Spring

Revise the Disciplines List Revision Process

Whereas, The original Disciplines List was approved in 1989, with many of the discipline minimum qualifications having remained unchanged since its original publication;

Whereas, Multiple issues with the clarity of the minimum qualifications for disciplines have arisen over time, including changes to the names of degrees, the order of degree names, punctuation issues, and the lack of consistent clarity provided for the appropriate application of the disciplines not requiring a master’s degree; and

Effective Practices in Online Lab Science Courses

Whereas, California Code of Regulations Title 5 §55202 states that distance education courses must adhere to the “same standards of course quality” as traditional classroom courses and that determinations of course standards and quality must be made “with the full involvement of faculty,” and given that the separate course review and approval of distance education courses required by Title 5 §55206 maintains districts’ local authority to determine if courses will “be provided through distance education”;

Effective Practices in Online Communication Courses

Whereas, California Code of Regulations Title 5 §55202 states that distance education courses must adhere to the “same standards of course quality” as traditional classroom courses and that determinations of course standards and quality must be made “with the full involvement of faculty,” and given that the separate course review and approval of distance education courses required by Title 5 §55206 maintains districts’ local authority to determine if courses will “be provided through distance education”;

Adopt the Paper Effective Practices for Educational Program Development

Whereas, Resolution 9.02 S16 directed the Academic Senate for California Community Colleges to “develop a paper on effective practices for developing and revising all educational programs and bring the paper to the Spring 2017 Plenary Session for approval”;

Resolved, That the Academic Senate for California Community Colleges adopt the paper Effective Practices for Educational Program Development[1] and disseminate to local senates and curriculum committees upon its adoption.

MSU

Small and Rural College Participation in Online Education Initiative Course Exchange

Whereas, Online Education Initiative (OEI) Pilot courses that have been reviewed and meet the OEI Course Design Rubric have an average success rate 4.9% above the statewide success rate for online courses,[1] correlating with the high quality of materials required to meet the OEI rubric and the resources (or online ecosystem) available to colleges in the OEI Consortium;

Local Determination of Degree Emphasis and Titles for ADT Social Justice Studies: General

Whereas, The Social Justice Studies “Area of Emphasis” (AOE) Transfer Model Curriculum (TMC) was developed by an intersegmental Faculty Discipline Review Group, vetted by California State University (CSU) and California Community College (CCC) faculty and other interested parties, approved, and posted as final to the C-ID website on September 28, 2015;

Support Students’ Rights to Enroll in English as a Second Language (ESL) Coursework

Whereas, AB 705 (Irwin, 2017) rightfully distinguishes English as a Second Language (ESL) students as “foreign language learners who require additional language training in English” with needs separate from those of native English speakers in California Community College English pathways, and therefore intentionally provides English language learners (ELLs) in credit ESL with up to three years to achieve language proficiency before and being mainstreamed into native-speaker transfer-level English;

Legal Interpretation of AB 705 (Irwin, 2017)

Whereas, The changes to California Education Code Section §78213(d)(1)(E) resulting from the passage of AB 705 (Irwin, 2017) stipulate regarding multiple measures that “The board of governors may establish regulations governing the use of these and other measures, instruments, and placement models to ensure that the measures, instruments, and placement models selected by a community college demonstrate that they guide English and mathematics placements to achieve the goal of maximizing the probability that a student will enter and complete transfer-level coursework in English and mathematic

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