Spring

Noncredit Instruction in Guided Pathways Efforts

Whereas, Career Development and College Preparation noncredit courses that are part of approved noncredit certificates are eligible for apportionment at the same apportionment rate as credit courses; and

Whereas, Career Development and College Preparation noncredit courses provide valuable opportunities that prepare students who are unprepared or underprepared for college-level coursework for entry into the workforce, and provide onramps into credit certificate and degree programs;

California State University Systemwide Credit Policy

Whereas, Both the California State University (CSU) and the University of California (UC) have had systemwide minimum semester credit policies on the granting of units for Advanced Placement (AP) credit for admission purposes, which facilitates transfer by providing consistency for students on how to use external exam credit towards admission criteria;

Whereas, the UC continues to have a systemwide policy for the granting of units for AP credit for admission purposes;

Using Data to Assess the Impact of AB 705 (Irwin, 2017)

Whereas, It is critical to assess the impact of AB 705 (Irwin, 2017);

Whereas, AB 705 (Irwin, 2017) is mandated to be implemented within the entire California Community College system; and

Whereas, The implementation of AB 705 (Irwin, 2017) is an academic and professional matter impacting curriculum, prerequisites, and educational planning under the purview of the Academic Senate for California Community Colleges;

Develop a Paper on Career and Technical Education, Cooperative Work Experience, Internship, and Apprenticeship Programs

Whereas, apprenticeship programs are regulated by federal labor laws and are primarily funded by labor unions and/or industry;

Whereas, Career and Technical Education (CTE), Cooperative Work Experience (CWE), and internship programs are regulated by California Education Code and primarily funded by public funds; and

Whereas, CTE, CWE, internship programs, and apprenticeship programs are often conflated, and no current clear guidelines exist for the use of best practices for setting up these various programs;

Providing Educational Access and Adequate Support for California Community College Students with Disabilities

Whereas, Federal and state nondiscrimination laws stipulate that students with disabilities must have access to general college services and instructional programs; [1]

Whereas, The Board of Governors of the California Community Colleges implemented revisions to Title 5 regulations [2] on July 1, 2016 to address “academic adjustments, auxiliary aids, services and/or instruction through Disabled Students Programs and Services (DSPS), on and/or off campus, to students with disabilities”; [3]

Research on Guided Pathways Outcomes in California

Whereas, Guided pathways represents an opportunity for California community colleges to carefully examine and transform institutional practices;

Whereas, Recent legislative mandates and external pressures may create an environment of rapid change40; and

Whereas, Faculty are responsible to maintain rigor and quality of curriculum, programs and student success;

Guided Pathways Handbook

Whereas, Guided pathways represents an opportunity for the 114 colleges to examine student success, identify invisible barriers accumulated in our institutions and in California’s higher education system, and create clear messaging for our students to successfully complete their own educational goals;

Whereas, Faculty participation is essential to a process that builds on and rigorously examines our ability to deliver services and enable students to complete programs of study;and

Expanding Competency-Based Instruction through an Online Consortium

Whereas, The 2018-2019 Governor’s Budget Trailer Bill Language (February 20, 2018) calls for creation of a new California Online Community College District for “working adults to access high-quality, affordable and flexible opportunities to pursue postsecondary education that does not conflict with their work and familial obligations”;

Adopt the Paper Ensuring Effective Online Education Programs: A Faculty Perspective

Whereas, Resolution 11.01 S16 directed the Academic Senate for California Community Colleges to “in order to provide guidance to local senates and colleges on best practices in online education programs, update the 2008 paper Ensuring the Appropriate Use of Educational Technology: An Update for Local Academic Senates”;

Resolved, That the Academic Senate for California Community Colleges adopt the paper Ensuring Effective Online Education Programs: A Faculty Perspective [1] and disseminate to local senates and curriculum committees upon its adoption.

MSC

Endorse Proposed Revisions to Apprenticeship Minimum Qualifications

Whereas, The delegates at the Fall 2017 Plenary Session approved Resolution 10.01 F17 which calls for the Academic Senate for California Community Colleges to “continue efforts to engage in sustained and respectful dialog and collaboration with the Department of Industrial Relations, the California Apprenticeship Council, and the broader apprenticeship community to provide the highest quality educational experiences in all apprenticeship programs offered by the California Community Colleges”;

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