Eliminate Repeatability for “Activity” Courses

Whereas, Title 5 §55041 describes the types of courses that may be repeatable, including the often misunderstood “activity” course (§55041(c) (2) (B)), and the concept of repeatable courses is confusing and is often incorrectly applied at many colleges;

Whereas, Students should be encouraged to progress to more challenging levels of course content, and faculty can develop sequences of courses with beginning, intermediate, and advanced levels where students can demonstrate their proficiency at more advanced levels of a body of knowledge; and

Cap on Total Units

Whereas, The Legislative Analyst’s Office (LAO) has recommended a lifetime cap on publicly-funded community college units (see “The 2011-12 Budget: Prioritizing Course Enrollment At the Community Colleges”), arguing that some students exploit the status quo by accumulating units to meet individual learning goals unrelated to transfer or workplace needs; and

College Level Examination Program (CLEP) Exam Equivalency List

Whereas, Resolution 9.04 F10 “College Level Examination Program (CLEP) Exam Applicability to Associate Degree General Education Requirements” called for the development of a suggested system-wide policy template regarding the use of CLEP exam scores for meeting associate degree general education requirements for local consideration and potential adoption;

Title 5 Change to Clarify the Role of Advisors and Paraprofessionals in Counseling

Whereas, The counseling discipline requires professional education and training at the master’s level leading to appropriate counseling knowledge, competencies, and skills and is a faculty discipline included in the state approved Minimum Qualifications for Faculty and Administrators in California Community Colleges (Disciplines List);

Whereas, The Academic Senate for California Community Colleges adopted in Fall 1994 The Role of Counseling Faculty in California Community Colleges, which affirms the professional role of counseling faculty;


Whereas, Assembly Bill (AB) 1056 (Fong, February 18, 2011) calls for the establishment of an electronic student transcript record-keeping and transmission system for all California community colleges (CCC) that will allow student transcripts to be transferred internally and externally by secure electronic means;

Whereas, Such a system (which is already operational in a pilot form - http://etranscriptca.org/ ) will likely reduce operational costs, expedite the transfer of student transcripts, and increase record portability;

Community College Fees

Whereas, The 1960 California Master Plan for Higher Education expressed the intent that access and affordability are the principles on which California public education stands;

Whereas, Based on these principles the Academic Senate for California Community Colleges has a long-standing position against fees for public higher education, a position that unfortunately has not been upheld by the Legislature;

Incentives to Encourage Effective Student Behaviors for Success

Whereas, Colleges have taken an active role in student success by supporting and encouraging students to complete courses, obtain degrees, and prepare for transfer;

Whereas, Student success is a partnership between colleges and students, where students themselves have a responsibility in their success and control over many of the factors that will lead to success;

Whereas, Data indicate that participating in such incentives as educational planning, early assessment, and attending college full time can positively affect success; and

Metrics and Performance Based Funding

Whereas, Senate Bill 1143 (Liu, 2010; now in Education Code §84502) called for a task group to identify metrics for performance based funding, and the group is well on its way in developing such metrics;

Whereas, The metrics being discussed include progress metrics (e.g., accumulating a certain number of units, advancing from basic skills to transfer courses), as well as achievement metrics (e.g., earning a certificate or degree), but, as of yet, little consideration has been given to metrics intended to ensure the provision of services that support student success;

Support for LGBT Inclusive Curricula and Anti-bullying Efforts

Whereas, The Academic Senate for California Community Colleges Executive Committee Policy 30.00, Diversity, defines diversity based on, “but not limited to, race, ethnicity, gender/sex, sexual orientation, sexual identity and expression (transsexual/transgender) disability status, religious and political affiliations, age, cultural background, socioeconomic status, academic and vocational disciplines, full- and part-time status. . .” ;

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