Curriculum

Whereas AB 1725 recognizes faculty's inherent responsibility for curriculum development, and

Whereas Title 5 53200 Subdivision C expressly assigns to local academic senates a role in curriculum development,

Resolved that the Academic Senate for California Community Colleges urge the Chancellor's Office to revise the program application form TGE-111 (10/92) and any other forms relating to curriculum to include a signature of the local academic senate president or designee.

Whereas advances in technology are spurring a renewed interest in distance learning nationwide, and

Whereas some members of the educational community are advocating the expansion of distance learning because it affords a means of increasing productivity, and

Whereas distance learning provides a possible means for increasing student access, and may enhance student learning, and

Resolved that the Academic Senate for California Community Colleges support strengthening of the local curriculum processes, and

Resolved that the Academic Senate for California Community Colleges support and endorse the wide distribution and review of the Draft Document "Curriculum Standards Handbook," prepared by the Chancellor's Office. (Document Available from Senate Office).

Whereas, The Academic Senate for California Community Colleges is considering resolutions to raise the associate degree minimum requirements in English and mathematics; and

Whereas, The Executive Committee framing document Issues and Options for Associate Degree Levels in Mathematics and English includes considerable discussion of alternative course content;

Whereas, Some faculty were confused about the timeline for voting on the proposed changes to the mathematics and English requirements for AA/AS degrees; and

Whereas, New senate presidents usually begin their term in the fall and many were not aware of the continuing discussion of the issues nor the impending vote at the Fall 2004 Session;

Resolved, That the Academic Senate for California Community Colleges postpone the vote on changing the mathematics and English requirements in Title 5 for the associate degree until its Spring 2005 Plenary Session.

Whereas, The successful matriculation of community college students who initially require basic skills coursework is of particular concern to the California Community Colleges Board of Governors and the Academic Senate for California Community Colleges; and

Whereas, Research conducted by the Academic Senate reveals a specific need for additional attention to local practices for basic skills assessment and placement;

Whereas, The Academic Senate for California Community Colleges has endorsed the values of global education adopted by the Global Education Network Task Force (Spring 1999);

Whereas, The Academic Senate for California Community Colleges has participated in the Global Education Work Group; and

Whereas, The statement of principles and purposes is consistent with the values and interests of the Academic Senate for California Community Colleges;

Whereas, Many colleges are still developing courses that require sufficient time for reading, writing, critical reflection, extended instructor assessment, and instructor student communication, long term problem solving, and open-ended lab work;

Whereas, The trend of offering community college courses in ever-shortened time frames can create time constraint pressures on students and instructors that inhibit effective student learning; and

Whereas, College speech communication courses are skill building classes which require adequate time for research, critical thinking, out-of-classroom practice, instructor assessment, instructor-student communication, and the maturation of the skills;

Whereas, The trend to offer community college speech communication courses in shorter terms has been judged by speech communication faculty to inhibit effective growth of students' skills; and

Whereas, California community colleges may offer not-for-credit (community service) courses;

Whereas, Title 5 does not stipulate the breadth and depth of not-for-credit course offerings; and

Whereas, Not-for-credit course offerings are now duplicating degree-credit, non-degree credit, and noncredit course offerings;