Intersegmental Issues

Intersegmental Involvement in Postsecondary Accreditation

Whereas, National trends suggest that the future of postsecondary accountability in the United States will require the formation of goals, objectives and outcomes at every level of the institution for internal planning, for accreditation reviews, and for reporting purposes that involve local, state, and federal oversight;

Whereas, National trends regarding the future of postsecondary accountability appear intent on an ill-advised narrowing of the roles of participatory governance as related to faculty oversight of academic and professional matters;

ESL Students in California Public Higher Education

Whereas, The number of English as a Second Language (ESL) learners in California public postsecondary institutions continues to grow;

Whereas, The complexities in addressing the needs of the varied groups of ESL learners must be better understood; and

Whereas, All faculty, staff, administrators, intersegmental groups, professional organizations concerned with the specific needs of ESL learners, legislators and governmental entities can benefit from a greater understanding of the ESL learners in colleges and universities;

CSU's Lower Division Transfer Pattern Project

Whereas, SB 1785 requires all California State Universities (CSU) to reach agreement on a common lower division pattern of60 units for each high-demand baccalaureate program major through their Lower Division Transfer Pattern project (LDTP);

Whereas, The 60-unit patterns devised through LDTP will typically comprise 39 general education units, 6 major preparation units, and an additional 15 "locally determined units" of transfer credit to be identified by the department of each of these majors at each of the CSU campuses;

Adoption of SciGETC Curriculum

Whereas, The Intersegmental Major Preparation Articulated Curriculum (IMPAC) project has produced the SciGETC curriculum plan to prepare students in high-unit science majors to transfer from community colleges to four-year institutions so that they may begin upper-division coursework in their respective majors in a timely fashion and defer two lower division general education courses; and

Whereas, The Intersegmental Committee of Academic Senates (ICAS) has endorsed the SciGETC curriculum plan and sent it to each segment's academic senate for adoption;

ICAS Paper, Academic Literacy: A Statement of Competencies Expected of Students Entering California's Public Colleges and Universities

Whereas, Representatives of the Academic Senate for California Community Colleges have participated on a Task Force of the Intersegmental Committee of Academic Senates (ICAS) that was charged with revising the 1982 Statement on Competencies in English Expected of Entering Freshmen;

Whereas, That Task Force has completed its charge, resulting in the paper Academic Literacy: A Statement of Competencies Expected of Students Entering California's Public Colleges and Universities; and

4CSU Dual Admissions Program

Whereas, The proposed 4CSU (CCC-CSU) Dual Admissions Program does not address the issues of statewide access and equity to CSU impacted majors;

Whereas, The articulation for preparation for majors for various CSU programs is not complete or not available on ASSIST; and

Whereas, Budget cuts have reduced matriculation services vital to the provision of transfer services;

Dual Admissions Program

Whereas, The Academic Senate of California Community Colleges has long supported intersegmental collaboration to further student success in transfer;

Whereas, The University of California (UC) and community college faculty and administrators have generated a proposal and an implementation plan for a Dual Admissions Program in the furtherance of such transfer goals, particularly for non-UC eligible high school students;

Prior Consultation on MOU's

Whereas Memorandum of Understandings (MOUs) involving Intersegmental agreements signed by the Chancellor of the California Community Colleges and other segments of higher education have an impact on local senates and colleges required to implement these agreements, and

Whereas these MOUs may require that colleges achieve performance criteria and/or comply with agreed upon standards,

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