Consultation with the Chancellor's Office

Small and Rural College Participation in Online Education Initiative Course Exchange

Whereas, Online Education Initiative (OEI) Pilot courses that have been reviewed and meet the OEI Course Design Rubric have an average success rate 4.9% above the statewide success rate for online courses,[1] correlating with the high quality of materials required to meet the OEI rubric and the resources (or online ecosystem) available to colleges in the OEI Consortium;

Local Determination of Degree Emphasis and Titles for ADT Social Justice Studies: General

Whereas, The Social Justice Studies “Area of Emphasis” (AOE) Transfer Model Curriculum (TMC) was developed by an intersegmental Faculty Discipline Review Group, vetted by California State University (CSU) and California Community College (CCC) faculty and other interested parties, approved, and posted as final to the C-ID website on September 28, 2015;

Support Students’ Rights to Enroll in English as a Second Language (ESL) Coursework

Whereas, AB 705 (Irwin, 2017) rightfully distinguishes English as a Second Language (ESL) students as “foreign language learners who require additional language training in English” with needs separate from those of native English speakers in California Community College English pathways, and therefore intentionally provides English language learners (ELLs) in credit ESL with up to three years to achieve language proficiency before and being mainstreamed into native-speaker transfer-level English;

Legal Interpretation of AB 705 (Irwin, 2017)

Whereas, The changes to California Education Code Section §78213(d)(1)(E) resulting from the passage of AB 705 (Irwin, 2017) stipulate regarding multiple measures that “The board of governors may establish regulations governing the use of these and other measures, instruments, and placement models to ensure that the measures, instruments, and placement models selected by a community college demonstrate that they guide English and mathematics placements to achieve the goal of maximizing the probability that a student will enter and complete transfer-level coursework in English and mathematic

Including Noncredit in All Student Success Statewide Initiatives

Whereas, Career Development and College Preparation noncredit instruction serves as an integral part of current and future student success efforts by providing pathways to college credit programs that lead to completion of degree and certificate programs in transfer and Career and Technical Education programs for students who are unprepared or underprepared for college; and

Whereas, Student success initiatives such as the Guided Pathways Award Program and Student Equity do not explicitly identify noncredit programs as integral components of such student success efforts;

Pages

Subscribe to RSS - Consultation with the Chancellor's Office