Student Learning Outcomes Assessment is a Curricular Matter

Whereas, The ASCCC paper “Guiding Principles for SLO Assessment,” approved in Fall 2010, states, “SLOs are instruments of curriculum development, and therefore both the design and the assessment of SLOs clearly are curricular matters”;

Whereas, Outcomes assessment is a form of research that may inform improvements in course curriculum, program curriculum, and teaching methodologies with the goal of improving student achievement; and

Whereas, Curriculum is an academic and professional matter;

Modify Regulations on Certificates of Achievement for Greater Access to Federal Financial Aid

Whereas, Title 5 §55070(a) defines a Certificate of Achievement as “Any sequence of courses consisting of 18 or more semester units or 27 or more quarter units of degree-applicable credit coursework,” and these certificates must be submitted to the Chancellor’s Office for approval and are included on a student’s transcript upon completion;

Whereas, Any state-approved educational program that consists of 16 or more semester units or 24 quarter units is eligible for federal financial aid;

Flexibility in Awarding Unit Credit for Cooperative Work Experience

Whereas, Cooperative work experience education, as defined in Title 5 §55252, allows students to earn college credit while gaining work experience either related or not related to their educational goals;

Whereas, Title 5 §55256.5 states that the course credit for cooperative work experience is granted according to the following formula:

(1)   Each 75 hours of paid work equals one semester credit or 50 hours equals one quarter credit.

(2)   Each 60 hours of non-paid work equals one semester credit or 40 hours equals one quarter credit.

Criteria for Recording Low-Unit Certificates on Student Transcripts

Whereas, Title 5 §55070 states that certificate programs of 18 or more semester units or 27 quarter units require Chancellor’s Office approval and must be designated “certificates of achievement” and also allows colleges the option of seeking Chancellor’s Office approval and certificate of achievement designation for certificate programs of 12 or more semester units or 18 quarter units but less than 18 semester units or 27 quarter units with Chancellor’s Office approval required in order for the certificates to be listed on student transcripts;

Develop a Paper on Effective Practices for Educational Program Development

Whereas, “Educational program development,” which is an academic and professional matter identified in Title 5 §53200, involves the development of all certificates and degrees and is therefore inherently a curricular matter;

Whereas, The Task Force on Workforce, Job Creation, and a Strong Economy[1] has identified several recommendations that have resulted in a focus on the development of educational programs, including the following:

Adopt the Paper Ensuring Effective Curriculum Approval Processes: A Guide for Local Senates

Whereas, Resolution 9.01 S15 directed the Academic Senate for California Community Colleges to “develop a paper on effective practices for local curriculum approval and present it to the field for adoption at the Fall 2016 Plenary Session”;

Whereas, The recommendations of the Task Force on Workforce, Job Creation, and a Strong Economy have resulted in renewed focus on the effectiveness on local curriculum approval processes; and

Resolution in Support of Credit ESL

Whereas, The California Community College (CCC) Chancellor’s Office and the State of California, through legislation of AB 86 (2013, Budget Committee) and AB 104 (2015, Budget Committee), demand multiple educational pathways to increase success of English language learners transitioning into credit programs;

Whereas, These pathways include access to completing certificates or degrees or preparing for transfer via existing coursework offered at California community colleges;

Develop Descriptors for Alternative Prerequisites for Statistics

Whereas, The University of California and California State University systems have indicated their willingness to grant credit for math courses that have a prerequisite other than intermediate algebra as evidenced by recent communication from their Chancellor’s Office to Articulation Officers;

Whereas, Many community colleges have introduced statistics pathways that permit such prerequisites;

Support Local Development of Curricular Pathways

Whereas, Planning and implementing curricular pathways to assist students in reaching their educational, transfer, and career goals involves curriculum design and program development, which are academic and professional matters as defined in Title 5;

Oppose External Honors Programs

Whereas, The Academic Senate for California Community Colleges has recognized the value of honors programs, encouraged their creation, and been concerned that they equitably serve California’s diverse population (20.01 S98, 20.04 F98, 20.04 F99, 03.01 S07, 13.12 F11);


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