Intersegmental Issues
Requiring C grades for Cal-GETC
Whereas, The California General Education Transfer Curriculum (Cal-GETC) was approved by the Intersegmental Committee of Academic Senates to be the “singular general education pathway for California Community College (CCC) students to fulfill lower-division general education requirements necessary for transfer and admission to both the California State University (CSU) and the University of California (UC)" [1];
Support the AB 1111: Common Course Numbering Task Force Recommended Implementation Plan as of October 2, 2023
Whereas, AB 1111 (Berman, 2021) [1] was signed into law on October 6, 2021, the fourth bill since the 1980s to require a common course numbering system for the California Community Colleges system;
Support the AB 928 Associate Degree for Transfer Intersegmental Implementation Committee Recommendations as of October 2023
Whereas, AB 928 (Berman, 2021) [1] was signed into law on October 6, 2021 and required the formation of the AB 928 Associate Degree for Transfer Intersegmental Implementation Committee [2] consisting of 16 members, including one representative from the Academic Senate for California Community Colleges;
Include Lifelong Learning and Self-Development as a Graduation and General Education Requirement
Whereas, AB 928 (Berman, 2021) presents unintended consequences for students in many disciplines, including kinesiology, health, physical education, dance and nutrition, within the California Community Colleges system;
Urging the Inclusion of Logic Courses in the Cal-GETC Critical Thinking Component
Whereas, The California Intersegmental General Education Transfer Curriculum (Cal-GETC) includes a component titled “Critical Thinking and Composition,” [1] the name of which would seem to exclude such philosophy courses as Introduction to Logic (C-ID 110) and Symbolic Logic (C-ID 210);
Supporting Health Equity in the Implementation of AB 928 (Berman, 2021) [1]
Whereas, “[H]ealth disparities are preventable differences in the burden of disease, injury, violence, or opportunities to achieve optimal health that are experienced by socially disadvantaged populations” and result from multiple factors, including poverty, inadequate access to healthcare, individual and behavioral factors, and educational inequalities [2] and “[h]ealth equity is achieved when every person has the opportunity to ‘attain his or her full health potential‘ and no one is ’disadvantaged from achieving this potential because of social posit
Propose Definitions for Baccalaureate Degree Duplication and Non-Duplication
Whereas, SB 850 (Block, 2014) established the statewide baccalaureate degree pilot program at no more than 15 California community colleges in subject areas with unmet workforce needs and in program areas that do not “unnecessarily duplicate similar programs offered by nearby public four-year institutions” [1] [Section 1.(e)], suggesting that while there may be some amount of duplication between programs proposed by California community colleges and programs offered at California State University or University of California, duplication may be necessar
Request Clarification and Support of Area F Requirements
Whereas, Ethnic studies curriculum is essential to the holistic development and educational experiences of California community college (CCC) students, and a growing number of California community colleges are developing courses in the four core autonomous disciplines collectively referred to as ethnic studies;
Establish an Equitable California State University General Education Breadth Ethnic Studies Area F Review Process
Whereas, AB 1460 (Weber, 2020) required the California State University to institute, “as an undergraduate graduation requirement, the completion of, at minimum, one 3-unit course in ethnic studies, as specified” [1];