| 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 |
