Curriculum

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

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;

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;

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;

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);

Whereas, Lectures, course materials, assessments, and other pedagogical materials have traditionally been developed by the faculty member teaching a course;

Whereas, The increase in the number of online courses offerings has led to an increase in the number of publisher generated materials, including “canned” courses and assessments, being produced by publishers and other groups and an increase in use of these materials by faculty in both online and in-person classes; and

Whereas, The United States Department of Education (USDE) defines the credit hour in Title 34 of the Code of Federal Regulations (CFR) §600.2[1] as follows:

Credit hour: Except as provided in 34 CFR §668.8(k) and (l), a credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally established equivalency that reasonably approximates not less than—

Whereas, The Recommendations of the California Community Colleges Task Force on Workforce, Job Creation, and a Strong Economy (August 14, 2015)[1] identified six recommendations for improving curriculum processes, including the recommendation to “evaluate, revise and resource the local, regional, and statewide CTE curriculum approval process to ensure timely, responsive, and streamlined curriculum approval”;

Whereas, The requirement of regular, effective, and substantive contact between faculty and students in online courses is present in Title 5, Department of Education regulations, and national and regional accrediting standards;

Whereas, A wide variance exists around the state regarding the definition of regular, effective, and substantive contact in online classes, leading to confusion for students and faculty;

Whereas, SB 850 (Block, 2014) authorized the Board of Governors to establish a statewide baccalaureate degree program at not more than 15 pilot colleges;

Whereas, Originally no additional funding was allocated to support the development of curriculum, student services, or implementation of course offerings beyond the $84 per unit additional fee for upper division offerings; and

Whereas, Six million dollars was allocated in the 2015-16 budget cycle to support the baccalaureate pilot programs;