The Academic Senate for California Community Colleges unequivocally declares its total commitment to Affirmative Action program in the community colleges. In support of this position, the Academic Senate at its Fall Conference in 1986 passed a resolution that the Educational Policies Committee of the Senate be directed to draft a set of Affirmative Action Guidelines for the use of faculty in the California Community Colleges.
The Board of Governors of the California Community Colleges has adopted regulations establishing distinct sets of standards for courses which may or may not be applied for credit toward the associate degree. In addition, the Board of Governors is now requiring that noncredit courses be approved through the same local curriculum review and approval process as that required for credit courses. The revised regulations, which will appear as changes in Title 5, Part Vl of the California Administrative Code, include as new section 55002.
If you are a high school student planning to attend a college, the information in this folder is for you. Read it carefully and use it to help plan your high school courses.
With the current review of the Master Plan for Higher Education underway, it seems appropriate to review also the history of the Academic Senate movement in California. The following is a selective list of 60 Senate milestones identified.
The Academic Senate recognizes the critical role that counseling plays in the educational process and adheres to the general principle that counseling is most effective when it is performed by professional counselors, who have been educated and trained in the diverse functions of their field. Moreover, the Senate believes that there is no substitute for an adequate number of fully trained and certified professional counselors and that institutions which lack such a number are undermining both the efficiency and the quality of all their college programs.
The Academic Senate for California Community Colleges has supported the preeminent position of this function throughout its history, as documented by the attached compendium of policies and positions on transfer education. It is important to note, as these resolutions attest, that the transfer function has received careful and constant attention by the faculty of California community colleges.
We seem to hear more every day about declining academic standards. In January, the newspapers reported that only about 62 percent of candidates for certificates to teach in California elementary and secondary schools passed tests in basic skills. Many community college faculty are concerned about standards in their institutions, in part because in the late 1960s and the 1970s standards became associated, in the minds of many faculty members and students, with personal rigidity rather than academic rigor.
Title 5 requires that the 15 semester units of general education mandated for the associate degree include at least one course in the following areas: natural sciences, social sciences, humanities, and learning skills. A course, to fulfill the general education requirement, must satisfy both general education and area requirements. The Education Policy Committee recommends the following criteria.
The Senate response to the final Report of the Task Group on Retention and Transfer, more popularly known as the "Kissler Report" after Gerald Kissler, Assoc. Dir. of Planning, UCLA Chancellor's Office.