Variations in Adopting Prerequisite Policies

Whereas the Chancellor's Office has sent a Model Perquisite Policy to all California community colleges with recommendations for adoption as local board policy, and

Whereas much confusion has come from this document as to what is law and what is recommendation, and

Whereas the Chancellor has issued an appendix that states that local senates may write their own policy and submit it for acceptance to the Chancellor's Office, and

Whereas that appendix has not been widely circulated to many curriculum chairs and local senate presidents,

Components of a Model Course Outline of Record

Resolved that the Academic Senate for California Community Colleges adopt the position paper Components of a Model Course Outline of Record.
M/S/U Disposition: Chancellor's Office, Local Senates

Integrated Outline of Record

Whereas the Chancellor's Office of the California Community Colleges has issued the 1994 Curriculum Standards Handbook which delegates several approval authorities to local colleges and significantly revises the criteria for course and program approval, and

Whereas the California State University in Executive Order 595, removed the ability of community colleges to self-certify general education courses and has begun a systematic review of all such courses using stringent criteria, and

Issues and Options for Associate Degree Levels In Mathematics and English

This paper was initially disseminated in Fall 2004 and is included here for your convenient reference.

This paper addresses a central question regarding the statewide associate degree requirements for mathematic and English: Are the present associate degree minimum course requirements for English and mathematics mandated by Title 5 of the California Code of Regulations appropriate for today’s students? If not, we must come to a decision of what change or changes the Academic Senate should recommend.

Program Review: Setting a Standard

This paper responds to Resolution 9.05 Fall 2007, calling for an update of the Academic Senate’s 1996 paper Program Review: Developing a Faculty Driven Process in the light of recent accreditation changes and other emerging issues. This paper has been written to expand on the best elements of the 1996 paper and to stand on its own without requiring that readers also review the earlier paper. Program review has evolved substantially since the development of that paper. Individuals and institutions engage in program review for a variety of reasons.

Noncredit Instruction: Opportunity and Challenge

This paper considers noncredit instruction in the California Community College System. Noncredit students pay no enrollment fees and normally receive no college credit or official course grades. State apportionment funding is provided for noncredit instruction in specified areas (see Appendix A). The paper identifies three related concepts: a state need for increased levels of education that noncredit instruction is well placed to supply, several changes that begin to facilitate that response, and additional changes that are needed to ensure success.

The Course Outline of Record: A Curriculum Reference Guide

Curriculum is at the core of any educational endeavor, and the course outline of record plays a central role both internal and external to the California Community College System. This update to the original Academic Senate paper Components of a Model Course Outline of Record also incorporates material from the previously published Academic Senate papers Stylistic Considerations in Writing Course Outlines of Record and Good Practices for Course Approvals.

Issues in Basic Skills Assessment and Placement in the California Community Colleges

When the Academic Senate for California Community Colleges compiled best practices for serving basic skills students in 2002-2003, assessment practices were notably absent. In this paper, problems with current assessment and placement practices with regards to basic skills are explored. The paper begins with a review of the matriculation process and the most appropriate assessment instruments for use in placing basic skills students into courses.

Survey of Effective Practices in Basic Skills

Most first-time community college students are not prepared to succeed in college-level courses without one or more courses in basic skills to develop necessary reading, writing, and mathematics skills. The mission to provide basic skills is directed at a vast number of students who enter our community colleges today. To serve these students as well as we can, we must encourage faculty, administrators, and others in decision-making positions to employ effective practices so that under-prepared students may complete transfer and occupational programs within a reasonable timeframe.


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