sustained efforts to foster inclusive campus climates, advance equity-minded teaching practices, strengthen student access and retention, and actively support campus life in ways that uplift all learners—reflecting the core principles of inclusion, diversity, equity, anti-racism, and accessibility (IDEAA) in action.

A central feature of the Plenary was the keynote address, “Nothing Can Be Transformed Until it is Faced: A Call to Action in Educational Leadership,” delivered by Lasana Hotep. Drawing on the works of influential voices such as James Baldwin, Ruha Benjamin, and Kendrick Lamar, along with other advocates of radical love and justice, the keynote challenged participants to reimagine the present moment in higher education. The address offered both a sobering reflection on current realities and an uplifting call toward transformation grounded in love, joy, and actionable strategies for consistently leading with equity, purpose, and courage.

The Spring 2026 State of the Senate address reaffirmed the essential role of faculty as the collective voice on academic and professional matters across the CCC system. At the heart of the ASCCC is a shared commitment to curriculum stewardship, equity, and participatory governance, grounded in the belief that education transforms lives and that every student deserves access to opportunity, belonging, and hope. Faculty across all 116 colleges continue to serve as educators, mentors, scholars, and community leaders, bringing both expertise and deep care to their work in support of student success.

The address also highlighted ASCCC’s role as a statewide 501(c)(6) organization composed of elected faculty leadership and an Executive Director, working collectively to elevate faculty voice and advance inclusion, diversity, equity, anti-racism, and accessibility (IDEAA) across the system. Guided by the Senate’s strategic directions, ASCCC continues its intentional reflection and planning to ensure its work remains responsive to the evolving needs of students and institutions.

A significant focus of the update centered on ongoing systemwide collaboration under Vision 2030. This includes the expansion of noncredit pathways designed to support upskilling, reskilling, and lifelong learning, and the continued growth of California community college baccalaureate degree programs. Throughout these collaborations, faculty leadership remains central to program development, curriculum alignment, and implementation processes.

The update also acknowledged sustained faculty advocacy in key statewide policy areas, including AB 928 implementation and Cal-GETC, AB 1705, and dual enrollment. These efforts continue to reflect the ASCCC Board of Directors’ commitment to balancing legislative intent with academic integrity and equitable student outcomes. Additional highlights included ongoing work in Credit for Prior Learning and Pathways to Credit, which recognize diverse forms of learning and translate them into academic credit, as well as the Rising Scholars initiative supporting justice-impacted students through expanded access and opportunity.

The address further emphasized emerging and evolving areas of faculty leadership, including the integration of artificial intelligence in teaching and learning, affordability and access through Title 5 updates on instructional materials, and refinements to academic renewal and academic progress policies that support student persistence while preserving academic rigor. Across all of these efforts, faculty voice remains central in shaping academic and professional policies to ensure that systemwide decisions remain grounded in classroom realities.

Altogether, this year’s State of the Senate underscored the continued importance of intersegmental collaboration with the California Community Colleges Chancellor’s Office, California State University, University of California, and other partners. It reaffirmed ASCCC’s shared commitment to advancing a coordinated, equity-minded, and student-centered vision for California higher education.

The 2026 Spring Plenary Session concluded on Saturday, April 11 with the adoption of resolutions that will guide the work and priorities of the ASCCC in the year ahead. The session also included the election of the 2026–2027 Board of Directors, marking an important moment of shared governance and leadership transition within the organization. Appreciation is extended to all faculty who engaged in thoughtful deliberation, contributed to the resolution process, and participated in the election of leadership. Their commitment and service continue to strengthen the collective voice of the academic senate. We also extend sincere congratulations to the newly elected members of the 2026–2027 Board of Directors, and we look forward to their leadership in advancing the Senate’s mission and vision across the system.

2026–2027 Board of Directors

LaTonya Parker-Parnell, President
Robert L. Stewart, Jr., Vice President
Eric Wada, Secretary
Erik D. Reese, Treasurer
Mitra Sapienza, At-Large Representative
Luke Lara, At-Large Representative
Stephanie Curry, North Representative
Erik Woodburry, North Representative
Carlos Guerrero, South Representative
Jerome Hunt, South Representative
Christopher J. Howerton, Area A Representative
Mark Edward Osea, Area B Representative
Edgar Perez, Area C Representative
Bethany Tasaka, Area D Representative

Advancing Strategic Directions

During the 2026 Spring Plenary Session, the ASCCC body adopted Resolution 111.01 S26, formally approving the 2026–2029 ASCCC Strategic Directions and Goals. This action reflects a shared commitment to strengthening the organization’s capacity to serve California Community College faculty and to advancing coordinated, equity-minded leadership across the system.

The adopted strategic directions establish a clear and intentional framework for ASCCC’s work over the next three years:

Strategy 1: Position the ASCCC as a Leading Voice for California Community College Faculty
Goal: Expand ASCCC’s influence and effectiveness through coordinated strategy, clear communication, and meaningful partnerships.

Strategy 2: Promote Connection, Inclusion, and Collaborative Engagement
Goal: Foster community through feedback-driven engagement and the advancement of Inclusion, Diversity, Equity, Anti-Racism, and Accessibility (IDEAA).

Strategy 3: Advance Organizational Trust, Accountability, and Long-Term Financial Sustainability
Goal: Strengthen transparent operations, responsible stewardship, and strategic resource development.

Strategy 4: Evaluate and Reimagine Organizational Structures, Processes, and Governance
Goal: Strengthen board engagement with faculty by refining structures and clarifying roles and processes.

Strategy 5: Promote Professional Learning That Builds Faculty Leadership
Goal: Strengthen faculty leadership and innovation through intentional, data-informed professional learning that addresses emerging needs and leverages strategic partnerships.

ASCCC Welcomes Kim H. Tran as New Executive Director

partnership with the ASCCC Executive Committee, his focus will be on strengthening local academic senates across the state and supporting the conditions that allow faculty leadership to thrive. At the center of his work will be a continued commitment to ensuring that the faculty voice remains essential in academic and professional decision-making throughout California’s community colleges.

This appointment comes at a pivotal time for both educators and students. Following an extensive search process, the ASCCC is excited to welcome a leader whose experience in higher education policy, public service, and executive leadership brings both depth and perspective to the organization’s mission. His connection to the California Community Colleges system beginning as a student at Moreno Valley College, where he served as student trustee for the Riverside Community College District, grounds his leadership in a lived understanding of the transformative power of our system. As a first-generation graduate, he brings a long-standing commitment to expanding equity, access, and student success.

Prior to joining the ASCCC, Tran served as Chief of Staff at Chicago State University, where he worked closely with the university president and executive leadership team in support of underserved student populations. His career also includes policy leadership roles in nonprofit advocacy focused on college access and affordability, as well as legislative experience within the California State Legislature. He holds degrees from the University of Chicago Booth School of Business, New York University, and the University of California, Berkeley.

In his own words, Tran reflects on this appointment as both personal and purposeful: as the child of refugees and a first-generation college student, he understands the life-changing impact of the CCC. He has expressed deep honor in returning to the system and looks forward to working alongside faculty leaders to strengthen the conditions that help students succeed and ensure faculty are supported in their essential role.

The ASCCC looks forward to this next chapter of collaboration and shared leadership as we continue advancing our mission in service of California’s faculty, students, and colleges.

Common Course Numbering (CCN)

Faculty across the state continue to lead transformative work in curriculum design, review, and implementation, demonstrating the central role of faculty expertise in advancing equity-minded, responsive, and rigorous educational pathways. As part of this ongoing leadership, the Academic Senate for California Community Colleges (ASCCC) is pleased to share important updates on Common Course Numbering (CCN), a key statewide effort to strengthen clarity, transfer, and student mobility across our system.

Building on this commitment to faculty-driven leadership and systemwide alignment, the following update highlights the significant collaborative efforts and progress made to advance the implementation of California’s CCN system. As implementation of the CCN system continues to move forward, significant statewide collaboration and curriculum work took place throughout Summer and Fall 2025 to advance this important initiative. In her Winter CCN Update, CCN Director Cheryl Aschenbach highlights the extensive efforts undertaken to support Phase III template development, including the convening of 18 CCN Faculty Workgroups and the engagement of faculty leaders, articulation officers, intersegmental partners, and representatives from the California Community Colleges Chancellor’s Office, as well as the California State University and the University of California systems.

The update also recognizes the tremendous work occurring locally as colleges revise curriculum to align with Phase IIA and IIB template requirements in support of AB 1111’s goal of streamlining transfer pathways and reducing excess credit accumulation for students. We encourage faculty leaders and local senates to review Cheryl Aschenbach’s Winter 2026 CCN Update for important implementation highlights, progress updates, and responses to frequently asked questions.

Common Course Numbering (CCN) Council

The Common Course Numbering (CCN) Council continues to serve as a key intersegmental leadership body, bringing together representatives from the California Community Colleges Chancellor’s Office (CCCCO), California State University Chancellor’s Office, University of California Office of the President, and the Association of Independent California Colleges and Universities. The Council’s shared charge is to advance the vision, implementation, and long-term sustainability of CCN while ensuring that updates and decisions are communicated back to their respective systems and constituents. In this role, the Council not only guides strategy and implementation priorities but also identifies, activates, and sunsets workgroups that support ongoing CCN development and makes recommendations to the CCCCO in alignment with statewide legislative requirements.

The CCN Sustainability Plan continues to center three core goals: building a sustainable governance and operational infrastructure, accelerating transfer and articulation solutions across segments, and ensuring a learner-centered cycle of continuous improvement that strengthens student outcomes and experiences. These goals remain grounded in the belief that CCN must be both durable in structure and responsive to student needs.

At the March 26, 2026, CCN Council meeting, members focused on implementation updates, reviewed progress on sustainability planning, identified priorities for the next six months, and prepared for upcoming Legislative Days engagement. A key highlight of the meeting was an update shared by Michelle Grimes-Hillman with the CCCCO, who presented enrollment data for Fall 2025 Phase I CCN courses. Across the six Phase I courses, California community colleges reported a total of 550,513 enrollments, which includes standard sections and honors and embedded support offerings. This information reflects a strong and immediate impact of CCN implementation, particularly when viewed alongside earlier analyses estimating approximately one million total enrollments across these courses.

Looking ahead, projected enrollment data for Phases I through III (once CCN courses are fully student-facing) indicates the potential for nearly four million annual enrollments. These projections, based on 2024–2025 C-ID aligned course data, do not yet include courses outside of C-ID alignment, such as Introduction to Biology, Introduction to Astronomy, Microbiology, and other comparable offerings. Together, these findings underscore both the scale and the significance of CCN in advancing clearer, more consistent, and more equitable transfer pathways for students across California’s higher education systems.

Questions or feedback may be directed to ccnsupport@asccc.org or info@asccc.org.

Faculty Voice

governance, but about caring deeply for our students, our colleagues, and the communities that our colleges serve. In a time marked by uncertainty and rapid change across higher education, these articles collectively call on us to lead with courage, compassion, reflection, and intentionality.

This issue highlights the ASCCC’s commitment to grounding its work in the CAIR model (context, action, impact, and results) while reaffirming the importance of transparent leadership, meaningful collaboration, and equity-centered decision-making. The conversations throughout the publication encourage faculty to remain engaged in participatory governance and to recognize that our collective voices matter in shaping the future of California’s community colleges. Articles focused on parliamentary processes and plenary participation further reinforce the importance of ensuring all faculty voices are heard, respected, and empowered within our shared governance structures.

Several contributions examine the profound impact of changing federal policies on community colleges and the students we serve. These reflections challenge us to remain steadfast in protecting educational access, equity, and opportunity, particularly for historically marginalized and underserved communities. The issue reminds us that our work as educators extends beyond compliance and regulation; it is deeply connected to advocacy, human dignity, and the belief that education can transform lives and communities.

The April Rostrum also centers on the importance of human connection, belonging, and care within our institutions. Articles exploring mentorship, disability justice, environmental equity education, and support for historically excluded student populations remind us that students thrive when they feel seen, valued, and supported. The publication calls on faculty leaders to create spaces where students and colleagues alike experience affirmation, opportunity, and community.

Equally important, this issue speaks to the humanity of faculty themselves. Reflections such as “The Institution Will Never Love You Back” encourage educators to consider balance, wellness, and sustainability in leadership and service. Other articles emphasize the importance of professional learning, thoughtful policy development, and collaborative innovation as essential tools for strengthening our colleges and supporting future faculty leaders.

Collectively, the April 2026 Rostrum serves as both a reflection and a call to action reminding us that leadership rooted in empathy, integrity, equity, and collective responsibility remains essential to advancing academic excellence and ensuring that California’s community colleges continue to be places of hope, opportunity, and transformation for all. Read the full issue here.

Legislative and System Advocacy

Throughout the year, the Academic Senate for California Community Colleges (ASCCC) continued its legislative and advocacy efforts with a deep commitment to protecting and uplifting the work of faculty, students, and local academic senates across California’s community colleges. As policies and priorities continue to shift at both the state and federal levels, the ASCCC has remained actively engaged in conversations that directly impact our classrooms, our colleges, and the communities we serve.

Through the ongoing work of the ASCCC Legislative and Advocacy Committee, and in partnership with colleagues and system partners, faculty voices have continued to be centered in important discussions surrounding artificial intelligence, curriculum authority, workforce and career education alignment, student support systems, and broader educational policy developments. These efforts reflect the belief that the lived experiences, expertise, and perspectives of faculty are essential in shaping thoughtful and student-centered policies.

At the heart of this advocacy work is a continued commitment to ensuring that California community colleges remain spaces of access, opportunity, equity, and transformation for all students. The ASCCC continues to support faculty leaders by providing legislative updates, policy resources, and opportunities for engagement that help strengthen collective advocacy and informed participation in shared governance.

As we move forward through the current legislative cycle, the ASCCC remains committed to standing alongside faculty and local senates in advocating for policies that honor academic freedom, strengthen participatory governance, and support the diverse needs and aspirations of both our students and college communities.

Follow the ASCCC Legislative Tracker as the legislative session progresses.

Legislative Day

advocate for policies that strengthen student access, equity, and success across the system. Representing more than 56,000 faculty across California’s 116 community colleges, ASCCC continues to fulfill its important role in advancing faculty leadership in academic and professional matters while partnering closely with the CCC Chancellor’s Office, the Board of Governors, and intersegmental higher education partners.

During Advocacy Day, ASCCC highlighted several faculty-led initiatives that directly support students and strengthen educational pathways throughout California. These efforts included the continued expansion of Credit for Prior Learning through the Pathways to Credit project, which helps adult learners translate prior experience into meaningful academic credit in high-demand workforce fields. ASCCC also shared progress within the Open Educational Resources Initiative, which continues to reduce financial barriers for students through the development and expansion of openly licensed instructional materials across the system.

Additional focus was placed on the implementation of Common Course Numbering under AB 1111 and the continued advancement of the Course Identification Numbering System (C-ID) and Transfer Alignment Project. Through collaborative intersegmental faculty leadership across the California Community Colleges, California State University, and University of California systems, this work is helping to create clearer and more equitable transfer pathways while reducing unnecessary unit accumulation for students.

ASCCC also advocated for continued legislative investment in California’s community colleges, recognizing the essential role that sustained funding plays in supporting nearly 2.2 million students statewide. Advocacy priorities included support for enrollment growth funding and additional resources necessary to continue the implementation of Common Course Numbering efforts. Throughout these conversations, ASCCC reaffirmed its commitment to ensuring that faculty expertise remains central to educational policy development and to advancing a student-centered vision grounded in equity, access, and student success.

ASCCC 2025–2026 Faculty Empowerment and Leadership Academy (FELA)

education. Through meaningful engagement with experienced leaders from across the state, participants are provided opportunities to strengthen their leadership capacity, explore pathways for professional growth, and build lasting mentorship connections that extend beyond the program itself. Grounded in equity-minded leadership practices, FELA is intentionally designed to empower faculty to lead with authenticity, compassion, and a deep commitment to serving diverse student populations.

This year’s FELA cohort officially began its leadership journey during the first convening held on November 21, 2025, where mentors and mentees came together to establish relationships, build community, and begin a collaborative year of learning, reflection, and leadership development. The program will culminate with the FELA End-of-Year Celebration and final convening on June 11 during the 2026 Faculty Leadership Institute, providing participants an opportunity to reflect on their growth, celebrate their leadership journey, and further strengthen the community of faculty leaders committed to equity-minded and student-centered leadership across the California Community Colleges system.

As ASCCC continues to cultivate and strengthen future faculty leaders across the CCC system, colleagues are encouraged to remain engaged in this important work. Faculty interested in continuing or beginning service as a mentor are invited to apply for the next FELA mentor cohort, with mentor applications open from April 22 through June 15, 2026. Faculty are also encouraged to share this opportunity broadly with colleagues and community members interested in becoming mentees, as FELA mentee applications are open from April 22 through August 24, 2026.

Additionally, faculty are encouraged to stay connected with statewide leadership and professional development opportunities through the ASCCC Newsletter subscription and to consider participating in statewide service opportunities through ASCCC committees and initiatives, as a volunteer. The ASCCC 'Volunteer Application to Serve on a Committee' remains open throughout the year.

Elevating Faculty Voice Through Systemwide Leadership Convenings

Throughout spring 2026, the Academic Senate for California Community Colleges (ASCCC) continued to foster meaningful faculty leadership engagement through statewide conferences, institutes, plenary discussions, and collaborative convenings centered on equity, student success, and institutional transformation across California’s community colleges. These gatherings created important opportunities for faculty leaders to connect, share expertise, elevate local voices, and strengthen collective advocacy in support of students, faculty, and the future of our system.

This spring also reflected the continued strength of faculty leadership in action through statewide professional learning opportunities and collaborative efforts that supported curriculum development, academic standards, and systemwide alignment. The successful delivery of the 2026 Spring Curriculum Regionals was made possible through the generous partnership and support of Los Angeles Pierce College (February 27, 2026), Fresno City College (February 28, 2026), Evergreen Valley College (March 14, 2026), and College of the Desert (April 4, 2026), along with the dedicated leadership of the ASCCC Curriculum Committee. ASCCC remains deeply grateful for the collaboration, hospitality, and commitment of faculty leaders, host colleges, and statewide committees whose collective efforts continue to advance faculty-driven curriculum practices, uphold academic quality, strengthen student pathways, and support colleges as they navigate ongoing changes across higher education and the California Community Colleges system.

ASCCC Presence in Statewide Conversations and Partnerships:

Board of Governors Actions and Regulatory Updates

At the March 24 Board of Governors Meeting, several key regulatory actions were presented for first reading, reflecting ongoing statewide efforts to strengthen student pathways, advance equity, and modernize academic policies across the California Community Colleges system. During the meeting, the Board of Governors also announced the recipients of the 2025–26 Hayward Award for Excellence in Education, which honors faculty recognized by their peers for outstanding commitment to students, their colleges, and the profession.

Sheila Smith, a part-time Child Development and Family Studies faculty member at Solano Community College. Their recognition reflects the profound impact faculty have in advancing student success and strengthening campus communities.

Proposed Regulatory Action – Associate Degree Course Requirements (Climate)

This item proposes amendments to Title 5, Section 55061, aligning associate degree requirements with Vision 2030 and the systemwide Climate Action Workplan. The proposed updates reflect a shared intersegmental focus on sustainability and environmental literacy by clarifying Natural Sciences coursework, explicitly recognizing the impact of human activity on climate and the environment, and strengthening the role of scientific inquiry in addressing real-world challenges. The proposal also responds to ASCCC Fall 2025 Resolution 102.03, which similarly called for the inclusion of climate and environmental topics in natural sciences and the explicit recognition of environmental science within associate degree requirements.

Proposed Regulatory Action – Academic Renewal

This first reading proposes updates to Title 5, Section 55046 to establish greater consistency and equity in academic renewal practices across the system. While academic renewal continues to serve as an important mechanism to acknowledge student growth and mitigate the impact of prior academic performance, current local variation has resulted in inconsistent student experiences. The proposed regulation establishes minimum statewide standards, including post-course completion requirements, clarifies eligibility parameters, removes ambiguity regarding applicable coursework, and requires transparent publication of academic renewal policies. Collectively, these changes are intended to support student re-engagement while ensuring more equitable access across districts.

Proposed Regulatory Action – Awarding Credit for Advanced Placement and Other External Standardized Examinations

The Board also considered proposed amendments to Title 5, Sections 55052 and 55052.5, with Resolution 2026-06 recommended for adoption. These changes update and consolidate statewide policies governing the awarding of credit for Advanced Placement (AP), International Baccalaureate (IB), College-Level Examination Program (CLEP), and other external standardized examinations. The revisions strengthen consistency across districts by clarifying faculty and curriculum committee roles, requiring alignment with Education Code provisions, and ensuring appropriate awarding of general education or elective credit when direct course equivalents are not available. The proposal also reinforces the requirement for clear transcript notation of credit earned through external examinations and expands guidance to support broader categories of recognized assessments.

Stay Connected: ASCCC Upcoming Events or Webinars

Join your colleagues across California to engage in professional learning, governance, and statewide conversations. Mark your calendars for these exciting opportunities:

Board of Directors Meetings

Meetings provide leadership and guidance for statewide faculty initiatives:

Board of Directors Meeting
Friday, May 29, 2026, 8:00 am - Sun, May 31, 2026, 5:00 pm
Hyatt Regency Huntington Beach - 21500 Pacific Coast Highway, Huntington Beach, CA 92648

Upcoming Events

Faculty Role in the TOP to CIP Transition
May 19, 2026, 12:00 pm - 1:00 pm via Zoom

May Revision California Budget Overview
May 20 2026, 4:00 pm - 5:00 pm via Zoom

2026 Faculty Leadership Institute
June 11, 2026, 12:00 pm - June 13, 2026, 12:00 pm Hyatt Regency Long Beach

2026 Curriculum Institute
July 15, 2026, 12:00 pm - July 18, 2026, 12:00 pm SAFE Credit Union Convention Center

2026 Cal OER Conference
July 29, 2026, 9:00 am - July 31, 2026, 12:00 pm via Zoom

Looking Ahead

Thank you for your continued leadership, your voice, and your unwavering dedication to students and colleagues across California’s community colleges. As we move into the months ahead, I wish you continued moments of rest, renewal, and connection, and I look forward to advancing our shared work together.

With gratitude and appreciation,

LaTonya Parker-Parnell, Ed. D.
President, Academic Senate for California Community Colleges & ASCCC Board of Directors