California Community Colleges Curriculum

Senate Positions

Senate Positions

Resolution Number Year Position Topic
F 6.04 1987 Curriculum review is part of regular, ongoing professional responsibilities for faculty. Profession
F 6.01 1987 Establish a curriculum committee, with agreement from the administration, and an acceptable relationship between the academic senate and the curriculum committee Committee
F 4.11 1988 Increase number of courses articulated through CAN. Articulation
F 4.07 1988 Pursue alignment of community college curriculum and that of universities to facilitate transfer. Articulation
F 4.01 1988 Permit repeats of adaptive PE. Course Repetition
F 4.05 1989 Use of general education transfer curriculum as one option rather than as the sole method of allowing transfer admission. GE
F 4.03 1989 Recommend the inclusion of a course in ethnic and/or women’s studies as part of GE. GE 

Diversity

S 4.05 1990 At least one course in GE should be multicultural. GE 

Diversity

F 3.05 1990 Endorse statewide intercollegiate Academic Decathlon through honors programs. Honors
S 2 1991 Oppose requirement of validation studies which require control groups consisting of students who do not possess the necessary prerequisites. Prerequisites
F 8.03 1991 Value of literature courses in GE. GE
F 8.01 1991 Support pass-along process for IGETC. GE
F 4.01 1991 Oppose any CSU GE curriculum review process changes that exclude CCC representation. GE
F 5.02 1992 Chair of the curriculum committee be a faculty member selected by the senate. Committee
F 5.02 1992 Local curriculum process be supported by appropriate reassigned time and clerical support. Committee
F 5.01 1993 Senates assume primary responsibility for determining the implementation of distance learning policies, DE
F 6.01 1993 Noncredit programs are appropriately placed in the community college system and are an integral and important part of the mission. Noncredit
F 6.01 1993 AB 1725 recognition of faculty’s responsibility for curricular development and title 5’s educational standards such as faculty-student interaction, integrity in student assessment, critical thinking and writing standards also applies to noncredit course offerings as well as to credit courses. Noncredit
S 8.03 1994 Support the continuation of noncredit instruction with the community colleges. Noncredit
F 9.02 1994 Chancellor’s Office should remain consultative Chancellor’s Office
S 9.03 1995 Primacy of the instructor or design and deliver instruction based on the COR for which that instructor is responsible. Faculty Primacy
S 9.03 1995 Oppose any and all attempts by the administration to direct or command an instructor to teach in a particular way. Faculty Primacy
S 9.06 1996 Supports the development of Service Learning programs Service Learning
S 9.03 1996 Nothing in the Model District Policy or in the curriculum Standards Handbook is to be construed to limit the academic freedom of the classroom instructor in using his/her skills, training, and/or teaching techniques and strengths to the best advantage for conducting the class in a manner which will best result in the students attaining the desired objectives of the class as stated in the COR. Faculty Primacy
F 9.04 1997 English as a Second Language (ESL) mastery is distinct from basic skills competency. ESL 

Basic Skills

F 9.02 1997 Oppose the establishment or use of basic skills certificates at this time. Basic Skills
S 9.04 1999 Commitment to include both ESL instruction and CalWORKS programs within the mission of community colleges. ESL 

CalWORKS

S 9.07 2000 Support efforts to improve the retention rate in mathematics. Mathematics
S 9.05 2001 Support legislation that addresses the nursing shortage. Nursing
S 9.04 2001 Promote funding for learning communities and other innovative teaching approaches. Learning Communities
S 9.01 2001 Information competency be a locally designed graduation requirement for degree and Chancellor’s Office approved certificate programs. Info Comp
S 9.01 2001 Each college be empowered to use its local curriculum processes to determine how to implement the information competency requirement. Info Comp
F 9.01 2001 Support for the Career Ladders Initiative and work to ensure that it be implemented in ways that strengthen our educational programs. Career Ladders
F 9.01 2001 Funding for Career Ladders Initiative should be not be a redirection of scarce funds from existing programs and services. Career Ladders
S 9.06 2002 Community Colleges should refrain from offering any courses of three or more semester units in any alternative delivery time frames other than full-term except with the consent of the tenured discipline faculty and the curriculum committee. Time Frames
S 9.06 2002 Refrain from offering speech communication classes of three or more semester units in time segments of fewer than six weeks, except with the consent of the local speech communication faculty and academic senate. Speech Communication 

Time Frames

S 9.03 2002 Refrain from offering writing classes of three or more semester units in time segments of fewer than six weeks, except with the consent of the local English faculty and academic senate. English 

Time Frames

S 9.02 2002 Role of faculty, through the curriculum committee, to develop and modify all courses. Faculty Primacy
S 9.02 2002 Provide a breakout at each plenary session that addresses specific curriculum issues, best practices, and curriculum committee roles and responsibilities. Breakouts
S 9.04 2003 Only sound academic criteria, established through a consultative process, be used for eliminating or substantially changing educational programs. Program Change
S 9.04 2003 Any decision to terminate an instructional program occurs only after the college has conducted a systematic review of the program in question according to a program discontinuance process that has been developed in consultation with the local academic senate. Program Discontinuance
F 9.04 2003 Program review and program discontinuance be separate processes and urge local senates to actively participate in both processes. Program Review 

Program Discontinuance

S 9.03 2004 Course outline of record is the sole basis for articulation. COR 

Articulation

S 9.03 2004 Oppose the inclusion of questions pertaining to mode of delivery as an element of the articulation process. Articulation
S 9.02 2004 Courses offered in abbreviated time frames meet the same standards as courses taught in traditional term lengths with reference to content, assignments, grading, retention, achievement of learning outcomes, and linkages to support services, and that decisions offer such courses be based on an ongoing examination of local research. Time Frames
F 9.03 2004 Colleges should provide adequate counseling, learning resources and support services to ensure that the new math and English graduation requirements do not become barriers to student success. Mathematics 

English

F 9.04 2005 Local review of courses offered via distance education be accorded the appropriate scrutiny to guarantee that they are consistent with the COR. DE
F 9.04 2005 Transcripts and college records should not differentiate distance education sections from other sections of a course. DE
F 9.03 2005 AA/AS applicability of mathematics courses at or above the level of elementary algebra and English courses no more than one level below the level commonly known as English 1A. Mathematics 

English

S 9.06 2006 Continued involvement of faculty in System Advisory Committee on Curriculum (SACC) and utilize this committee as a means of effecting systemwide changes. SACC
F 9.03 2007 Support for Early Childhood/Childhood Development Curriculum Alignment Project of 24 units as the basis for degrees and certificates. ECE
F 9.04 2007 Support the work of California Community College Early Childhood Education/Child Development faculty and their California State University colleagues who worked on the CAP project in the development of the 24-unit, lower-division, competency-based package for foundational courses which may be developed into transfer package agreements. ECE
F 9.07 2007 Encourage credit faculty to consider developing credit by exam options for credit courses that have noncredit equivalents, where appropriate. Noncredit 

Credit by Exam

S 9.04 2007 Oppose any changes in GE requirements for transfer that increase the units needed to complete GE, decrease the courses a student may select as applicable to GE, and otherwise hinder transfer. GE 

Transfer

S 9.04 2007 Permit certification of IGETC after transfer. IGETC 

Transfer

S 13.01 2007 Preserve the autonomy of the California Community College System and of the colleges themselves (per Education Code 70901(a) and 70902(b)) to develop their own curriculum in order to provide all students with equal access to educational opportunity, the broadest educational experience, and the services necessary to optimize their chances for success. Faculty Primacy 

Diversity

F 9.02 2008 Discipline faculty have primacy when working with the Chancellor’s Office in developing and setting metrics concerning basic skills levels. Faculty Primacy 

Basic Skills

F 9.03 2008 Define the Associate of Science degree in Title 5 Regulation as an associate degree in the areas of science, technology, engineering, and mathematics or in the area of career technical education, with all other associate degrees given the title of Associate of Arts. Associate Degree
F 9.04 2008 Strongly support discussions among community college faculty and with colleagues from the University of California and California State University about the development of sustainability curriculum. Sustainability
F 9.05 2008 The right of discipline faculty to establish the content of credit by examination processes, including the use of exams administered at high schools and assessments based on portfolios. Faculty Primacy 

Credit by Exam

S 9.04 2008 Ensure that students demonstrate information competency and provide advice and assistance to local senates that seek to institute new requirements in information competency. Info Comp
F 9.04 2009 Incorporate civic engagement in curriculum and assignments. Civic Engagement
S 9.02 2009 Allow local faculty to base their determination for prerequisites of English, reading, or mathematics for collegiate level courses on content review. Prerequisites
S 9.07 2009 Support the concepts outlined in the “CCC Assess” document. Placement
S 9.08 2009 Acknowledge and accept the 26 effective practices in the Basic Skills As A Foundation for Student Success in California Community Colleges (2007) as appropriate and useful strategies for supporting students with basic skills needs in the California community colleges. Basic Skills
S 9.10 2009 Publish Student Learning Outcomes (SLOs) in any appropriate public domain entity such as the course outline of record, database, webpage, etc. SLOs
F 9.05 2010 Use the proposed CCC GE score equivalency list to publish the CCC GE, CSU GE and IGETC IB score equivalency lists in college catalogs, schedules, and websites. GE 

IB

F 9.09 2010 Strongly urge requiring a minimum grade of “C” in the “Golden Four” in any associate degree for transfer. Transfer 

Associate Degrees

F 9.10 2010 Strongly urge local senates to review and, as often as possible, reform local policy to allow double-counting to qualify a course toward both general education and major/area of emphasis requirements. Associate Degrees
F 9.12 2010 Develop of transfer model curriculum in majors and areas of emphasis through the Course Identification Numbering System (C-ID). Transfer 

Associate Degrees

S 9.02 2010 Honor general education courses from any California community college. GE
S 9.03 2010 Strongly oppose any attempt by any state agency other than existing, accredited institutions of higher education to offer unit-bearing courses toward child development permits and degrees ECE 

 

S 9.05 2010 Consider embedding program student learning outcomes assessment in program review processes. SLOs 

Program Review

S 9.07 2010 Attempts to dictate basic skills offerings coupled with disproportionate cuts to credit and noncredit basic skills work disenfranchises our diverse student population at the core and will permanently damage the future workforce and transfer populations necessary for California’s economic health. Diversity 

Faculty Primacy

S 9.09 2010 Strongly oppose disproportionate reductions in humanities, physical education, and fine, performing, and media arts course offerings at California community colleges. PE 

Arts

S 9.09 2010 Course reductions in transfer, basic skills, or career technical education courses or programs should occur only after collegial consultation with the local academic senate as defined in Title 5. Program Reduction