Curriculum

Academic Senate Guidelines on Course Substitutions for Associate Degrees for Transfer

Whereas, Community college districts have traditionally established local policies and procedures that permit students to request course substitutions for degree major requirements to allow students to complete their degrees without being required to repeat or complete additional coursework, including cases where students have transferred between community colleges;

Review and Reform of Curriculum and Instruction Regulations

Whereas, Efforts such as the Basic Skills Initiative and the Task Force on Workforce, Job Creation, and a Strong Economy have identified the need for colleges to redesign curriculum to more effectively serve their students and increase the numbers of students who successfully complete their educational goals;

Z-Degrees and Faculty Primacy

Whereas, The Department of Finance has introduced budget trailer bill language to incentivize California Community Colleges to develop “Z-Degrees” designed so that students can complete a degree with zero costs for textbooks;

Whereas, The development and review of curriculum and degree programs, as well as the selection of textbooks and other instructional materials, are items of faculty primacy under the 10+1; and

Associate Degree for Transfer in Music

Whereas, Associate Degrees for Transfer (ADTs) are limited to a total of 60 semester units completed at a community college and must include the completion of CSU Breadth or IGETC, which consists of 37-39 semester units, leaving only 21-22 units of major preparation for music if none of the music courses has been approved for general education;

Guidance on Using Noncredit Courses as Prerequisites and Co-requisites for Credit Courses

Whereas, Recent legislative action to equalize the apportionment funding rate for career development and college preparation noncredit instruction with that of credit instruction may make the use of noncredit courses as prerequisites and co-requisites for credit courses an attractive option for colleges that are developing alternative curricular pathways designed to prepare students for college-level work;

Student Learning Outcomes Assessment is a Curricular Matter

Whereas, The ASCCC paper “Guiding Principles for SLO Assessment,” approved in Fall 2010, states, “SLOs are instruments of curriculum development, and therefore both the design and the assessment of SLOs clearly are curricular matters”;

Whereas, Outcomes assessment is a form of research that may inform improvements in course curriculum, program curriculum, and teaching methodologies with the goal of improving student achievement; and

Whereas, Curriculum is an academic and professional matter;

Modify Regulations on Certificates of Achievement for Greater Access to Federal Financial Aid

Whereas, Title 5 §55070(a) defines a Certificate of Achievement as “Any sequence of courses consisting of 18 or more semester units or 27 or more quarter units of degree-applicable credit coursework,” and these certificates must be submitted to the Chancellor’s Office for approval and are included on a student’s transcript upon completion;

Whereas, Any state-approved educational program that consists of 16 or more semester units or 24 quarter units is eligible for federal financial aid;

Flexibility in Awarding Unit Credit for Cooperative Work Experience

Whereas, Cooperative work experience education, as defined in Title 5 §55252, allows students to earn college credit while gaining work experience either related or not related to their educational goals;

Whereas, Title 5 §55256.5 states that the course credit for cooperative work experience is granted according to the following formula:

(1)   Each 75 hours of paid work equals one semester credit or 50 hours equals one quarter credit.

(2)   Each 60 hours of non-paid work equals one semester credit or 40 hours equals one quarter credit.

Criteria for Recording Low-Unit Certificates on Student Transcripts

Whereas, Title 5 §55070 states that certificate programs of 18 or more semester units or 27 quarter units require Chancellor’s Office approval and must be designated “certificates of achievement” and also allows colleges the option of seeking Chancellor’s Office approval and certificate of achievement designation for certificate programs of 12 or more semester units or 18 quarter units but less than 18 semester units or 27 quarter units with Chancellor’s Office approval required in order for the certificates to be listed on student transcripts;

Develop a Paper on Effective Practices for Educational Program Development

Whereas, “Educational program development,” which is an academic and professional matter identified in Title 5 §53200, involves the development of all certificates and degrees and is therefore inherently a curricular matter;

Whereas, The Task Force on Workforce, Job Creation, and a Strong Economy[1] has identified several recommendations that have resulted in a focus on the development of educational programs, including the following:

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