Encourage Dialog about Equivalency Practices

Whereas, Use of equivalency is required by California Education Code §87359, and the “agreed upon process shall include reasonable procedures to ensure that the governing board relies primarily upon the advice and judgment of the academic senate to determine that each individual faculty member employed under the authority granted by the regulations possesses qualifications that are at least equivalent to the applicable minimum qualifications”;

Guided Self-Placement

Whereas, The implementation of California Community Colleges Guided Pathways depends on students making important decisions about their own futures, including students identifying their educational goals, understanding different pathway options, and analyzing different coursework to navigate their education;

Whereas, Research indicates that students who engage metacognitively with their learning are more likely to persist, succeed in coursework, and complete;[1] and

Guided Pathways, Strategic Enrollment Management, and Program Planning

Whereas, Previous resolutions and papers from the Academic Senate have encouraged faculty participation in curriculum development, program planning, enrollment management, and scheduling;[1] 

Whereas, California Community Colleges Guided Pathways is intended to create a sustainable framework for institutions to develop local implementations that serve the needs of all students in helping them identify and meet their educational goals; 

Approval and Backdating of CSU Area C2 and IGETC Area 3B Submissions of Advanced ESL Coursework for Fall 2018

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]

Support for University of California Associate Degrees for Transfer in Physics and Chemistry

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

Provide Sufficient Resources and Adequate Support for AB 705 (Irwin, 2017) Implementation

Whereas, AB 705 (Irwin, 2017) implementation will result in most California community college students placing directly into transfer-level mathematics and English courses starting in the fall of 2019[1];

Whereas, The California Community Colleges Chancellor’s Office has recommended or strongly recommended that students taking mathematics and English courses receive additional academic and concurrent support based on their high school performance[2];

Flexibility in Local Curriculum Submission Deadlines as Related to the Implementation of AB 705 (Irwin, 2017)

Whereas, Guidelines for AB 705 (Irwin, 2017) implementation were disseminated to the California community colleges on July, 10, 2018,[1] and changes to Title 5 regulations for compliance with AB 705 (Irwin, 2018) are expected no earlier than January 2019;

Whereas, Professional development opportunities regarding AB 705 (Irwin, 2017) are planned throughout fall 2018;

Local Adoption of the California Virtual Campus – Online Education Initiative Course Design Rubric

Whereas, Online courses reviewed with the California Virtual Campus – Online Education Initiative (CVC – OEI) Course Design Rubric and offered through the CVC – OEI Course Exchange have a success rate 4.9 percentage points above the statewide average;[1] 

Whereas, California Code of Regulations Title 5 §55206 maintains districts’ local authority to determine if courses will “be provided through distance education”;[2][3]

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