Consultation with the Chancellor's Office

Application of the Federal Definition of Distance Education to Both Fully Online and Hybrid Courses by Regional Accreditors

Whereas, The Code of Federal Regulations, Title 34, and Education §602.3 (34 CFR §602.3) includes the following definition of distance education:

Distance education means education that uses one or more of the technologies listed in paragraphs (1) through (4) of this definition to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor, either synchronously or asynchronously. The technologies may include—

Posting of Chancellor’s Office Templates

Whereas, The Academic Senate for California Community Colleges adopted resolution 15.01 S11[1] to encourage reciprocity for courses in Associate Degrees for Transfer (ADT) and subsequently developed a reciprocity statement[2] regarding Transfer Model Curriculum (TMC) that “strongly urges community colleges to establish policies to allow and encourage acceptance of the courses students have taken at other colleges in a TMC-aligned degree”;

Remove the Term Remedial from the Student Success Scorecard

Whereas, The term “remedial” is used in the Student Success Scorecard to describe curriculum in English, mathematics, and English as a Second Language (ESL) that is below transfer level under the heading of Momentum Points;

Whereas, Courses in English, mathematics, and ESL that are below transfer level are also called “basic skills courses” in the Basic Skills Initiative; and

Whereas, Basic skills and remedial are referring to the same set of courses;

Alignment of the Title 5 Definition of Distance Education with the Federal Definition of Distance Education

Whereas, The Code of Federal Regulations Title 34, Education §600.2 includes a definition of distance education which includes a requirement that regular and effective contact is initiated by the instructor;

Whereas, California Code of Regulations Title 5 §55204 contains a definition of distance education which includes a requirement for “regular effective contact between instructor and students” and establishes that “Regular effective contact is an academic and professional matter pursuant to sections 53200 et seq.”; and

Re-enrollment Information for Admissions and Records Staff

Whereas, Title 5 §55040 (b) (9) permits students to re-enroll in a course due to a significant change in industry standards or licensure and Title 5 §55041(b) permits student re-enrollment in a course when there is a legally mandated requirement; and

Whereas, Some career technical education faculty have expressed challenges with Admissions and Records staff prohibiting the student re-enrollment due to changes in industry standards and legal mandates;

Definition of Basic Skills

Whereas, Data regarding basic skills are critically important for making decisions for funding allocations, as well as for assessing student success;

Whereas, The Basic Skills Initiative identifies basic skills courses as those courses necessary for students to succeed in college-level work and that are identified as such on the Basic Skills Cohort Tracking Tool;

Student Safety: Sexual Assault

Whereas, SB 967 (De León, 2014) has been passed by the legislature and signed by the governor, requiring district governing boards “to implement comprehensive prevention and outreach programs addressing sexual assault, domestic violence, dating violence, and stalking,” and local academic senates should participate in the development and implementation of these programs in order to ensure the protection of faculty purview and the highest quality programs for students;

Aligning State Reporting Deadlines With Academic Calendars

Whereas, Colleges are required, per Education Code, to allow effective participation by staff and students in college governance and to collegially consult with the faculty through academic senates, which includes allowing for sufficient vetting of critical documents and reports through college governance structures;

ASCCC Involvement in the California Community College Institutional Effectiveness and Technical Assistance Program

Whereas, In September 2014 the California Community Colleges Chancellor’s Office issued a Request for Applications (RFA) for a new California Community College Institutional Effectiveness and Technical Assistance Program “for the benefit of all California Community Colleges and Students” with a goal of “develop[ing] and manage[ing] a comprehensive technical assistance program to enhance institutional effectiveness and further student success”;


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