Support Revisions to Title 5 to Include DEIA in the Course Outline of Record

Whereas, Resolution 09.01 F21 Adding Culturally Responsive Curriculum, Equity Mindedness and Anti-Racism to Course Outline of Record (COR) Requirements in Title 5 [1] called for the Academic Senate for California Community Colleges (ASCCC) to work with the California Community Colleges Chancellor’s Office to “revise California Code of Regulations Title 5 including section 55002 Titled ‘Standards and Criteria for Courses’ to include a component of culturally responsive curriculum, equity mindedness and anti-racism integrated into the COR that allows for

Assigning Ethnic Studies Courses only to Ethnic Studies Disciplines

Whereas, Resolution 9.03 F20 Ethnic Studies Graduation Requirement [1] and Resolution 9.04 F20 Clarify and Strengthen the Ethnic Studies General Education Requirement were approved by the delegates at the 2020 Fall Plenary Session, and in July 2021 the California Community Colleges Board of Governors approved Title 5 §55063 [2] to include the Ethnic Studies Requirement that “Courses offered from ethnic studies disciplines engage students in dynamic and rigorous instruction through discipline-specific theoretical l

Adding Lifelong Learning and Self-Development Requirement to the Proposed Lower Division General Education Pathway for the California Community College Baccalaureate Degree

Whereas, On October 6, 2021, California Governor Gavin Newsom signed AB 927 (Medina, 2021) [1] authorizing the California community colleges to extend the operation of the statewide baccalaureate degree pilot program indefinitely and authorize the California Community Colleges Board of Governors to establish up to 30 baccalaureate degree programs annually;

Defining Competencies for Associate Degree Requirements

Whereas, California Code of Regulations Title 5 §55063 establishes requirements for students to earn an associate degree, including demonstrated competence in reading, written expression, and mathematics;

Whereas, Current regulations define the standards to meet these requirements by associating those requirements with specific courses or disciplines and outlining methods for establishing equivalencies to courses in those specific disciplines rather than defining reading, written expression, and mathematics competency statements; and

Creation of a Separate Transfer Model Curriculum for Women and Gender Studies

Whereas, C-ID constructed a template in “Social Justice Studies” as a general “Area of Emphasis” for students wishing to transfer into Ethnic Studies programs or Women and Gender Studies programs;

Whereas, The fields of Ethnic Studies and Women and Gender Studies have long been recognized in higher education as distinct and legitimate disciplines and exist as separate programs and degrees at transfer institutions including California State University and University of California;

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