Whereas, SB 850 (Block, 2014) authorized the Board of Governors to establish a statewide baccalaureate degree program at not more than 15 pilot colleges;
Whereas, Upper division units offered by the pilot colleges have not yet been established as transferrable to other institutions of higher education; and
Whereas, Pilot colleges need to meet the general education needs of students utilizing a limited cohort model;
Whereas, SB 850 (Block, 2014) authorized the Board of Governors to establish a statewide baccalaureate degree program at not more than 15 pilot colleges;
Whereas, The mission of the California community college is based on providing an open-access higher education opportunity to all who may benefit from instruction;
Whereas, Education Code §78261.5 provides for a limitation on enrollment for nursing; and
Whereas, It is anticipated that demand for community college baccalaureate programs will exceed capacity in the initial cohorts;
Whereas, SB 850 (Block, 2014) authorized the Board of Governors to establish a statewide baccalaureate degree program at not more than 15 pilot colleges;
Whereas, The faculty of the California community colleges value the integral role of general education as essential to degree attainment, and the breadth of general education addresses the skills needed to succeed in the workforce as identified by employers cited in the National Association of Colleges and Employers in their October 2013 survey[1];
Whereas, SB 850 (Block, 2014) authorized the Board of Governors to establish a statewide baccalaureate degree program at not more than 15 pilot colleges;
Whereas, No perceived difference in breadth, rigor, and utility should exist between the quality of a baccalaureate degree offered by the California community colleges and those offered in any other segment of the California higher education system; and
Whereas, Faculty across California are considering migration to a new Course Management System (CMS) in conjunction with the adoption of the Canvas course management system by the Online Education Initiative (OEI);
Whereas, Migration to a new CMS provides an opportunity for faculty to evaluate and update their online and hybrid courses, and colleges may wish to include their courses in the OEI Exchange, which will require compliance with certain standards as set forth by the OEI in its adopted rubric; and
Add a fourth whereas:
Whereas, Successful student completion of current English and math competency requirements is central to concerns about student equity and achievement gaps;
Add a second resolved:
Whereas, Successful student completion of current English and math competency requirements is central to concerns about student equity and achievement gaps;
Add a second resolved:
Resolved, That the Academic Senate for California Community Colleges support the development of various locally approved pathways to transfer level statistics designed to address student equity and close achievement gaps among student populations;
Add a third resolved:
Resolved, That the Academic Senate for California Community Colleges, due to concerns about transfer of courses to the University of California (UC), invite UC faculty to participate in the formulation of the C-ID descriptor for any alternative to Intermediate Algebra that would be used as a prerequisite for Statistics.
MSR: Referred to the Executive Committee for further research and return results to the body by fall 2015.
Whereas, The current English and math competency requirements for the associate degree were adopted by the Academic Senate for California Community Colleges in Spring 2005, approved by the California Community Colleges Board of Governors in September 2006 and required per Title 5 §55063, and which became effective for all students admitted to a California community college for the Fall 2009 term or any term thereafter;
Whereas, In October 2014, the Academic Affairs division of the Chancellor’s Office prepared and distributed the “Carnegie Units Worksheet”, creating standards for local credit hour calculations[1] to address internal concerns that colleges had local practices that resulted in students either being awarded too many or too few units and, in some cases, local districts inappropriately claiming apportionment for student work outside of the classroom;