Curriculum

Clarify and Strengthen the Ethnic Studies General Education Requirement

Whereas, the current wording in Title 5 §55063 (b) (2), which states that "Ethnic Studies will be offered in at least one of the areas required by subdivision (1),” is written in such a way that it does not clearly define ethnic studies, allowing for different interpretations and inconsistent applications of this requirement across the state of California;

Ethnic Studies Graduation Requirement

Whereas, Ethnic studies is an interdisciplinary and comparative study of race and ethnicity with special focus on four historically defined racialized core groups—Native Americans, African Americans, Asian Americans, and Latina/o Americans—offered through various disciplines including Ethnic Studies, Chicana and Chicano Studies, Latina and Latino Studies, African-American Studies, Black Studies, Asian-American Studies, Native-American Studies, Africana Studies, Mexican-American Studies, Indigenous Studies, Filipino Studies, La Raza Studies, and Central American Studies;

Update Paper on Local Curriculum Committees

Whereas, Local curriculum committees play a critical role in the California Community College system;

Whereas, The role of local curriculum committees has expanded tremendously with the dynamics of local governance, demands for curriculum that is responsive to the needs of our diverse student populations, changes in regulations, and local and statewide emergency and crisis situations; and

Repeatability of Credit Co-Requisite Support Courses

Whereas, In response to the implementation of the requirements of AB 705 (Irwin, 2017) colleges are creating credit and noncredit support courses for English and mathematics, including required credit co-requisite courses;

Whereas, The regulatory language in Title 5 section 55041 on repeatable courses did not foresee the requirements of AB 705 (Irwin, 2017), and thus does not address the repeatability of credit support courses for English and mathematics;

Clarify the Meaning of Fundamental Alteration When Providing Academic Accommodations

Whereas, Title 5 §56000(e) states that academic accommodations for students with disabilities may “not include any change to curriculum or course of study that is so significant that it alters the required objectives or content of the curriculum in the approved course outline, thereby causing a fundamental alteration,” and Title 5 §56001(b) defines a fundamental alteration as “any change to a course curriculum or course of study that is so significant that it alters the required objectives or content of the curriculum in the approved course outline of the course;”

Consider Implications of Publisher-Developed Lower Cost “Inclusive Access” Strategies

Whereas, Publishers have been developing approaches to monetize open educational resources and, in some instances, are providing textbook solutions that dramatically decrease the costs of such resources but may have unintended negative consequences;

Whereas, “Inclusive access” strategies have been introduced by publishers in various formats as an approach to decrease the cost of course resources by providing access to low-cost digital resources;

Provide Guidance with Respect to Ensuring Student Access to No-Cost Resources

Whereas, SB 1359 (Block, 2016) requires all segments of public higher education in California to “Clearly highlight, by means that may include a symbol or logo in a conspicuous place on the online campus course schedule, the courses that exclusively use digital course materials that are free of charge to students and may have a low-cost option for print versions” (California Education Code §66406.9) as of January, 2018;

English as a Second Language (ESL) Course Basic (CB) 21 Rubric Coding of Multiple Courses to the Same CB21 Competency

Whereas, The CB21 rubric for noncredit and credit English as a Second Language (ESL) courses has been revised in part to align with the six competencies of the Educational Functioning Levels (EFLs), thereby resulting in CB21 coding options of six letters to represent a range of competencies;

Whereas, The re-coding of existing ESL courses may result in circumstances where more than one course is appropriately coded to the same CB21 code;

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