General Concerns

Addition of Course Identification Numbers (C-ID) to College Catalogs and Student Transcripts

Whereas, California Articulation Number System (CAN) designations were typically included in college catalogs, typically in a list with the University of California Transfer Course Agreement and at the end of each course’s catalog description;

Whereas, CAN has been replaced by Course Identification Numbering System (C-ID) designations which indicate that a course outline of record is aligned to an intersegmentally developed descriptor, establishing intrasegmental articulation and often permitting inclusion in Associate Degrees for Transfer;

Creating a Common Assessment Reporting Tool to Detail Student Skills

Whereas, Current assessment instruments generate a single score that is used locally to place students into courses in English, Reading, English as Second Language (ESL), and Mathematics;

Whereas, Recommendation 2.1 from the 2011 Student Success Task Force called for the community colleges to “develop and implement a common centralized assessment for English reading and writing, mathematics, and ESL that can provide diagnostic information to inform curriculum development and student placement;”

Allowed Experiences in Courses Related in Content

Whereas, In 2011 and 2012 the Board of Governors approved a series of Title 5 changes regarding course repetition, creating significantly greater limitations on the circumstances in which students are allowed to repeat credit courses;

System-wide Collaboration on Violence Prevention Programs

Whereas, The provisions in both the federal Violence Against Women Reauthorization Act of 2013 and California Education Code §67386 require California Community Colleges to “implement comprehensive prevention and outreach programs addressing sexual violence, domestic violence, dating violence, and stalking” with the outreach programming to be included in every incoming student’s orientation;

Dual and Concurrent Enrollment

Whereas, California Education Code (§48800 and §76001) permits colleges to allow high school students to enroll in college courses where the course is offered at the college or at the high school and where either only college credit is earned or both college and high school credit are earned, and in all cases apportionment is only collected by one, either the high school or the college;

Improving Student Success Through Compliance with the 75/25 Ratio

Whereas, The California Legislature stated in AB 1725 (Vasconcellos, 1988) that “If the community colleges are to respond creatively to the challenges of the coming decades, they must have a strong and stable core of full-time faculty with long-term commitments to their colleges”;

Whereas, The full-time/part-time faculty ratio since 1993 has, statewide, steadily declined from 63.2%/36.8%[1] to 56.14%/43.86% in 2013[2];

College Position Announcements

Whereas, Education Code §87100(2) states “Academic excellence can best be sustained in a climate of acceptance and with the inclusion of persons from a wide variety of backgrounds and preparations to provide service to an increasingly diverse student population”;

Concern Regarding Chancellor’s Office Staffing

Whereas, The enactment of SB1440 (Padilla 2010)[1] and SB440 (Padilla 2013)[2] requires community colleges, within tight deadlines, to create an associate degree for transfer in every major and area of emphasis offered by that college for any approved transfer model curriculum, as prescribed, thereby imposing a state-mandated local program;

Constructive Dialog on the Expectations for Community College Completion

Whereas, Community colleges are commonly referred to as “two-year colleges,” and students are often expected by external observers and even themselves to complete their studies within time frames and unit limitations that stress greater speed to completion and economy of course scheduling rather than the quality of their experience;

Whereas, Many students remain at community colleges beyond two years and take more than the minimum units needed to complete their educational goals for legitimate reasons, including the following:

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