Whereas the Academic Senate for California Community Colleges adopted Resolution 9.5 S96 asking for models of program prerequisites to assist the validation of such prerequisites, and
Whereas the proposed resolution 9.2 F96 would, if adopted, help to implement Resolution 9.5 S96
Resolved that the Academic Senate direct the Executive Committee to begin to find program prerequisite models in order to expedite the implementation of Resolution 9.5 S96.
Whereas resolution l8.1 S96 called for the Academic Senate to request of the Chancellor's Office that assessment instruments other than those in math, English, and ESL be added to the approved list upon validation by five local colleges, and
Whereas no action has ensued subsequent to this request,
Whereas a 1996 spring Executive Committee resolution asked the Senate Curriculum Committee to address potential conflicts between Title 5 Sections 55002 and 53200 on the establishment of college and district curriculum committees, and
Whereas the Senate Curriculum Committee felt changes could be made to Title 5 Section 55002(a)(1) which would clarify the conflicts between the two sections of Title 5;
Whereas Resolution 9.05 S 96 called for the Academic Senate to work with the Chancellor's Office in facilitating the approval of program prerequisites;
Resolved, That the Academic Senate for California Community Colleges urge local senates to ensure that all instructors of transferable American Institutions courses receive a copy of the senate-approved course outline containing both elements. [N.B.: This resolution was divided. See
Whereas clauses under Resolution 9.05 F03 for background.]
Whereas, The California community colleges have generally accepted that the California State University (CSU) requirement in American Institutions should be taught for transfer credit at all community colleges;
Whereas, CSU expects that students completing one course in American Institutions will have studied both American and California governments;
Whereas, The typical American Government course taught a tour 108 colleges may not currently include the appropriate instruction in California Government and Politics; and
Whereas, Vocational programs may have accrediting agencies that are specific in the requirements needed in a particular field of work (e.g., nursing);
Whereas, Vocational education is a critical component of the mission of California community colleges; and
Whereas, Occupational Education faculty are currently underrepresented on the Senate's Curriculum Committee;
Resolved, That the Academic Senate for California Community Colleges ensure that the occupational education perspective inadequately included in its study on the math/English requirement.
Whereas, Resolutions 9.04R F02, 9.05R F02 and 9.06R F02 referred to the Executive Committee the issue of whether to recommend changing Title 5 Regulations (55805.5, Paragraph (c)) to raise the level of minimum requirements for the associate's degree in English and mathematics;
Whereas, Resolution 9.01 S03 urged "local senates to engage their campuses in a full discussion of possible options and approaches for addressing the level of English and mathematics courses required for graduation, as well as discussion of advantages, disadvantages and consequences of any such changes";
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;
Whereas the Chancellor's Office Interim Committee on Curriculum is currently developing procedures for moving colleges from interim to continuous delegation,
Resolved that the Academic Senate support the concept of regional colloquia for those faculty and staff involved in the development, review, and approval of curriculum.