ASCCC President’s Update | December 2025

As we close the fall term and move toward the end of the calendar year, I extend my deepest gratitude to faculty across California’s community colleges for your leadership, care, and unwavering commitment to students. December offers an important moment for reflection on the work we have accomplished together, the challenges we have navigated, and the collective purpose that continues to guide the Academic Senate for California Community Colleges (ASCCC).

Throughout the fall, faculty leaders have engaged in shared governance, curriculum innovation, equity-centered dialogue, and statewide collaboration. Even amid competing demands, your participation in local senates, statewide committees, intersegmental workgroups, and professional learning spaces reflects the enduring strength of faculty voice in shaping California’s community college system.

Fall 2025 Plenary and State of the Senate

From November 6–8, 2025, the ASCCC hosted the Fall Plenary Session in La Jolla, bringing together faculty delegates, local senate leaders, students, system partners, and guests for in-depth dialogue on the academic and professional matters shaping California’s community colleges. This gathering also served as a State of the Senate moment, reflecting on who we are as a statewide academic senate and the collective impact of faculty leadership.

At the core of our work is a simple truth: faculty are the voice of academic and professional matters. Across 116 colleges, faculty serve as stewards of curriculum, champions of equity, and advocates for the integrity of teaching and learning. Our efforts are grounded in participatory governance and guided by a shared belief that education transforms lives and that every student deserves access, belonging, and opportunity. As a 501(c)(6)

nonprofit, the ASCCC amplifies faculty voices while advancing inclusion, diversity, equity, anti-racism, and accessibility.

The plenary highlighted how faculty leadership continues to shape major statewide initiatives under Vision 2030, including AB 1705, AB 928, and the launch of Cal-GETC as the single lower-division general education pathway for transfer eligibility. Faculty engagement also expands access through

dual enrollment, Pathways to Credit, and Credit for Prior Learning, honoring learning gained through work, military service, and community experience. Equity-centered initiatives, such as Rising Scholars and the CCC Climate Fellows, further demonstrate the transformative role of faculty leadership in supporting students and communities.

Delegates addressed a wide range of policy and curricular issues, including revising articulation practices, competency-based education, environmental sustainability in general education, and the thoughtful integration of artificial intelligence across teaching and learning. The plenary reaffirmed faculty leadership in counseling, curriculum development, and early-stage

technology procurement, while also supporting initiatives such as in-state tuition for undocumented students and the Pan-African Virtual College.

I extend sincere gratitude to the Executive Committee, resolution authors, presenters, moderators, delegates, and ASCCC staff, whose dedication ensured a meaningful and impactful plenary experience. Faculty are encouraged to review adopted resolutions and ongoing work at https://asccc.org/resolutions-process.

The Fall Plenary reinforced a vital message: through collaboration, expertise, and shared purpose, faculty leadership remains central to guiding policy, advancing academic and professional matters, and fulfilling the promise of higher education for all students.

Advancing Strategic Directions and Organizational Alignment

This fall, the Executive Committee continued its intentional work on refining and aligning the ASCCC’s strategic directions. Guided by faculty input, equity principles, and systemwide priorities, this work centers on faculty empowerment, effective communication, inclusive participation, and student-centered outcomes.

On December 11th and 12th, the ASCCC Board engaged in a one-and-a-half-day strategic planning meeting, focusing on these priorities and strengthening alignment across committees, initiatives, and organizational efforts. The Board’s discussions emphasized the importance of shared understanding across roles and the need for coordinated action, recognizing that sustainable change requires both clarity of purpose and collective effort.

An important outcome of this meeting was the identification of the ASCCC strategic directions for 2026–2029, which will guide the organization’s work over the next several years. Follow-up efforts will focus on developing specific goals and actionable steps for implementation, ensuring these directions translate into meaningful support for faculty leadership, governance, and student success.

As this work continues into the spring, opportunities for engagement and feedback from the field will remain central, ensuring that the ASCCC’s strategic initiatives reflect faculty voice and the evolving needs of California’s community colleges.

Legislative and System Advocacy

Throughout the semester, the ASCCC remained actively engaged in legislative and system-level conversations impacting California community colleges. Faculty leaders monitored proposed legislation, budget developments, and regulatory guidance with a focus on preserving academic freedom, strengthening participatory governance, and advancing equitable student outcomes.

The ASCCC Legislative and Advocacy Committee, in collaboration with system partners, continued to elevate faculty perspectives on issues including artificial intelligence, curriculum authority, student support structures, and workforce alignment. Faculty are encouraged to stay connected through the ASCCC Legislative Tracker and regular updates as the new legislative session approaches.

Curriculum, Equity, and Faculty-Led Innovation

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. This fall underscored how faculty leadership drives meaningful change, from local curriculum reforms to statewide initiatives such as common course numbering, Cal GETC implementation, emerging guidance for baccalaureate degree programs, and other efforts that ensure coherence, quality, and expanded access for students. At the same time, the ASCCC continued to uplift equity centered practices through work connected to Rising Scholars, culturally responsive pedagogy, anti-racist leadership, and inclusive governance structures, reaffirming that equity is not an add on to our work but foundational to our mission and to the success of California’s community college students.

Baccalaureate Degree Programs (BDP)

California Community Colleges Chancellor's Office (CCCCO) Baccalaureate Degree Program: The California Community Colleges Baccalaureate Degree Program (BDP) was created to make it easier and more affordable for community college students to earn a baccalaureate degree and be eligible for a broader range of employment opportunities.

Exciting news from the November CCC BDP Board meeting. The Board has approved two new community college baccalaureate degree programs. East Los Angeles College received approval for its second baccalaureate program in Paralegal Studies, and Long Beach City College received approval for its first program in Library and Information Science. These new programs bring the total number of approved baccalaureate degrees to 53 across 43 California community colleges. Explore the complete list of programs here.

Common Course Numbering (CCN)

Since the CCN Director’s Cheryl Aschenbach’s October report, significant progress continues across all phases of Common Course Numbering (CCN) development and implementation.

Six Phase I courses and templates, including Honors and Embedded Support, are now student-facing, with updated transferability and Cal-GETC information available in ASSIST. Colleges are expected to resubmit templates by December, with Part II modifications as needed. The ASCCC will reconvene CCN Faculty Workgroups (CCNFWs) in Spring 2026 to update Phase I templates, followed by local course outline revisions. Looking ahead, Phase II courses are scheduled for student-facing availability in Fall 2026 (Phase IIA) and Fall 2027 (Phase IIB), while Phase III courses, including Human Anatomy, Human Physiology, Introduction to Chemistry, and General Chemistry I & II, are in development for Fall 2027 release.

As these Phase III courses are being developed for Fall 2027, the ASCCC’s advocacy for a first review and determination of CCN templates will continue to ensure that new courses align with systemwide standards and provide clear, consistent pathways for students. Currently, 115 credit-granting California Community Colleges (CCCs) individually submit course outlines of record (CORs) to ASSIST for UC transferability (UC only), UC transfer eligibility (UC only), and Cal-GETC (CSU & UC). Determinations vary widely across individual CCCs, creating confusion and adverse impacts for students transferring. Similar issues exist in course-to-course and major preparation articulation, where most coursework is already relatively similar across CCCs, but determinations differ across universities. By establishing CCN templates and system-level review, students can reasonably expect that courses with the same number will transfer consistently, reducing confusion and promoting equity. ASCCC continues to advocate for this consistency and for transparent, faculty-driven processes that uphold the integrity of local curriculum while improving statewide transfer pathways.

Templates across all phases incorporate system-level outcomes aligned with C-ID objectives, and prerequisites are standardized to ensure clear student expectations, though local faculty retain discretion over adoption. Methods of evaluation are flexible and discipline-specific; for example, Social Problems (Sociology) courses require formal writing assignments and may include research papers, critical essays, service learning, projects, presentations, field journals, reflections, quizzes, and exams, while Microbiology (Biology) courses use quizzes, exams, lab skill demonstrations, lab records, research projects, and identification of unknown bacterial species. DEIA considerations are intentionally integrated into all templates, and local faculty may document additional equity efforts in course outlines.

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

Community, Care, and Wellness

As the semester concludes, it is important to acknowledge the emotional and physical labor faculty carry in service to students and institutions. December invites us to pause, rest, and attend to our own well-being. The ASCCC encourages faculty, where possible, to take time to disconnect, reflect, and restore. Caring for ourselves and one another is essential to sustaining the long-term work of teaching, leadership, and advocacy. Wellness is not separate from our professional responsibilities; it is integral to them.

Supporting faculty and student well-being requires intentional attention to mental health and trauma-informed practices. In the article Celebrating the Whole Self: Showing Up for Students’ Mental Health, Mitra Sapienza and José Luis Tekun Mejia highlight the importance of understanding trauma, fostering resilience, and creating classrooms and campuses where students and faculty can thrive. Faculty are encouraged to engage in practices such as co-creating community agreements, opening dialogues around mental health, and connecting students to critical support services.

A wealth of resources is available for both personal and professional growth. These include webinars and workshops such as Building a Classroom of Care, Trauma and Resilience-Informed Teaching, and Affirming Academic Progress. Online courses and microlearning opportunities cover trauma-informed care, workplace mental health, stress relief, and grounding practices. Articles and reports, including Self-Care in the Age of Collective Trauma, Trauma-Responsive Education, and Curriculum Trauma, provide research-based guidance. Statewide resources, including the California Community Colleges Health and Wellness website, CCCCO Mental Health Action Week presentations, and other online courses, are designed to support faculty and staff.

Exploring these resources in the article and reflecting on our own well-being allows us to create learning environments that are caring, equitable, and resilient. Taking care of ourselves empowers us to better serve students and sustain the important work of teaching, leadership, and advocacy. Read the full November 2025 Rostrum here.

Faculty Voice

The November 2025 Rostrum captures the spirit of faculty leadership and innovation across California’s community colleges. From celebrating Shella Cervantes as the 2025 Regina Stanback Stroud Diversity Award recipient to exploring AI, sustainability, and the humanities, this issue demonstrates how faculty are shaping student success and equity. It offers practical guidance on curriculum, mentorship, and succession planning, alongside critical updates on Title 5 regulations, Cal-GETC, and baccalaureate degree programs. With insights into Climate Fellows initiatives, land acknowledgements, global opportunities like the Fulbright Program, and the evolving resolutions process, this Rostrum is a rich resource that inspires faculty to lead, collaborate, and make a lasting impact in their communities. Read the full issue here.

The ASCCC is also pleased to announce the approval of a new caucus, the American Indian/Alaska Native Caucus (AI/AN Caucus), recognized for the 2025–2030 period. Academic Senate caucuses are independently organized groups of faculty who meet, network, and deliberate collegially to form a collective voice on issues of common concern that impact faculty and student success. The AI/AN Caucus will advocate for issues central to American Indian and Alaska Native faculty in the California Community College system, supporting tribal sovereignty and AI/AN rights, participation, voice, and representation across all levels of the system. The caucus will address challenges affecting AI/AN student success and access to educational services and resources; connect AI/AN community college professionals throughout California; promote knowledge of AI/AN histories and identities through a place-based approach; dismantle stereotypes; and advocate for decolonized teaching and learning practices. The caucus will also advise the ASCCC on the impact of higher education initiatives and legislation on AI/AN populations, propose and lead workshops on AI/AN issues at ASCCC events, and serve as a welcoming and mentoring group for any ASCCC member interested in supporting AI/AN faculty and students.

This new caucus represents an important step toward amplifying faculty voices, fostering inclusive leadership, and advancing equity for historically underrepresented communities within the California Community Colleges.

FELA 2025–2026

We are excited to announce the conclusion of the Faculty Empowerment and Leadership Academy | ASCCC (FELA) mentor and mentee selection process. From over 60 applications, 26 outstanding mentees have been chosen to participate in this year’s leadership development journey.

FELA is dedicated to supporting the growth of faculty from historically underrepresented groups in higher education. The academy offers participants the opportunity to engage with leaders across the state, explore pathways to leadership roles, and maintain ongoing connections with experienced mentors. Every aspect of this program is designed to equip faculty to embrace transformative leadership and implement equity-minded strategies when working with diverse student populations.

The first FELA convening took place on November 21, 2025, bringing mentees and mentors together to begin this year’s collaborative learning and leadership development experience.

Elevating Faculty Voice Through Systemwide Leadership Convenings

Throughout fall 2025, ASCCC faculty leaders actively engaged in systemwide conferences,

summits, and institutes that advance equity, leadership development, and collective impact across California’s community colleges. These convenings created important spaces for faculty leadership, dialogue, and collaboration in support of student success and institutional transformation.

This fall also included the successful delivery of the Fall Curriculum Regionals, made possible through the generous partnership of our hosted colleges, Laney College, College of the Canyons, and Long Beach City College, and the dedicated leadership of the ASCCC Curriculum Committee. Their commitment to faculty-driven curriculum work, regional collaboration, and systemwide alignment continues to strengthen academic quality and support colleges as they navigate evolving curriculum and transfer expectations.

Included convenings:

October 8–9: Vision 2030 Collective Equity Impact
Institute

October 16: Vision 2030 Noncredit Summit – North
Orange Continuing Education

October 20–24: CCCIO Fall 2025 Conference – California Community Colleges

November 12–14: COLEGAS 2025 Annual Conference

October 31: Credit for Prior Learning (CPL) Summit
November 20–21: Community College League of California Annual Convention
December 5-7: Advocacy Academy 2025 Student Senate for California Community Colleges
December 6: California Academic Partnership Program CAPP Leadership Network Convening – Long Beach Marriott

Board of Governors Actions and Regulatory Updates

At its November meeting, the California Community Colleges Board of Governors advanced several important regulatory actions with meaningful implications for colleges, faculty, and students across the system, demonstrating an ongoing commitment to student success, faculty capacity, and equitable access. The Board approved center status for the Tehama–Trinity Joint Community College District’s Tehama Educational Center, and the ASCCC warmly congratulates the district and college community on this significant milestone, which recognizes the center’s growth and its vital role in expanding educational

opportunity. In addition, the Board approved proposed regulatory action on Academic and Progress Notice and Pause and the 2025–2026 Full-Time Faculty Obligation, reflecting continued efforts to balance student support, institutional accountability, and faculty staffing considerations. The Board also conducted a first reading of proposed regulatory changes related to Credit for Prior Learning (CPL) and High School Course Articulation, emphasizing the system’s commitment to strengthening pathways, recognizing prior learning, and fostering alignment between K–12 schools and community colleges. Consistent with Title 5 regulations and the principles of shared governance, the ASCCC will continue to engage with system partners, provide faculty expertise, and advocate for meaningful faculty participation as these regulatory efforts move forward.

Honoring the Life of Coach Beam

Director of Athletics at Laney College John Beam

As shared in our previous letter, our hearts remain with the family, friends, and community of Laney College following the tragic loss of our colleague John Beam. John’s passing last month as a result of a campus shooting has left a profound impact on all who knew him. More than an Athletic Director and faculty member, John was a pillar of the Oakland community, dedicating his life to mentorship, education, and using sports to build character. His influence on students, colleagues, and the broader community was transformative and enduring. This tragedy reminds us of the importance of ensuring our colleges remain

safe and supportive spaces for learning and growth. To the faculty, staff, and students at Laney College, and to everyone across our system who feels this loss, we offer our deepest condolences and unwavering support. May John’s life and legacy continue to inspire us to foster compassionate, secure, and empowering environments for all students and colleagues.

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:

Executive Committee Meetings
Meetings provide leadership and guidance for statewide faculty initiatives:

Executive Committee Meeting January 8–9, 2026, 11:00 a.m.–5:00 p.m.
1 Capitol Mall, Sacramento, CA 95814, Conference Room, New Location
Executive Committee Meeting February 6–7, 2026, 11:00 a.m.–5:00 p.m. Hyatt Centric Downtown Sacramento

Common Course Numbering Support Office Hours
Have questions or ideas about CCN implementation? Join ASCCC and CCCCO representatives for guidance on course outlines and articulation.

February 9 | 1:00–2:00 p.m. | Zoom
March 4 | 2:00–3:00 p.m. | Zoom
April 1 | 2:00–3:00 p.m. | Zoom
April 27 | 1:00–2:00 p.m. | Zoom

Planting the Seeds of Systemic Change: Incorporating IDEAA in Faculty Evaluations February 12 | 12:00–1:00 p.m. | Zoom
Explore strategies for embedding IDEAA principles into faculty evaluation practices.

Realize the Pride: Panel Discussion with CCC Faculty Equity Practitioners
February 19 | 10:00–11:00 a.m. | Zoom
Hear perspectives and insights from faculty equity leaders.

Resolutions Committee Office Hours
Prepare for upcoming plenaries and discuss resolutions with colleagues.

February 24 | 4:00–5:30 p.m. | Zoom
March 3 | 10:00–11:30 a.m. | Zoom
March 23 | 12:30–2:00 p.m. | Zoom

The Counselor’s Role in a Changing Landscape: Technology, Equity, and Vision 2030 February 25 | 3:00–4:30 p.m. | Zoom
Explore how counseling practices evolve with technology and equity-focused approaches.

2026 Academic Academy March 19–21, 2026 | Westin South Coast Plaza
This Academy focuses on supporting faculty in a rapidly changing landscape shaped by artificial intelligence. Gain practical, discipline-specific guidance for using AI effectively and navigating emerging challenges in education.

2026 Spring Plenary Session April 9–11, 2026 | Hyatt Regency Sonoma Wine Country, Santa Rosa
A fully in-person event with hybrid voting for Saturday elections and resolution sessions. Engage in statewide discussions and help shape the future of California community colleges.

2026 Noncredit Institute April 30–May 2, 2026, | San Jose Marriott
A statewide gathering to strengthen noncredit programming. Share promising practices, explore equity-centered approaches, and build networks to support diverse student populations and workforce alignment.

Looking Ahead

As we prepare for the spring term, the ASCCC remains steadfast in its commitment to academic excellence, equity-driven governance, and meaningful collaboration. The work ahead will require continued courage, creativity, and collective action, but it is work we are well prepared to undertake together.

Thank you for your leadership, your voice, and your dedication to students and colleagues across California’s community colleges. I wish you rest, renewal, and connection during the winter break, and I look forward to continuing our shared work in the new year.

With gratitude and solidarity,

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

Executive Committee Members | ASCCC