Mission

The governance structure of Continuing Education is designed to:

1. Put the interests and successes of Continuing Education students first, above all else;
2. Create a process to promote open communications between and among constituencies;
3. Develop and promote an atmosphere of transparency and accountability;
4. Implement the mission of Continuing Education through compliance with AB-1725;
5. Provide the opportunity for input from all Continuing Education constituencies; and
6. Base the decision making process on open communication and shared information.

Guiding Principles

Continuing Education’s governance procedures are based on the following key assumptions:

1. The governance described herein has been established first and foremost to further the educational goals of Continuing Education students. To accomplish this, we value and depend upon the commitment and communication of everyone. Therefore, this model invites the participation of and recommendations from students, faculty, classified, and administrators of Continuing Education through their officially recognized constituent groups, respectively: the Associated Student Body, the Academic Senate, the Classified Senate, and the Administrative Governance Council. Conflict resolution, if any, shall take place in a collegial and professional manner.
2. The governance structure of Continuing Education should remain dynamic, flexible, and modifiable to accommodate Continuing Education needs as well as changing situations, policies, laws, and responsibilities defined at the District and State levels.
3. The governance structure is designed to implement the Continuing Education mission and goals. Thus, the institutional goals will have primacy over all others and be the focus for all decision making.
4. This governance model has been developed to facilitate decision-making and to comply with AB-1725 and Title 5, Section 53200 of the California Education Code, and other aspects of good participatory leadership. This model upholds the San Diego Community College District's Policy 0003, which mandates the following:
   
   1. In issues involving the eight academic and professional matters listed below, the Continuing Education president (as the designee of the Board) will rely primarily on the advice of the Continuing Education Academic Senate for:
      
      1. Curriculum, including placing courses within disciplines;
      2. Course/Program articulation and certificate requirements;
      3. Grading policies, if any;
      4. Educational program development;
      5. Standards or policies regarding student preparation and success;
      6. District and college governance structures, as related to faculty roles (refers to number, make up and nature of committees in the governance structure and the role faculty plays in these);
      7. Faculty roles and involvement in accreditation processes, including self-study and annual reports; and
      8. Processes for institutional planning and budget development.
   2. The Continuing Education President (as the designee of the Board) and Academic Senate President will reach mutual agreement on issues involving the following three academic and professional matters:
      
      1. Policies for faculty professional development activities;
      2. Processes for program review; and
      3. Other academic and professional matters as mutually agreed upon between the Board and the Academic Senates.
5. Issues upon which mutual agreement will be reached are to be brought to the Executive Governance Council (EGC), through the various constituent committees in the participatory structure. On AB-1725 matters, it is the Continuing Education President and Academic Senate President, who will ultimately work out the agreement, considering input from Associated Student Body, Academic Senate, Classified Senate, and Administrative Governance Council representatives. On non-AB-1725 matters, i.e., “All Campus” concerns, each of the four constituent groups are invited to submit a recommendation to the EGC.

   The Executive Governance Council will reach full consensus on recommendations. However, if this cannot be achieved, in either AB1725 or non-AB1725 topical issues, Continuing Education president (as the designee of the Board) will decide the issue, considering input from EGC members. In the spirit of participatory governance, it is contemplated that such a situation will be rare.

6. Continuing Education’s standing committees and the committees of the Academic Senate, Classified Senate, and Administrative Governance Council function to gather information, analyze and make proposals, and develop reports and recommendations to the constituent groups through a process of research and collegial discussion. When possible, recommendations will be data influenced decisions. These committees make recommendations to its leadership, who then brings the recommendation to the EGC in accordance with the operating procedures and specific forms outlined in this Handbook.
7. Members of Continuing Education standing committees, the Senate and Council committees are charged with consulting, polling, informing, and representing their constituencies. All areas of Continuing Education will be represented at the EGC.
8. The participatory governance committees as defined here, shall be open to everyone, and any member of the Continuing Education community is invited to attend any meeting as a non-voting guest at any time. Continuing Education’s Executive Governance Council (EGC) meetings shall also be open and any member of the community is invited to attend the meetings as a non-voting visitor. Visitors are welcome. Meeting agendas and minutes will be posted on the Continuing Education web page at http://gov.sdce.edu/
9. Each constituent group will establish selection criteria and appoint representatives to the standing committees. They will also fill vacancies and replace members who do not attend meetings regularly.