Whereas, The development of curriculum, which includes the choice of textbooks and other course materials, is an area of faculty primacy under Title 5 §53200 and a responsibility of every community college faculty member;
Whereas, Changes to regulations governing course repeatability, the recent efforts at realigning adult education (AB 86 and AB 104, Budget Committee, 2013), the recent equalization of funding for Career Development and College Preparation (CDCP) noncredit class apportionment with credit class apportionment, the ongoing funding for student success efforts including Basic Skills, Equity, and Student Success and Support Programs, and the Recommendations of the California Community Colleges Task Force on Workforce, Job Creation, and a Strong Economy (August 14, 2015) are all resulting in an in
Whereas, California Articulation Number System (CAN) designations were typically included in college catalogs, typically in a list with the University of California Transfer Course Agreement and at the end of each course’s catalog description;
Whereas, CAN has been replaced by Course Identification Numbering System (C-ID) designations which indicate that a course outline of record is aligned to an intersegmentally developed descriptor, establishing intrasegmental articulation and often permitting inclusion in Associate Degrees for Transfer;
Whereas, Current assessment instruments generate a single score that is used locally to place students into courses in English, Reading, English as Second Language (ESL), and Mathematics;
Whereas, Recommendation 2.1 from the 2011 Student Success Task Force called for the community colleges to “develop and implement a common centralized assessment for English reading and writing, mathematics, and ESL that can provide diagnostic information to inform curriculum development and student placement;”
Whereas, In 2011 and 2012 the Board of Governors approved a series of Title 5 changes regarding course repetition, creating significantly greater limitations on the circumstances in which students are allowed to repeat credit courses;
Whereas, The provisions in both the federal Violence Against Women Reauthorization Act of 2013 and California Education Code §67386 require California Community Colleges to “implement comprehensive prevention and outreach programs addressing sexual violence, domestic violence, dating violence, and stalking” with the outreach programming to be included in every incoming student’s orientation;
Whereas, California Education Code (§48800 and §76001) permits colleges to allow high school students to enroll in college courses where the course is offered at the college or at the high school and where either only college credit is earned or both college and high school credit are earned, and in all cases apportionment is only collected by one, either the high school or the college;
Whereas, The California Legislature stated in AB 1725 (Vasconcellos, 1988) that “If the community colleges are to respond creatively to the challenges of the coming decades, they must have a strong and stable core of full-time faculty with long-term commitments to their colleges”;
Whereas, The full-time/part-time faculty ratio since 1993 has, statewide, steadily declined from 63.2%/36.8%[1] to 56.14%/43.86% in 2013[2];
Whereas, Education Code §87100(2) states “Academic excellence can best be sustained in a climate of acceptance and with the inclusion of persons from a wide variety of backgrounds and preparations to provide service to an increasingly diverse student population”;
Whereas, The enactment of SB1440 (Padilla 2010)[1] and SB440 (Padilla 2013)[2] requires community colleges, within tight deadlines, to create an associate degree for transfer in every major and area of emphasis offered by that college for any approved transfer model curriculum, as prescribed, thereby imposing a state-mandated local program;