Sarah Anderson

Key discussions included the approval of the Academic Honesty Statement and the Academic Integrity Statement, with clarification regarding references to permanent disciplinary records and potential coverage of AI-related activities. Consent items approved included the formation of hiring committees for Chemistry, Computer Science, and Counselor/Learning Disabilities Specialist roles, along with curriculum approvals. New business covered plans for Classified Appreciation Day, an update on the Common Course Numbering Update (Phase III pause), and proposed changes to Administrative Procedures (APs) and Board Policies (BPs). Old business focused on the AI Listening Group, including plans for a student panel and future faculty training, and a resolution draft concerning Retiree Healthcare Investments, with a request for increased transparency. The meeting also addressed the Proposed Contract, highlighting tentative agreement highlights such as counseling/librarian schedule options, AI integration, salary increases (some retroactive based on SERP uptake), and grade submission turnaround times necessitated by the winter intersession. Discussions also touched upon course capacities and seniority for part-time faculty. Reports included updates from the Faculty Association on contract ratification timelines and from CTE on the local needs assessment and apprenticeship processes. The Treasurer provided an update on establishing an endowment.

Key discussions included the creation of a college-wide definition for AI plagiarism/cheating, with plans for departments to create more specific policies. Concerns regarding AI centered on cognitive impact, plagiarism, faculty tool identification, copyright, privacy, and workload negotiations for content checking. The Senate discussed results from a Student Retaliation and Academic Freedom Survey. A new attendance accounting method, which standardizes apportionment regardless of course length, was reviewed. Progress on the Accreditation midterm report, due in October, was noted, with a focus on compliance with federal and state regulations regarding online class accessibility. Discussions also touched upon retiree healthcare investments, upcoming curriculum changes including new degrees, and the expansion of the Honors program with a new certificate of achievement starting in Fall 2026. Enrollment figures showed a 3% increase from the previous year.

This document outlines the planning process for the Chabot-Las Positas Community College District's Educational Master Plans and a District-Wide Strategic Plan. Key focus areas, derived from stakeholder discussions, include addressing a growing and diverse population, supporting under-prepared students, enhancing local economic partnerships, optimizing student services, fostering professional development, increasing discretionary revenue, improving technology and facilities, strengthening public relations, and establishing performance metrics. The overall aim is to update existing plans, boost campus and community engagement, and ensure readiness for accreditation.

This document outlines the Institutional Effectiveness Model and Strategic Planning process for Las Positas College, termed "Vision 2015" for the period 2010-2015. It focuses on developing an integrated internal planning process, enhancing institutional effectiveness, and aligning program review and accreditation with strategic goals. A key strategic priority is to foster a culture of collective responsibility by promoting individual and group commitment and ensuring significant engagement among students, faculty, and the community.

This document outlines the planning process for the Chabot-Las Positas Community College District, which includes the development of a District-Wide Strategic Plan and Educational Master Plans for Chabot College and Las Positas College. The strategic plan is designed to define the District's vision, mission, organizational strategy, and measurable outcomes, while the educational master plans focus on identifying trends and guiding program development. The process is structured into three phases—understanding the context, shaping the vision, and building support for implementation—with a strong emphasis on campus community engagement and stakeholder input.