Whereas, Resolution S22 9.03 [1] called for the Academic Senate for California Community Colleges to work with the California Community Colleges Chancellor’s Office to develop a lower division general education pathway specific to California community colleges baccalaureate degree programs;
Whereas, California Education Code §78052 states that community colleges must “[d]evelop degrees with consideration for sustainability after grant funding is exhausted, including how content is updated and presented,” [1] suggesting that the California Community Colleges Chancellor’s Office should discourage colleges from employing unsustainable mechanisms to establish degrees such as buying textbooks for students or implementing automatic billing or inclusive access that may cause financial and psychological trauma to students;
Whereas, The Intersegmental Committee of Academic Senates created and recommended the proposed California General Education Transfer Curriculum (CalGETC) [1] that meets the requirements of AB 928 (Berman, 2021) for a “singular lower division general education pathway that meets the academic requirements necessary for transfer admission to both the California State University and University of California”[2] ;
Whereas, California Education Code §78052 requires that districts “Develop degrees with consideration for sustainability after grant funding is exhausted, including how content is updated and presented” and that the California Community Colleges Chancellor’s Office ensure that “a grant does not result in the development or implementation of duplicate degrees for a subject matter to avoid duplication of effort and ensure the development and implementation of the greatest number of degrees for the benefit of the greatest number of students,” a requirement that can only be met for the Zero-Tex
Whereas, The California Community Colleges system has taken a national lead on transforming educational systems through inclusion, equity, diversity, anti-racism and accessibility, creating a repository of supporting materials;
Whereas, The California Community Colleges Chancellor’s Office has collected documents, powerpoints, trainings, webinars, and other resources in the Vision Resource Center that are used across the system for professional learning; and
Whereas, Hybrid Flexible, also referred to as “HyFlex,” is an instructional modality that combines face-to-face and online learning, where class sessions and activities are offered in person, synchronously online, and asynchronously online, and where students have the flexibility of choosing any of these modalities in the same course during the same term;
Whereas, The legislative intent of California Education Code §78052 is “that community college districts develop and implement zero-textbook-cost degrees and develop open educational resources for courses to reduce the overall cost of education for students and decrease the time it takes students to complete degree programs”;
Whereas, The Academic Senate for California Community Colleges adopted Resolution 07.07 S18 [1] in support of maintaining assessment tests as one of the multiple measures used to place students into credit ESL courses;
Whereas, The California Community College Chancellor’s Office Assessment Committee has not been evaluating assessments since the beginning of the Common Assessment Initiative in 2014;
Whereas, Colleges are prohibited from using any assessment instruments other than those approved by the California Community Colleges Board of Governors; and
Whereas, Memo AA 18-41 [1] (July 20, 2018) jointly issued by the California Community Colleges Chancellor’s Office (CCCCO) and the Academic Senate for California Community Colleges (ASCCC) strongly encouraged colleges to “[e]xplore credit ESL pathways to transfer-level English that allow for credit ESL faculty to … create a credit ESL course that is the equivalent of transfer-level English,” and Memo AA 19-20 [2] (April 18, 2019) jointly issued by the CCCCO and ASCCC likewise strongly encouraged colleges to explore the “[c]reation of a credit ESL course
Whereas, The principle of participatory governance in the California Community Colleges has long been established in practice and codified in law (California Education Code §70901 et seq.), which provides the framework whereby California’s community colleges actively practice and teach democracy;