Whereas, The University of California reviews California community college course outlines of record for University of California transferability each summer;
Whereas, The University of California and the California State University review California community college course outlines of record for general education applicability beginning in spring term each year; and
15.0 Whereas, The colleges in the California Community Colleges (CCC) system are committed to providing CCC students with a robust civic education by offering courses in history, political science, ethnic studies, and women’s studies that equip CCC students with an understanding of the United States Constitution and American history;
Whereas, Student demand has outpaced resources in the California State University (CSU) system such that six CSU campuses and 46 out of 47 programs on one or more CSU campuses have been declared impacted, resulting in limits on admissions, including transfer admissions [1];
Whereas, Prior to the release of the California Community College Chancellor’s Office (CCCCO) and Academic Senate for California Community Colleges (ASCCC) joint guidance memo for credit English as a second language (ESL) (AA 18-41)[1], the California State University Office of the Chancellor (CSUOC) and University of California Office of the President (UCOP) announced that course approvals for California State University General Education (CSU GE) Breadth or Intersegmental General Education Transfer Curriculum (IGETC) would not be backdated;[2]
Whereas, The Academic Senate for California Community Colleges has demonstrated through previous positions (Resolutions 4.01 F17, 15.01 F17) a commitment to supporting the academic goals of students who seek a baccalaureate degree by transferring to universities;
Whereas, Long-standing issues continue to exist regarding associate degrees for transfer (AD-T) to the California State University system for both chemistry and physics transfer students, including adequate course preparation for junior-level status; and
Whereas, Both the California State University (CSU) and the University of California (UC) have had systemwide minimum semester credit policies on the granting of units for Advanced Placement (AP) credit for admission purposes, which facilitates transfer by providing consistency for students on how to use external exam credit towards admission criteria;
Whereas, the UC continues to have a systemwide policy for the granting of units for AP credit for admission purposes;
Whereas, Preparing students to transfer into baccalaureate degree programs is one of the primary missions of the California community colleges;
Whereas, The majority of transfer students are transferring to either a California State University (CSU) or University of California (UC) campus, and colleges must develop courses that satisfy the expectations of and articulate to both systems;
In 2013, California adopted revised standards for education in the natural sciences based on the Next Generation Science Standards (NGSS). These new standards were designed to move away from an exhaustive list of content toward a greater focus on outcomes that would indicate a deeper understanding of underlying scientific phenomena.
Whereas, Twenty-five of California’s 113 community colleges have been able to meet the legislative mandate to develop Associate Degrees for Transfer as required by California Education Code §66746(b), and the California Community Colleges Chancellor’s Office requires that courses submitted for the Associate Degree for Transfer demonstrate approval from the California Course Identification Numbering (C-ID) System;
Whereas, C-ID course approval requires review by at least one discipline faculty member from both the California community colleges and the California State University;
Whereas, The Academic Senate of the California State University appointed a Quantitative Reasoning Task Force with broad representation from the California State University, the Academic Senate for California Community Colleges (ASCCC), the California Acceleration Project (CAP), and the University of California Office of the President to address fundamental questions regarding the prerequisite content of the California State University General Education B4 (CSU GE B4) and potential pre-requisite or co-requisite content for quantitative reasoning and mathematical competency (CSU GE B4);
