2016

Develop a Paper on Effective Practices for Educational Program Development

Whereas, “Educational program development,” which is an academic and professional matter identified in Title 5 §53200, involves the development of all certificates and degrees and is therefore inherently a curricular matter;

Whereas, The Task Force on Workforce, Job Creation, and a Strong Economy[1] has identified several recommendations that have resulted in a focus on the development of educational programs, including the following:

Adopt the Paper Ensuring Effective Curriculum Approval Processes: A Guide for Local Senates

Whereas, Resolution 9.01 S15 directed the Academic Senate for California Community Colleges to “develop a paper on effective practices for local curriculum approval and present it to the field for adoption at the Fall 2016 Plenary Session”;

Whereas, The recommendations of the Task Force on Workforce, Job Creation, and a Strong Economy have resulted in renewed focus on the effectiveness on local curriculum approval processes; and

Awarding Credit for Prior Learning Experience

Whereas, AB 2462 (Block, 2012) called for the California Community College Chancellor’s Office to “determine for which courses credit should be awarded for prior military experience”;

Whereas, The creation of baccalaureate degrees at the California community colleges has increased interest in allowing credit for a variety of prior learning experiences, which could be problematic without guidelines and faculty participation;

Whereas, The awarding of credit for prior experiences, rather than prior coursework, may be a new concept for many colleges; and

Costs Associated with Prior Military Experience Credit

Whereas, AB 2462 (Block, 2012) calls for “the Chancellor of the California Community Colleges, using common course descriptors and pertinent recommendations of the American Council on Education, [to] determine for which courses credit should be awarded for prior military experience”; and

Whereas, Responsibility for determining credit for prior learning, using mechanisms like credit by exam, relies on input and evaluation by faculty in the disciplines for which credit is being sought and is an academic and professional matter;

Direct Strong Workforce Funding to Districts

Whereas, The recommendations of the 2015 Board of Governors Task Force on Workforce, Job Creation, and a Strong Economy demonstrate a recognition of the important role of career technical education (CTE) programs in supporting the overall economic integrity of the State of California;

Whereas, Recent practice has been to direct funding for CTE programs through regional consortia, which has in many cases led to uneven allocation of resources, inability to sufficiently fund some existing CTE programs, and missed opportunities for program development and improvement;

Provisionally Support Creation of Office of Higher Education Performance and Accountability

Whereas, California law established the California Postsecondary Education Commission (CPEC) as the coordinating and planning agency for statewide postsecondary education, and CPEC performed a variety of useful functions for California Higher Education, including data collection for all public segments and advising the governor regarding budgetary priorities to preserve access for students, but CPEC was defunded by the governor and ceased operations in 2011;

Student Equity: Ongoing Funding Commitment

Whereas, The California Community College Board of Governors has recognized the fundamental importance of student equity to the future of community colleges and to the society that is the State of California;

Whereas, Although the governor and legislature have made statements of support for student equity, SB 1456 (Lowenthal, 2012) does not provide a long-term commitment to any particular funding level;

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