Communication and Computation Prerequisite Validation through Content Review

Spring
2009
Resolution Number: 
09.02
Contact: 
Assigned to : 
Category: 
Curriculum
Status: 
Completed

Whereas, Underprepared students are not able to read, write, or complete quantitative analysis necessary for transfer or collegiate level courses, yet are enrolled in these courses due to the absence of prerequisites and lack of mandated placement;

Whereas, Basic Skills as a Foundation for Student Success in California Community Colleges (2007) summarizes the research confirming that alignment of entry/exit skills and careful organization of instruction is essential to student success;

Whereas, Under current Title 5 Regulation, faculty who wish to correct this situation are unable to apply prerequisites of mathematics, English, or reading to non-sequential courses across disciplines without requiring local college-by-college, course-by-course statistical validation of prerequisites documenting student failure for courses outside of a discipline, and these requirements are perceived as onerous, resulting in a lack of prerequisites for the vast majority of general education courses; and

Whereas, Course content review is used to ensure academic integrity and delineate necessary entry skills to promote student success by matching the exit skills of the prerequisite course with the skills and concepts needed in the targeted course;

Resolved, That the Academic Senate for California Community Colleges recommend changes needed to Title 5 language on prerequisites that, instead of relying on statistical analysis, allow local faculty to base their determination for prerequisites of English, reading, or mathematics for collegiate level courses on content review;

Resolved, That the Academic Senate for California Community Colleges remind local senates to ensure that a prerequisite challenge process must be available to students; and

Resolved, That the Academic Senate for California Community Colleges recommend that once new prerequisites are implemented, colleges conduct research on the effect(s) of the prerequisites.

MSC Disposition: System Advisory Committee on Curriculum, Local Senates

Summary: 
Recommend changes needed to Title 5 language on prerequisites that, instead of relying on statistical analysis, allow local faculty to base their determination for prerequisites of English, reading, or mathematics for collegiate level courses on content review; remind local senates to ensure that a prerequisite challenge process must be available to students; recommend that once new prerequisites are implemented, colleges conduct research on the effect(s) of the prerequisites.
Status Report: 

Title 5 language was modified to allow for content review.