Curriculum

Noncredit Curricular Standards

Whereas AB 1725 recognizes the noncredit programs as part of the mission and goals of the California Community Colleges, and

Whereas while the course offerings to the noncredit student do differ, they often parallel the college's credit offerings, and

Whereas it is in the best interest of the student, the college, and the State of California to assure that the noncredit courses include consideration of Title 5 standards of integrity and success, and

Academic Freedom

Whereas the individual teaching faculty is educated, trained and current in experience in the presentation of his or her subject matter, and

Whereas the individual teaching faculty is intimately and regularly involved with his or her students and knows them individually and collectively, and

Whereas the individual teaching faculty is ultimately responsible for the motivation, instruction, and evaluation of each student in his or her care,

Certificates of Proficiency

Whereas the Tones Act requires community colleges to issue certificates of proficiency in ESL and Basic Skills, and

Whereas the Academic Senate for California Community Colleges has opposed issuing basic skills certificates,

Education Round Table Initiatives

Whereas the Education Round Table had developed a joint statement Round Table Outreach Initiatives: Improving Student Learning and Academic Achievement, and

Whereas the initiatives include the following steps:
1.Content and Performance Standards: Reach a consensus on what California students should know, understand, and be able to do and understanding English-language arts and mathematics and reflect that consensus in statewide standards, and

Delegation Checklist Revision

Whereas the Chancellor's Office has delegated authority to the local colleges to approve curriculum, and

Whereas it is the responsibility of the college curriculum committee to meet the conditions of delegation,


Resolved that the Academic Senate for California Community Colleges revise the Delegations Checklist, Appendix D, of the Curriculum Standards Handbook to include the signature(s) of the curriculum committee chair(s).
M/S/U Disposition: Chancellor's Office, Executive Committee, Local Senates

Breakout Sessions on Lecture/Lab Issues

Whereas collaborative learning, team teaching, computer-aided instruction, and distance education are critical to effective instruction, and

Whereas such innovations can significantly alter the definition of instructional workload and fair compensation, and

Whereas the Carnegie unit definition of lecture, lecture-lab and lab are based on traditional delivery systems, and

Whereas this situation is seriously impeding our ability to institutionalize the most effective delivery systems for our students,

Special Education Courses

Whereas the minimum qualifications for academic staff working with students with disabilities have been set forth m Title 5. Section 53414, and

Whereas it is recognized that expertise in instructional planning for all disciplines/academic areas in the California community colleges rests with discipline faculty, and

Whereas the responsibility for course approval remains with campus curriculum committees,

Volunteer and Service Learning

Whereas the newly developing program of Service Learning in California's community colleges promotes community service linked directly to academic learning and

Whereas students in courses across the curriculum are enabled to have real-world learning experiences in a variety of service situations, which tie directly to their classroom instruction, and

Whereas the program creates a mutual benefit between students and the community and encourages an enhanced sense of civic responsibility in keeping with the community college mission, and

Prerequisite Models

Whereas validation of program prerequisites has created hardships for many colleges and their students, and

Whereas based on valid research, individual colleges have developed profiles of successful students in their Allied Health programs, and

Whereas every community college cannot complete the extensive research necessary to validate programs and prerequisites,

Curriculum Standards Handbook

Whereas the Model District Policy mandates approval of courses and prerequisites by college curriculum committees based on "a detailed course syllabus and outline of record, tests, related instructional materials, course format, type and number of examinations and grading criteria...," and

Whereas the Curriculum Standards Handbook states that "courses ...will be taught in accordance with the course outline," and

Whereas these and other statements in the Curriculum Standards Handbook may be construed in some quarters to restrict academic freedom,

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