Chabot College
Survey Concerning Associate in Science Degree
Spring 2006
(46 responding)
1. Have you had a hand in creating or revising an A.S. degree?
Yes
Vocational/Science/
Tech Faculty*
(VST)
NonVocational/Science/
Tech Faculty
(Non-VST)
Administrator
(A)
Counselor
(C)
10
4
1
4
No
5
19
0
3
*Applied Technology & Business Division, Computer Science, Allied Health Programs
(Nursing, DHYG, Medical Assisting)
2. If “Yes” to the previous question, what was your role in the process of proposing the
degree?
Former Curriculum Committee Chair [2] (Non-VST)
Curriculum development and program changes to reflect the needs of industry and other
certification entities (VST)
With colleagues in my discipline, revised course requirements (dropped rarely offered
courses, developed new courses, etc.) (VST)
Redesigning CAS curriculum and programs. (VST)
I wrote the AA/AS degree plans for the (currently suspended) Linux program. (Non-VST)
The Degree has been submitted to the State as of yet, but I created the model program as part
of a proposal to the curriculum committee in Fall 04. (Non-VST)
Recent member of Curriculum Committee (C)
AS Degree Survey, Spring 2006
Page 2
Helped design the curriculum and develop the Degree Requirements of the core classes.
Have been an advocate of defining the differences between the A.A. Degree and the A.S.
Degree. (VST)
Member of the Curriculum Committee…also assisting with Human Services AA/AS. (C)
I was the primary presenter and developer. (C)
I updated existing AS degrees, deleted two outdated ones, and created two new AS degrees
(one with three different areas of emphasis). Also, every curriculum cycle, I update the
classes required for our AS degrees, correlate them with our certificates to make sure that
classes required for the certificates will apply toward an appropriate degree. I assisted the
dean in submitting information to the state to approve new AS degrees. (VST)
Giving verbal and written input as a division member. (C)
Getting industry input concerning the breadth and depth and balancing that against the time
and cost for students. (A)
I updated and revised CAS degrees moving from AA degrees to AS degrees as these are
terminal degrees. (VST)
Modification and dropping course offerings that have never been taught, taught a long time
ago but have no perceived market today or were badly outdated. (VST)
Based on the Welding Advisory Committee recommendation reflecting the prevalent
professional expertise and the required skills level requested to satisfy the industry needs, I
thoroughly re-evaluated and changed the Curriculum and the technical and vocational
welding training requirements. The reason for these changes was to strike a proper balance
between the industrial needs, institutional goals and students’ aspirations to be fulfilled.
Based on my own analysis and Advisory Committee recommendations, I am able to
recognize and expound the differences between the A.A. Degree and the A.S. Degree. (VST)
My program was substantially revised in the Fall of ’02. I added the AS degree to make the
program as marketable as possible. The program already has an AA degree, but the AS made
sense because of the lower unit requirement and because Architecture as a discipline works
with either degree. (Non-VST)
3. Do you feel you have a grasp on the state regulations related to general education and
the associate degree (Title 5), and the rationale(s) for them?
Yes
Vocational/Science/
Tech Faculty*
NonVocational/Science/
Tech Faculty
Administrator
Counselor
AS Degree Survey, Spring 2006
Page 3
10
3
1
3
No
2
7
0
1
3
13
0
3
Somewhat
AS Degree Survey, Spring 2006
Page 4
4. Would you welcome additional discussion/briefings on the related state regulations and
the rationales behind them?
Yes
Vocational/Science/
Tech Faculty*
NonVocational/Science/
Tech Faculty
Administrator
Counselor
12
17
0
4
No
3
6
1
3
5. In your opinion, what are the key differences between an A. A. degree and an A.S.
degree? (Check any or all that apply.)
The discipline area in which the degree is awarded
Vocational/Science/
NonTech Faculty*
Vocational/Science/
Tech Faculty
7
Administrator
Counselor
1
5
15
One is primarily technical in focus, while the other is broader
11
7
1
2
1
5
The number of units required for general education
13
5
Other/Comments:
An AS is for those individuals looking to go into a service industry, Welding, Machine
Tool, Electronics service, building and plant maintenance, Automotive Repair and
related fields (trucks, fork lift, marine, etc). The AA would be for those going to
professional managerial areas. Things like accounting, business operations, etc. (VST)
The AS degree has more depth of study in the major, better preparing students for the
workplace. (VST)
In my experience, for most students, it seems that technical fields seem a more natural
"fit" for the AS degree while the AA degree is more natural for non-technical fields.
(Non-VST)
AS Degree Survey, Spring 2006
AA and AS should be based on the degree earned. AA for Liberal Arts type majors and
AS for Natural Science and Technology majors. Amount of GE credits behond State
minimum could be different between AA and AS but need not be. I am in favor of
having 18 unit AA and AS GE requirements. A second option would be to have 25 or
less AA and 18 for AS but again based on major. (C)
Science Focus in a curriculum core is instrumental to one type of A.S. Degree. Another
type of A. S. Degree is with a Technical / Vocational / Occupational Education focused
core to the degree pattern. The Associate of Science degree is similarly awarded to
terminal students or to potential transferees to a four years college, but the areas of
concentration are usually natural sciences, or technology. (VST)
At Chabot (which adopted the old T5 regs), science, business and occupational also fall
under the AS option. (C)
AS Degrees tend to have larger major patterns OR are more technical, vocationally
oriented. AA Degrees tend to be more oriented to the Liberal Arts and Social Sciences.
AA Degree also tend to be more transfer oriented. (C)
Since the mid-1980's the state hasn't acknowledged any difference. Both are associate
degrees At Chabot/LPC, we created the AS degree to have fewer units than our high unit
AA degree. Originally, we were attempting to satisfy an accreditation recommendation,
but we also needed to provide a reasonable associate degree option for high unit majors.
(Non-VST)
The attitude of employers that favor AS degrees over AA degrees in the field of business
administration and its subfields (Accounting, CAS, Marketing, Management, Retail,
Finance, etc.) In addition, DeVry allows a student with AS degrees only to complete a
BS in Business in 1.5 years. If a student earned an AA, it would take at least 2 years.
In our discipline, it also helps students to choose two different academic paths:
One is transfer as a major goal, therefore, earning an AA, which fulfills the lowere
division requireiments. Another one is "terminal" program for those retunring to
workforce, changing their careers, being promoted at the existing job, etc. (that's what
our AS degrees intend to do). (VST)
Industry driven. (A)
The associates degree still has value in the marketplace especially for students who never
earned high school diplomas. However I do believe ALL students should take a college
level or transferrable math class and two transfer level English classes regardless of if
they are earning AA or AS degrees. (VST)
Recent industrial developments have significantly transformed the welding
industry. Automation, computer controlled welding equipment, sophisticated welding
processes and precise welding testing instrumentation are the new challenges for today's
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AS Degree Survey, Spring 2006
Page 6
welding industry workers. This new host of technological adjustments has prompted the
industry to seek out a well-skilled welding workforce that is able to keep in step with new
industrial applications and technical demands. Our Welding Program, supported by the
community and in tune with the industry requirements, takes hold of the responsibility of
challenging, preparing and fully equipping tomorrow’s work force. In fulfilling our
mission this program provides responsive, science focused, innovative and result-oriented
qualit training, which strives to pair our student’s professional aspirations with the
industry needs and opportunities. Any Technical / Vocational / Occupational Education
program in this day and age which attemps to serve the student’s intrest should
understand that the Science Focus oriented curriculum is esential and should be awarded
by obtaining an A.S. Degree rather than an A.A. Degree. The Associate of Science
Degree is similarly awarded to four year college students or to potential transferees to a
four year college. I hope any decision regarding this matter will take in consideration the
intrest of our student body first and foremost rather then the political justification or lak
of understaining of how the industry and the Technical / Vocational / Occupational
Education program works and interact.
The Associate of Applied Science Degree is for the students who, in order to
study more of their major unit courses, need to cut back some of the general education
requirements. A students in Technical and Vocational Areas will be unnecessarily
disadvantaged by being forced to fulfill his or her unit requirements for an AA degree in
a longer amount time then any other regular student. Typically, this kind of degree is for
students who intend to enter the work force upon graduation. The term A. S. Degree is
also designed to give an education path to a degree which may not have a 4-Yr.
equivalent outcome.
I believe by offering more General Education Degree requirements, capable of
providing the needed skills in Industry and the workforce areas, our students will be
better served and it will also enable the students to better understand major requirements
towards an AS degrees or certificates. (VST)
It should not be units. (Non-VST)
Each department determines whether to offer major as an AA or AS or both. (C)
Don’t really know
Vocational/Science/
Tech Faculty*
0
NonVocational/Science/
Tech Faculty
Administrator
Counselor
0
0
0
6. In your opinion, what is the central purpose of the current A.S. degree? (Some
respondents answered in more than one area.)
To provide an appropriate set of general education requirements for students in sciences
and technical areas.
AS Degree Survey, Spring 2006
Page 7
Vocational/Science/
Tech Faculty*
NonVocational/Science/
Tech Faculty
Administrator
Counselor
9
10
0
5
To provide a low-unit set of general education requirements so students in high-unit
majors can complete an associate degree within a reasonable time.
8
5
1
2
To meet expectations or requirements at transfer institutions
1
1
0
0
To provide a “science” degree title for students who want that in stead of “arts”
4
6
0
1
Other/Comments:
Provides the necessary skills in GE necessary to function in the service industry (VST)
The Associate of Applied Science degree is awarded to students who are permitted to
relax some of the general education requirements in order to study more course work in
their program area. Typically, this kind of degree is for students who intend to enter the
work force upon graduation. The term A. S. Degree is also designed to give an education
path to a degree which may not have a 4-Yr. equivalent path or direction. (VST)
For terminal two-year degree programs (C)
The current AS degree is intended to provide a lower-unit GE pattern for the associate
degree. Any new AS degree should also provide a lower-unit GE pattern (lower than our
25 unit AA GE pattern) so that students in high-unit science and technical majors have a
low-unit associate degree GE option. The AS and AA degrees should be designed NOT
for students planning to transfer but for students planning to get an associate degree.
Students who want to transfer will be guided by their transfer institutions for the GE
courses they need. We don't need to provide GE guidance for transfer-students, though
our associate degrees should not arbitrarily add GE requirements or reduce opportunities
for taking electives for these students. The associate degree needs to focus on the needs
of students who will stop their formal education for the time being with an associate
degree. We should increase opportunities for these students to take electives along with
GE courses and the courses for their majors. (Non-VST)
To make a graduate's resume more attractive to employers that favor AS over AA in
certain fields (definitely, in the field of business) + to allow students some units to take
AS Degree Survey, Spring 2006
Page 8
electives or additional (non-required) classes in their field to make themselves more
marketable. Lower GE requirement for AS allows styudents to take more business,
accounting, computers classes. Other purposes include getting a better paying job, being
promoted, being able to change careers, return to the workforce, get a specialized training
in addition to previous degrees (a few of our AS students already have
associate/bachelors degrees in more general areas, and now they want to specialize in
business.) (VST)
The AS degree in vocational courses has marketplace value because it says that students
have had the discipline to stay here long enough to complete a degree and it gives them
the vocational knowledge they need. (VST)
Certification or proof to a potential employer that the student has mastered or taken
certain vocational type courses for a foundation for employment. You do not need an AA
or AS especially if you are transferring to a 4 year institution. (VST)
The Associate of Applied Science Degree is for the students who, in order to study more
of their major unit courses, need to cut back some of the general education requirements.
A students in Technical and Vocational Areas will be unnecessarily disadvantaged by
being forced to fulfill his or her unit requirements for an AA degree in a longer amount
time then any other regular student. Typically, this kind of degree is for students who
intend to enter the work force upon graduation. The term A. S. Degree is also designed to
give an education path to a degree which may not have a 4-Yr. equivalent outcome.
(VST)
It has been used for all of the above. What we need to do is decide if it can be limited to
just one purpose. (Non-VST)
Don’t really know
Vocational/Science/
Tech Faculty*
1
NonVocational/Science/
Tech Faculty
Administrator
Counselor
5
0
0
7. Do you feel your discipline’s degree program is appropriately designated as an A.A. or
A.S.?
(one Not-Applicable)
Yes
Vocational/Science/
Tech Faculty*
NonVocational/Science/
Tech Faculty
Administrator
Counselor
AS Degree Survey, Spring 2006
Page 9
12
14
1
5
No
2
2
0
2
1
7
0
0
Not Sure
8. If you answered “No” or “Not Sure” to the previous question, why do you feel the
degree is inappropriately designated?
Since the majority of our Computer Science students transfer without getting an AA/AS
degree, I don't think it matters much for us. I believe the AA degree plan, in general,
provides a slightly better transfer sequence. Our CSCI degrees are all either AA or AS.
(Non-VST)
Our degree can be either AA or AS and it should be an AA only. (C)
I feel the proposed English degree is appropriately designated an AA degree, but I believe the
AA degree should not include a PE and Health requirement, nor do I think there should be
both a Writing and Critical Thinking and an Am. Institutions requirement. I believe the AA
degree should be fewer than 25 units. (Non-VST)
I think anything with “science” in it should reflect the increased rigor. (C)
There are a lot of GE units for Medical Assisting. (VST)
In our department, the number of AA and AS degrees can be counted on one hand and you
may have fingers left over. The program is a "transfer" oriented one that is badly out of touch
with what industry is now changing towards. The program is that the students perceive no
real immediate job prospects in this field and do not really sign up in any numbers. (VST)
Lack of PHED requirement. (Non-VST)
If the A.S. is to reflect Sciences then Dental Hygiene should be A.S., not A.A. (VST)
Not clear the difference between AA and AS. (Non-VST)
9. What changes do think could be made to A.A. or A.S. that would make more students
seek an associate degree?
AS Degree Survey, Spring 2006
If it were more useable in “real life.” There seem to be few jobs which an associates degree is
beneficial or desirable. (Non-VST)
None (Non-VST)
1. Lower the units. 2. Articulate more degree major classes with transfer institutions. 3.
Provide priority entrance in the major at transfer institutions. (Non-VST)
Make the A.S. degree an employment credential with value (meaning depth of knowledge).
(VST)
Not sure (3) (Non-VST) (VST) (C)
Tightly-Focus, and reduce the number of Gen-Ed requirements to about 18 Units. (Non-VST)
1. Any student that completes a CSU GE Breadth or IGETC pattern and earned 60 of
transferable units should get an AA degree in Liberal Studies if they do not qualify for
another AA/AS degree. (even if they have not completed PE; Health Ed; American Cultures;
or American Institutions.)
2. Reduce the AA degree to State minimum.
3. Test to pass math proficiency without earning math units. (C)
We need to offer more tailored Gen. Ed. degree requirements which emphasize the skills
needed in Industry and the Workforce Areas which the degrees are designed. (VST)
The Liberal Studies AA is the most popular degree awarded, I believe. Probably because it
offers the most flexibility. I venture to say that if we only required the T5 req of 18 units in
the GE you might see more degrees being awarded, whether they are AA or AS. I also feel
it's an enrollment management issue. Some of the voc/occ programs are on enrollment
rotations and students may tire from waiting for the rotation. A True Transfer Degree that
would eliminate the campus specific GE requirements. (C)
None - we established it as being either AA or AS to give students the option based on their
future planning (C)
Remove the Health and PE requirements. The Health Education requirement is essentially a
one-class requirement--Health 1. Both the Health and PE requirements are high school
requirements; they have not been state-mandated requirements for community colleges since
the 1970's. Students who want or need Health 1 and PE will still be able to take these
courses, but students who would prefer taking other self-development and life-long learning
courses should have the time to do so and still graduate with 60 units. Remove EITHER the
Writing and Critical Thinking requirement OR the Am. Institutions requirement. Transfer
students will still take writing courses and Am. Institutions courses. Students who will end
their formal education with the associate degree will still need one English comp course.
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AS Degree Survey, Spring 2006
They should be reading and writing in their Am. Institututions courses, as well, and info on
U.S. government, history, and economics is important for students who did not attend high
school in the U.S. Also, students should be reading and writing in their majors. Information
competency can be included in Am. Institutions courses, as well as English courses.
(Although it's not a unit requirement, rethink the Am. Cultures requirement. Do we need
more of a world cultures requirement? Foreign language?) The AA and AS degrees should
be identical--only one degree--and just the state-required 18 units. Encourage students to
take electives that meet their career and educational needs. (Non-VST)
None. Keep the number of GE units at 19 for AS (or consider decreasing it!) (VST)
Require that if they only have one English/Language Arts course to take, it must be Eng. 1A
and the math should be a transferrable course (above Intermediate level) (C)
Match the requirement with transfer requirements—Health? (Not UC), American Cultures?
(Not UC). (C)
If the A.S. degree was accepted by CSUs and not require additional "work" for the transfer
student. (VST)
I don’t think any changes will change the motivational factors involved in student learning.
(VST)
Make students more aware of steps leading up to and completion of A.A. and A.S. degrees.
(VST)
There is not much we can do to encourage to stay long enough to earn AAs or AS degrees.
Our students are all very busy with full-time jobs and families and many of them are not
prepared for college when they arrive and they are discouraged by the number of remedial
courses they need. But if they are not willing to do that, they should consider ROP. Chabot
is a college and I am totally against reducing the general education courses just so students
can complete faster. (VST)
NONE….no perceived large scale entry level job demands (VST)
I believe by offering more General Education Degree requirements, capable of providing the
needed skills in Industry and the workforce areas, our students will be better served and it
will also enable the students to better understand major requirements towards an AS degrees
or certificates. (VST)
I have no idea as I have not discussed this topic with my students. (Non-VST)
More in sync with transfer requirements or create a transfer AA/AS. (Non-VST)
PHED and Science. (Non-VST)
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AS Degree Survey, Spring 2006
More clarification on the liberal studies Associate degree Option 1 and also on the
Individualized Occupational Major option. (C)
One-on-one conversation with students. (Non-VST)
All mine are required to complete an A.A. (VST)
Science majors would be attracted to AS degree. (VST)
If more practical? What is the purpose on an AA degree? It that question could be answered
1st, be easier to know how to get more students. (Non-VST)
10. What changes do you think could be made to A.A. or A.S. that would make more
students successful in completing an associate degree in a timely manner?
Do not increase GE MATH requirements. Let students take the math for the area that will do
them the most good. For example IT74 for welding, auto, machine tool and electronics
(VST)
None [2] (Non-VST) (C)
A realistic views of how many credits must be taken per semester to finish on time. many
think that because 12 units is “full-time” thy will finish their degree only taking that many.
(Non-VST)
Keep total units to 60, or as close as possible. (VST)
Not sure (2) (Non-VST) (C)
Allow some "tranfer required" courses to displace a few "GenEd" requirements. Make at
tight "core" for GenEd, and allow the disciplines to build from there. (Non-VST)
1.Test out of Math requirement without earning units.
2. Stress more technical programs. Not everyone needs to transfer.
3. Reduce all majors to 54 unit limit of combined GE and major requirement units (except
Nursing, Dental Hygiene). Technical programs goal is to get people into entry level jobs and
not completely trained in the field. Give the students strong basic entry level, hands on
practical training and remove units in advanced technical courses that are above 54 total units
(GE and Major) that are not essential for entry into the field. Yes, employers want the best
trained students but the market will hire solid graduates with strong basic technical skills and
do on the job training to further their skills. Allow at least two elective classes outside of the
major.
4. Have Certificates lead directly into AA/AS majors. Do not have any required technical
units included in a Certificate that are not included in the area’s AA/AS requirements. This
may not be evident but a close examination of requirements often shows that a technical
course listed in a certificate is not listed in the AA/AS major. Or a techical prerequisite is
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AS Degree Survey, Spring 2006
required to take a class but not listed as part of the certificate or major. This "hides" the fact
that more units are required than listed in the certificate or major sheets.
5. Streamline Prerequisite Challenge and Prerequisite Override approvals. Make the process
consistant, clear, and easy for the student. (C)
No More Genral Eduacation Units / Classes added to the total needed to obtain the Degree.
(VST)
I think the key is in enrollment management. Maybe a better late start schedule. An
accelerated program (college within a college). Making sure courses in sequences are
offered in sequential terms. Reduce the number of units in some of the majors wherever
possible. We make our students jump through so many hoops… (C)
See #9 response. Most important change is to get the total units to 18. Next, make sure
instructors are designing majors that truly meet students' needs based on labor market and
transfer information. (Non-VST)
Curriculum committee should have rigorous overview of AS degrees when proposed by
divisions. (C)
Make the GE unit total the state minimum—18 units for both. (C)
More monies devoted to support services and other types of guidance for the typical
Community College student. For the most part, their personal and financial lives and their
educational preparation in K-12 doesn't foster persisting to obtain the degree. (VST)
I don’t think any changes will change the motivational factors involved in student learning.
(VST)
Better prepared students. When students come ready for college level work, they are able to
complete their degrees in two years or two and a half years. (VST)
NONE…without consumer demand or perceived interest all other efforts are totally
meaningless (VST)
No More Genral Eduacation Units / Classes added to the total needed to obtain the Degree.
(VST)
I do not know. (Non-VST)
1) All GE and major classes need to be offered all the time; 2) balance the GE and major
units to add up to 60 only. (Non-VST)
Shape a program to have an AA the articulates with our feeder schools: CCA and SFSU (4
members of the Art department)
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AS Degree Survey, Spring 2006
We need to stay responsive to our students’ needs, then our enrollment and education system
at Chabot will improve. (Non-VST)
Talk to students. (Non-VST)
Hold students to a higher degree of accountability for college wide class attendance and
filing for “W”s. Next to any other college where I have taught, Chabot has a very high
percentage of students who are in and out of the class, do little or not work, and then at mid
or the ¾ point of the term vanish or file a “W.” Other students have spoken about this as
bringing down morale and taking away from their educational experience and I agree. A
college wide policy is necessary which places greater accountability on students plus stiffer
fees for consistently withdrawing or vanishing from class after class. I also think that Chabot
faculty and courses offer a fine education, but this isn’t the image the College has in the
community or with our students. Many of our better students want out as soon as they can
get into another school rather than obtain a Chabot degree. They site the poor image Chabot
has and the amount people/some students just hanging out. PR is needed and greater
accountability of why people are on campus. (Non-VST)
Don’t let students withdraw so late in the semester! Allows them to stay in class without
consequence. Require students to seek help if falling behind/fail certain # of classes/
withdraw from too many classes. (Non-VST)
Additional Comments:
Although I know many classes are required as general education it seems as though many of
those classes have no benefit once they have been completed. I realize I am bias but I feel a
general nutrition class helps combat the obesity epidemic better than geology. It seems like
many general classes have no reasoning behind them. (Non-VST)
I think the AA degree is more suited to transfer for BA/BS programs than the AS due to its
higher general education requirements. In Computer Science, there are so few jobs available
for either AA or AS degree holders that the differences (for our division's purposes, anyway)
are minimal enough to pretty much ignore. For most of those jobs, the actual degree (AA or
AS) would not matter. We don't award very many AA/AS degrees anyway, mostly we
transfer students without the degrees. (Non-VST)
I, myself, hold and AS Degree (Engineering) from a CA Community College. It was
important that I receive a "Science" Degree given the nature of my chosen discipline. (NonVST)
1. Faculty not involved with curriculum are not aware of the State GE requirements or how
Chabot got to its current GE pattern. Higher Education in the U.S. uses AA/BA/MA for
Liberal Arts type majors and AS/BS/MS for Natural Science and technical majors. We
should do the same.
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AS Degree Survey, Spring 2006
2. The number of total units should be reduced for technical programs. We graduate very
few students in technical areas often because students get work with basic technical skills and
are working in the field before completing a certificate or AA/AS.
3. Do more to retain the students we have. Most students that come to California Community
Colleges are not prepared for the work expected of them. We need to convey better in
orrientation and in individual classrooms what is expected and specifically how to meet the
study/preparation expectations to be successful. We need to teach students how to be
successful in every classroom not just teach the material. Every course needs to include
strategies for success….(how to take notes, how to prepare for tests, expected study time,
etc.) ….. and not expect our students to come in knowing how to succeed. Increasing the
number of Study Skills classes and revising the Tutorialial Center Study Guide video tapes
would help also. (C)
The Higher Education General Information Survey (HEGIS) counts vocational degrees under
six headings:
· business and commerce technologies
· data processing technologies
· health services/paramedical technologies
· mechanical/engineering technologies
· natural science technologies
· public service-related technologies (VST)
The designation of AS, as it is now, is an option for the degree pattern. There are several
occ/voc degrees that have the designation of AA. I also feel that the option of allowing either
designation AA or AS should be allowed….so the student can choose which degree pattern
they want. There are 3 degree programs now that have this. Students are also having IOM
written for some voc/occ programs that are AA, but the IOM is making the program an AS
(student choice, with Dean's approval, of course). Why not be official with this and save the
students from having to come in to have the IOM written. (C)
Stop thinking in terms of vague "educational values." Focus on the mission of the CA
community colleges and the philosophy of GE as expressed by T5. Start thinking about
what our students in our service areas REALLY NEED--based on data--to increase the
likelihood of their success of obtaining their life, career and educational. goals Stop with the
"trading" between discipines--"we'll give up a unit if you'll give up 3 units." Don't make
requirements that transfer students are going to need to take anyway--i.e., English 4 or 7.
Keep the total GE units required LOW. (Non-VST)
Raise student comfort levels with the fact that the A.A. degree is an important and significant
step toward a bachelor’s degree at a 4-year institution. (VST)
Please do not water down either degree and please DO NOT underestimate the value of
liberal arts classes. I don't think we should become a trade school; there are plenty of those
around. The community college should be about preparing students for transfer OR
preparing students for immediate entry into the workplace but either way they need a good
broad education and they definitely need the math and the English and perhaps we should
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AS Degree Survey, Spring 2006
add a mandatory philosophy class. If students are not willing or able to earn a traditional
college degree, perhaps we should offer the option of a Career Certificate of Completion
where they can concentrate on vocational courses with a very minimum of general education
(English and math). PLEASE DON'T WATER DOWN ANY OF OUR DEGREES! I am
totally against giving two-year degrees in psychology, English, psychology, business,
history, etc. We should offer vocational A.S. degrees and A.A. degrees in Liberal Arts or
General Education only. Having a major at a two year college does not make much sense
unless one is earning an A.S. degree. (VST)
Students who take more than the two years to complete their AA/AS degree are usually
students who are weak in their basic skills and/or study skills. I am not sure that changing
the requirements for an AA/AS degree would help, but lowering the requirements would
probably lower the validity of the degree to the employment community. (Non-VST)
Our division (Phed) was the highest revenue producer at Chabot College last year (2004-05)
by findings of the KH consulting group. You would think that this deserves some attention
instead of more cuts to the Phed Department!!! (Non-VST)
The majority of the Architecture program students never bother to finish either degree
because they transfer as soon as they can. There are few opportunities in the field without
substantially more education. (Non-VST) (C)
Simply to offer more Learning Communities and also options for completing degrees by
taking evening and online courses. (C)
We can change all we want, but we don’t talk one-on-one with students; we’re spinning our
wheels. (Non-VST)
To have an A.A. or A.S. that all community colleges adhere to. Many Dental Hygiene
students have an A.A. or A.S. before acceptance into the program. They then have to do
additional course work to get an A.A. from here. (VST)
Recent stats from Carolyn Arnold show only 10% of students are here for an AA degree! I
don’t think this should be the focus of our attention if only a fraction of our community is
interested! (Non-VST)
*Applied Technology & Business Division, Computer Science, Allied Health Programs
(Nursing, DHYG, Medical Assisting)
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