General Concerns

Class Caps Based on Pedagogical Factors

Whereas, Class caps are maximum student enrollment limits specified for each class, and class cap determinations have sometimes been made inconsistently on the basis of classroom size and other arbitrary factors;

Whereas, The enrollment management plans on many campuses have been responding to FTES enrollment funding caps by arbitrarily increasing class caps in order to increase perceived efficiency;

Responding to the Student Success Task Force Recommendations

Whereas, The draft recommendations (as of September 30, 2011) of the California Community Colleges Task Force on Student Success (established in response to Senate Bill 1143, Liu, 2010) propose a complex package of integrated changes to the way the California community colleges currently function;

Whereas, Student success, specifically, and academic and professional matters more generally are areas in which primary responsibility has been granted to the local academic senate; and

Support for Distance Learning Coordinators

Whereas, Distance Learning is recognized as a valid instructional modality in Title 5 Regulations, and increasing numbers of courses are offered in this manner by community colleges statewide both to meet the needs of students and to respond to identified administrative concerns about facilities, budget, or scheduling; Whereas, The Legislative Analyst’s Office (LAO) recently released a paper (The Master Plan at 50: Using Distance Education to Increase College Access and Efficiency) proposing the widespread use of distance education to alleviate perceived problems with access to com

Fostering Dialog between Adult Education and Noncredit

Whereas, Adult education and community college noncredit programs share a common origin, both having emerged from the K-12 system in response to the particular needs of adult learners for educational options that are not part of credit programs and the future of these two types of programs is also intertwined;

Whereas, Both adult education and community college noncredit programs face similar funding challenges, with all state adult education funds now open to “flexibility” usage by underfunded K-12 districts and noncredit courses and programs receiving lesser funding;

Benefits of Student Accumulation of “Excess Units”

Whereas, Various parties statewide, including the California Legislative Analyst’s Office and the Chancellor for California Community Colleges, have voiced concern that students accrue “excess units” beyond those they truly need for degree or certificate completion or for transfer (e.g., CCCCO Press Release, January 29, 2010), thus placing a financial burden on California taxpayers that those concerned believe serves no purpose;

Institutional Effectiveness

Whereas, California community colleges and local senates are working toward well thought out planning and decision-making processes;

Whereas, Sound practice along with the 2002 Accrediting Commission for Community and Junior Colleges (ACCJC) Accreditation Standards 1.B. 6-7 require institutions to improve upon these planning and resource allocation processes using evidence to assess their "institutional effectiveness;" and

The California Educational Policy Grant

Whereas, The California Educational Policy Grant has been given to Central Valley colleges in the “C- 6 Consortium,” which have “agreed to work together to pilot a series of innovative approaches to educational policy reform efforts focused on college readiness” that will “determine a best practice for the entire state”;

Whereas, The grant includes the following components:

Supplemental Instruction Survey and Glossary

Whereas, Many colleges are struggling to address the needs of students who face obstacles in achieving success in academically challenging courses;

Whereas, Different terms, such as learning instruction and supplemental instruction have been used interchangeably; and

Whereas, Supplemental Instruction (copyrighted by the University of Missouri-Kansas City) is a proven method for student success, involving faculty-driven, peer-to-peer learning in conjunction with a course;

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