Whereas prerequisites are designed to help ensure that students have a reasonable chance to succeed in courses, and

Whereas scrutiny of prerequisites is now required, and

Whereas evidence that the use of prerequisites enhances student success has not been collected and published,

Resolved that the Academic Senate work with the Chancellor's Office to research, evaluate, and report on the effects of prerequisite scrutiny on relevant institutional practices and student outcomes and report to the body at a future session.

Course Approval for Distance Education Courses

Whereas Title 5 Regulations require separate course approval for all distance education courses, and

Whereas the Chancellor's Office has established new definitions for MIS to use for determination of course type, and

Whereas there are many different ways in which curriculum committees are reviewing and approving distance education courses,

TOP Code Exploration

Whereas the Academic Senate has

Resolved in the past to request more frequent updating of the Taxonomy of Programs (TOP) Code, and occupational disciplines and English as a Second Language (ESL), in particular, have requested TOP Code revisions, and

Whereas the function and purpose of TOP Codes is not well understood in the field,

Resolved that the Academic Senate work with the Chancellor's Office to explore the conceptualization and implications of Taxonomy of Programs (TOP) Code assignments, and

Support for Information Competency

Whereas, In 1998 the Academic Senate for California Community Colleges adopted the position paper "Information Competency in the California Community Colleges" and subsequently adopted resolution 9.01 S01 recommending that information competency be a locally designed graduation requirement for degree and System Office Approved certificate programs;

SLO Terminology Glossary - A Resource for Local Senates

The following glossary was developed from existing research and feedback from faculty and researchers from the California community colleges in response to Resolution S08 2.02 that asked the Academic Senate for California Community College to address the confusion in the field by researching and developing a glossary of common terms for student learning outcomes and assessment. The glossary does not dictate terminology nor does it seek to be comprehensive.

Definitions of Course Level

Whereas, Many discussions of current curricular topics involve course-level discussions using terms such as "basic skills", "pre-collegiate", and "college-level";

Whereas, Such discussions are often hampered by the fact that understanding of these terms differs among individuals, community colleges, and systems of higher education; and

Whereas, A common understanding of such terms is necessary for productive discussion of curricular topics;

Senate Basic Skills Task Force

Whereas the Torres bill (SB 1764/92) asked for the granting of certificates of proficiency in ESL and Basic Skills and the Senate has not taken a clear position regarding such certificates, and

Whereas community colleges are facing many issues regarding basic skills and basic skills instruction including accountability, the need for professional development for faculty teaching basic skills, better articulation with high schools, and a clear understanding of the community college mission regarding basic skills, and

Future Teachers Development

Whereas all community college instructors should be knowledgeable about learning theory and diverse learning styles, and

Whereas the need for well qualified community college teachers is expected to grow, and

Whereas courses in instructional methodologies have already been developed at some CSU campuses (e.g., CSU Sacramento and Sonoma State),

Curriculum Leadership Institute

Whereas the responsibilities of the college leaders in the area of curriculum, both faculty and administrators, are considerable in their depth and complexity, and

Whereas the standards and requirements for development, review, and approval of curriculum are both broad and detailed, and

Whereas it is particularly important to develop faculty curriculum leadership with full knowledge and understanding of the curriculum process and related standards, requirements, and good practices,


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