Curriculum

Amend Resolution 9.04 S15

Add a fourth whereas:

Whereas, Successful student completion of current English and math competency requirements is central to concerns about student equity and achievement gaps;

Add a second resolved:

Amend Resolution 9.04 S15

Whereas, Successful student completion of current English and math competency requirements is central to concerns about student equity and achievement gaps;

Add a second resolved:

Resolved, That the Academic Senate for California Community Colleges support the development of various locally approved pathways to transfer level statistics designed to address student equity and close achievement gaps among student populations;

Add a third resolved:

Amend Resolution 9.04 S15

Resolved, That the Academic Senate for California Community Colleges, due to concerns about transfer of courses to the University of California (UC), invite UC faculty to participate in the formulation of the C-ID descriptor for any alternative to Intermediate Algebra that would be used as a prerequisite for Statistics.

MSR:  Referred to the Executive Committee for further research and return results to the body by fall 2015. 

Alternative Courses for Math Competency Requirements

Whereas, The current English and math competency requirements for the associate degree were adopted by the Academic Senate for California Community Colleges in Spring 2005, approved by the California Community Colleges Board of Governors in September 2006 and required per Title 5 §55063, and which became effective for all students admitted to a California community college for the Fall 2009 term or any term thereafter;

The Carnegie Units Worksheet

Whereas, In October 2014, the Academic Affairs division of the Chancellor’s Office prepared and distributed the “Carnegie Units Worksheet”, creating standards for local credit hour calculations[1] to address internal concerns that colleges had local practices that resulted in students either being awarded too many or too few units and, in some cases, local districts inappropriately claiming apportionment for student work outside of the classroom;

Curriculum Processes and Effective Practices

Whereas, Colleges and districts have a variety of local curriculum processes, including timelines indicating when courses and programs are submitted to technical review committees, curriculum committees, academic senates, and governing boards;

Whereas, Timely curriculum processes are required for all disciplines and programs; and

Whereas, Colleges would benefit from a paper outlining effective practices for local processes on curriculum approval;

Future Direction for C-ID

Whereas, Since 2007 the Academic Senate for California Community Colleges (ASCCC) has overseen and coordinated the Course Identification Numbering System (C-ID), providing staffing, resources, and structure through a grant to a single district from the California Community Colleges Chancellor’s Office;

Support for Allowing Exceptions to Senate Bill 440 Degree Creation Mandates

Whereas, When Transfer Model Curricula (TMCs) were first created in response to Senate Bill 1440 (Padilla, 2010), no expectation existed that all colleges would be mandated to develop Associate Degrees for Transfer (ADTs) for all TMCs in which they possessed an existing local degree in the same TOP Code;

Formalizing Model Curriculum

Whereas, In developing Transfer Model Curriculum (TMCs) in response to SB 1440 (Padilla, 2010), an additional benefit was identified when California Community College and California State University discipline faculty, although unable to conform to some aspect of the TMC requirements, were able to craft model curricula designed to best prepare students for careers or transfer within a specified discipline;

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