REDWOODS COMMUNITY COLLEGE DISTRICT
Meeting of the
Academic Standards and Policies Committee
• Eureka: 7351 Tompkins Hill Road, SS 202 Board Room*****
Friday, September 11, 2015
3 PM
AGENDA
1. Call to Order
2. Introductions and Public Comment: Members of the audience are invited to make
comments regarding any subject appropriate to the Academic Standards and Policies
Committee.
3. Discussion Items, Karen Reiss (Attachments)
3.1. Continuing Review/Revision to AP 4025 Philosophy & Criteria for Associate
Degree & General Education
3.1.1. Revisions from August 26
3.1.2. Best Practices of Other Community Colleges
3.1.2.1.
Hartnell
3.1.2.2.
Mira Costa
3.1.2.3.
Peralta
3.1.2.4.
Sierra
4. Announcements/Open Forum
5. Adjournment
Public Notice—Nondiscrimination:
College of the Redwoods does not discriminate on the basis of ethnicity, religion, age, gender, sexual orientation, color or disability
in any of its programs or activities. College of the Redwoods is committed to providing reasonable accommodations for persons
with disabilities. Upon request this publication will be made available in alternate formats. Please contact Debbie Williams,
Academic Senate Support, 7351 Tompkins Hill Road, Eureka, CA 95501, (707) 476-4259, Office Hours: 8:00 a.m. to 3:00 p.m.
Monday through Thursday; 10 am to 5 pm on Friday.
Next Scheduled Meeting:
September 25 (back in the Advising/Counseling Conference Room SS104)
Academic Standards and Procedures Meeting
September 11, 2015
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
AP 4025
PHILOSOPHY AND CRITERIA FOR ASSOCIATE DEGREE
AND GENERAL EDUCATION
Central to the associate degree and general education requirements is the Redwoods Community
College District (District) mission to improve lives within the diverse communities it serves
through equal access to quality occupational, transfer, general education, and foundation programs
in a learning-centered environment where student success is highly valued, supported, and
assessed.
The programs of the District are consistent with the institutional mission and include
developmental, career technical, and transfer education. Programs are continually assessed to
ensure student success. New programs may be initiated in accordance with internal/external
factors.
The following indicators to be considered include, but are not limited to, the following:
•
•
•
•
•
•
•
Alignment with the Chancellor’s Office priorities, the College’s mission, and accreditation
standards
Alignment with state and federal requirements
Requirements from transfer institutions
Availability of fulltime and associate faculty
Budget concerns and sufficient funding
Demand in the workforce
Adequate facilities and equipment
The Associate Degree
The associate degree at CR is awarded to students who have successfully demonstrated that they
have become effective communicators, critical thinkers, are globally aware, and have the
necessary depth of knowledge to achieve competency in a particular field.
The philosophy and criteria regarding the associate degree references the policy of the Board of
Governors that the associate degree symbolizes a successful attempt to lead students through
patterns of learning experiences designed to develop certain capabilities and insight, including:
•
•
•
The ability to think and communicate clearly and effectively orally and in writing;
Use mathematics;
Understand the modes of inquiry of the major disciplines;
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Academic Standards and Procedures Meeting
September 11, 2015
•
•
Be aware of other cultures and times;
Achieve insights gained through experience in thinking about ethical problems; and to
develop the capacity for self-understanding.
The philosophy and criteria regarding the associate degree symbolize a successful student’s
journey through patterns of learning experiences designed to develop certain competences and
insights as identified within the District’s Core Competencies of Communication, Critical
Thinking and Information Competency, Community/Global Awareness and Responsibility, and
Personal, Academic and Career Development.
These Core Competencies are exhibited by the following:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Comprehend, analyze, and respond appropriately to oral, written and visual information.
Effectively communicate/express information through speaking, writing, visual and other
appropriate modes of communication/expression.
Identify vital questions, problems, or issues and evaluate the plausibility of a solution.
Analyze, compose and assess the validity of an argument.
Compute and analyze multiple representations of quantitative information, including
graphical, formulaic, numerical, verbal and visual.
Compare, contrast and analyze scientific concepts and scientific observation.
Select, analyze and evaluate the accuracy, credibility, relevance and reasonableness of
information and its sources.
Identify the social and ethical responsibilities of the individual in society.
Demonstrate commitment to active citizenship by recognizing and evaluating important
social, ecological, economic and political issues.
Demonstrate an understanding and appreciation for individual, social and cultural
diversity.
Demonstrate professional and ethical responsibilities of the individual.
Identify personal, academic, psychological, and social needs, determine resources and
access appropriate services.
Develop, implement, and evaluate progress towards achieving personal goals, academic
goals, career goals and career resilience.
Demonstrate the ability to use technology to assess, evaluate, and present information.
General Education
General education at CR introduces the content and methodology of the major areas of knowledge:
Natural Science, Social Science, Humanities, Language and Rationality, and Multicultural
Understanding. Students are required to take 3 units from each category or satisfy the CSU or UC
GE requirements (see the current catalog for details).
The philosophy and criteria regarding general education references the policy of the Board of
Governors that general education should lead to better self-understanding, including:
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Academic Standards and Procedures Meeting
September 11, 2015
•
•
General education is designed to introduce students to the variety of means through which
people comprehend the modern world.
General education introduces the content and methodology of the major areas of
knowledge and provides an opportunity for students to develop intellectual skills,
information technology facility, affective and creative capabilities, social attitudes, and an
appreciation for cultural diversity.
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Academic Standards and Procedures Meeting
September 11, 2015
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Academic Standards and Procedures Meeting
September 11, 2015
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
AP 4025
NOTES
Mission, Master Plan, driven by procedure
Curriculum nuts and bolts
CCC 501
Degrees and programs
Assigning
Check best practices
References drive procedures
New ed master plan informs our GE and degrees
Define program vs degree and their relationship
A program leads to a degree or certificate
Motivators/triggers
Areas and patterns from the catalog
PHILOSOPHY AND CRITERIA FOR ASSOCIATE DEGREE
AND GENERAL EDUCATION
CCLC template The philosophy and criteria for the associate degree and general education should
address the considerations contained in the references listed above. These include, but are not
limited to:
Central to the associate degree and general education requirements is the District’s
mission to improve lives within the diverse communities it serves through equal
access
to quality occupational, transfer, general education, and foundation programs in a
learning-centered environment where student success is highly valued, supported,
and
assessed.
The programs of the District are consistent with the institutional mission and include
developmental, career technical, and transfer education. Programs are continually assessed to
ensure student success… New programs may be initiated in accordance with internal/external
factors.
The following indicators to be considered include, but are not limited to, the following: •
Alignment with the Chancellor’s Office priorities, the College’s mission, and accreditation
standards • Alignment with state and federal requirements • Requirements from transfer
institutions • Availability of fulltime and associate faculty • Budget concerns and sufficient
funding • Demand in the workforce • Adequate facilities and equipment
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Academic Standards and Procedures Meeting
September 11, 2015
GE
ADD MIRA COSTA language…
The associate degree at CR is awarded to students who have successfully demonstrated that
they have become effective communicators, critical thinkers, are globally aware, and have the
necessary depth of knowledge to achieve competency in a particular field.
General education at CR introduces the content and methodology of the major areas of
knowledge: Natural Science, Social Science, Humanities, Language and Rationality, and
Multicultural understanding. Students are required to take 3 units from each category or satisfy
the CSU or UC GE requirements (see the current catalog for details).
Courses added/removed from GE categories through the Curriculum Committee process
resulting in Chancellor’s Office review/approval.
Degrees area specific content in conjunction with GE – response to State’s initiative to
increase apply to all degrees offered at CR
The degrees These GE patterns are combined with area specific courses that are defined in the
degree requirements (see catalog), CR degrees are awarded to students who demonstrate the
necessary depth of knowledge to achieve competency in a particular field.
Programs
Includ
, purposes, demographics and economics of its community.
The philosophy and criteria regarding the associate degree references the policy of the Board
of Governors that the associate degree symbolizes a successful attempt to lead students
through patterns of learning experiences designed to develop certain capabilities and insight,
including:
o the ability to think and communicate clearly and effectively orally and
writing;
o use mathematics;
o understand the modes of inquiry of the major disciplines;
o be aware of other cultures and times;
o achieve insights gained through experience in thinking about ethical
problems; and to develop the capacity for self-understanding.
The philosophy and criteria regarding general education references the policy of the Board of
Governors that general education should lead to better self-understanding, including:
General education is designed to introduce students to the variety of means through which
people comprehend the modern world.
General education introduces the content and methodology of the major areas of
knowledge and provides an opportunity for students to develop intellectual skills,
information technology facility, affective and creative capabilities, social attitudes,
and an appreciation for cultural diversity.
CHABOT AP 4025 Philosophy and Criteria for Associate Degree and
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Academic Standards and Procedures Meeting
September 11, 2015
General Education
Page 1 of 2
Chaffey Community
College District
Central to the associate degree and general education requirements is the District’s
mission to improve lives within the diverse communities it serves through equal
access
to quality occupational, transfer, general education, and foundation programs in a
learning-centered environment where student success is highly valued, supported,
and
assessed.
The philosophy and criteria regarding the associate degree symbolize a successful
student’s journey through patterns of learning experiences designed to develop
certain
competences and insights as identified within the District’s Core Competencies of
Communication, Critical Thinking and Information Competency,
Community/Global
Awareness and Responsibility, and Personal, Academic and Career Development.
These Core Competencies are exhibited by the following:
• Comprehend, analyze, and respond appropriately to oral, written and visual
information.
• Effectively communicate/express information through speaking, writing, visual
and other appropriate modes of communication/expression.
• Identify vital questions, problems, or issues and evaluate the plausibility of a
solution.
• Analyze, compose and assess the validity of an argument.
• Compute and analyze multiple representations of quantitative information,
including graphical, formulaic, numerical, verbal and visual.
• Compare, contrast and analyze scientific concepts and scientific observation.
• Select, analyze and evaluate the accuracy, credibility, relevance and
reasonableness of information and its sources.
• Identify the social and ethical responsibilities of the individual in society.
• Demonstrate commitment to active citizenship by recognizing and evaluating
important social, ecological, economical and political issues.
• Demonstrate an understanding and appreciation for individual, social and cultural
diversity.
• Demonstrate professional and ethical responsibilities of the individual.
• Identify personal, academic, psychological, and social needs, determine
resources and access appropriate services.
• Develop, implement, and evaluate progress towards achieving personal goals,
academic goals, career goals and career resilience.
Administrative Procedures
Chapter 4, Instruction
AP 4025 Philosophy and Criteria for Associate Degree and
General Education
Page 2 of 2
Chaffey Community
College District
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Academic Standards and Procedures Meeting
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• Demonstrate the ability to use technology to assess, evaluate, and present
information.
The graduation requirements for associate degrees are set forth in AP 4100 titled
Graduation Requirements for Degrees and Certificates. The District’s General
Education requirements are as follows:
General Education Requirement:
The associate degree will be granted upon completion of 60 semester units of
course
work and the fulfillment of the specific requirements listed below.
1. General Education (minimum of 18 units from the following: ) Students who are
qualified to be certified for the CSU General Education pattern of classes or the
IGETC pattern of classes also fulfill the associate degree General Education for
Chaffey College.
a. Language and Rationality (minimum of 2 courses)
b. Natural Sciences (one laboratory science course)
c. Humanities (minimum 4 units)
i. Arts (one course)
ii. Humanities (one course)
d. Social and Behavioral Sciences
2. Major Requirements (minimum 18 units) Complete an associate degree program
as described under “Programs of Study” area in the Chaffey College catalog.
3. Electives (any additional units necessary to meet minimum degree requirement)
All degree requirements including General Education must be completed with an
overall
grade point average of 2.0 (“C”) or better. In addition, all courses that count toward
the
Associate Degree major or area of emphasis must be satisfactorily completed with
grades of “A”, “B”, “C”, or “P”. (Title 5 §55063)
References: Title 5 Section 55061;
WASC/ACCJC Accreditation Standard II.A.3
Approved: 4/17/12
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Academic Standards and Procedures Meeting
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HARTNELL COMMUNITY COLLEGE DISTRICT
BOARD POLICY AND ADMINISTRATIVE PROCEDURE
ROUTING/TRACKING FORM
Review and approval by the various college governance groups is requested:
Policy/Procedure #:
Policy/Procedure Name:
New
Yes
No
AP 4025
Philosophy and Criteria for Associate Degree and General Education
Revised
Replaces existing policy/procedure:
New policy/procedure or revisions initiated/proposed by: Academic Affairs
Compliance with ACCJC
Reason for new policy/procedure or revisions:
__________________________________________________________________________________________
Reviewing Group
Date
Approval/Comments
Routed to:
Forward by:
• Council:
04/10/15
03/10/15
• Academic Senate President
04/10/15
03/10/15
• HCFA President
04/10/15
03/10/15
• CSEA President
04/10/15
03/10/15
• L-39 Chief Steward
_________________________________________________________________________________________
Hartnell College Faculty
Approved as presented
Association
Approved with changes
Not approved
Comments: No response
__________________________________________________________________________________________
3/24/15
Academic Senate
Approved as presented
Approved with changes
Not approved
Comments: Top of Page 2, second bullet REVISE to: All degree requirements including general education
must be completed with a grade of "C" or better.
__________________________________________________________________________________________
CSEA
Approved as presented
Approved with changes
Not approved
Comments: No response
__________________________________________________________________________________________
L-39
Approved as presented
Approved with changes
Not approved
Comments: No reponse
Council: Academic Affairs
4/08/15
Approved as presented
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Academic Standards and Procedures Meeting
September 11, 2015
Approved with changes
Not approved
Comments: Council approved as presented with Academic Senate's changes.
College Planning Council
Approved as presented
Approved with changes
Not approved
Comments:
__________________________________________________________________________________________
Superintendent/President’s
Approved as presented
Executive Cabinet
Approved with changes
Not approved
Comments:
Board of Trustees
(First Reading)
Comments:
__________________________________________________________________________________________
Board of Trustees
Approved as presented
(Consideration)
Approved with changes
Not approved
Comments:
__________________________________________________________________________________________
ANTICIPATED TIMELINE
Board of Trustees first reading to occur on:
Board of Trustees consideration to occur on:
June 2015
Additional comments:
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Academic Standards and Procedures Meeting
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HARTNELL COMMUNITY COLLEGE DISTRICT
AP 4025
Philosophy and Criteria for Associate Degree and General Education
References:
Title 5 Section 55061; ACCJC Accreditation Standards II.A.5 and II.A.12; Eligibility
Requirement 12
District procedures regarding associate degrees and general education follow the philosophy
and criteria expressed in BP 4025 and from the requirements described in pertinent sections of
Education Code, Title 5, and Accreditation Standards. Central to the associate degree and
general education requirements is Hartnell’s mission to provide educational opportunities for
students to reach academic goals in an environment committed to student learning,
achievement and success. We commit to excellence in teaching and student services that
develop the intellectual, personal, and social competence of every student. We aspire to
develop leaders who will contribute to the social, cultural, and economic vitality of our region
and the global community.
The philosophy and criteria for the associate degree symbolize a student’s successful journey
through patterns of learning experiences designed to develop certain competences and insights
as identified within Hartnell’s Core Competencies:
• Communication Skills
o Students will demonstrate reading comprehension and expository writing skills
at a college level.
• Information Skills
o Students will define information needs, access information efficiently and
effectively, evaluate information critically, and use information ethically.
• Critical Thinking/Problem Solving
o Students will use quantitative and logical reasoning to analyze information,
evaluate ideas, and solve problems.
• Global Awareness
o Students will demonstrate knowledge of global interdependence including
knowledge of others’ values, cultures and beliefs and an ability to describe one’s
own cultural heritage.
• Aesthetic Appreciation
o Students will critically reflect upon works of visual and performing arts in a
diverse cultural context.
• Personal Growth and Responsibility
o Students will select lifestyle choices that promote physical and mental wellbeing.
o Students will demonstrate the importance of being an informed, ethical, and
active citizen in their community and the world.
Page 1 of 3
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Graduation requirements for associate degrees are set forth in BP 4100 – Graduation
Requirements for Degrees and Certificates. The District’s general education requirements are
as follows:
• A minimum of 21 units which shall include courses in each of the following areas:
o Natural Sciences (3 units)
o Social and Behavioral Sciences (3 units)
o Humanities ( 3 units)
o Ethnic Groups in the United States (3 units)
o Language and Rationality
 Written Expression (3 units)
 Communication and Analytical Thinking (6 units)
• All degree requirements including general education must be completed with an overall
grade point average of “C” or better.
Courses selected to meet Hartnell’s general education requirements must meet the following
standards:
• Rigor: each course treats subject matter with a level of intellectual intensity that
requires independent study.
• Scope: each course introduces the student to a wide range of principles, perspectives,
and knowledge within the discipline.
• Autonomy: each course is a whole unto itself and not primarily part of a sequence of
courses (each course provides exposure to foundations and fundamental tenets of the
discipline).
• Breadth: each course provides a generalizing rather than specializing experience within
the subject matter of the discipline. It relates knowledge within the discipline to other
fields and disciplines, as well as to contemporary society.
• Critical thinking: each course develops the student’s aptitude for conceptualizing,
applying, analyzing, synthesizing, and evaluating information.
• Communication and literacy: each course provides opportunities for the student to
develop and demonstrate both orally and in writing the ability to read, comprehend,
and evaluate college-level material.
• Relevancy: each course relies upon current knowledge, technology, and instructional
materials to achieve its objectives, as appropriate.
Specific courses within the general education pattern at Hartnell fulfill the following criteria as
related to their area of specialty:
• Natural Sciences: these courses examine the physical universe, its life forms, and its
natural phenomena. They should also help the student develop an appreciation and
understanding of the scientific method and encourage an understanding of the
relationships between science and other human activities.
• Social and Behavioral Sciences: these courses focus on people as members of society.
They should help students develop an awareness of the method of inquiry used by the
disciplines within social and behavioral sciences, stimulate critical thinking about the
Page 2 of 3
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Academic Standards and Procedures Meeting
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•
•
•
ways people act and have acted in response to their societies, and promote an
appreciation of how societies and social subgroups operate.
Humanities: these courses study human cultural activities and artistic expressions and
should help the student develop an awareness of the ways in which people throughout
the ages and in different cultures have responded to themselves and the world around
them in artistic and cultural creation. These courses also promote an aesthetic
understanding and an ability to make value judgments.
Ethnic Groups in the United States: courses in this category demonstrate sensitivity to
and promote a climate of cultural diversity. They focus specifically on a multicultural
and global perspective and foster an understanding of the student’s role in a global
community. Courses that fulfill this requirement introduce and examine the
intersection of ethnicity, language, or culture with gender, sexuality, class, or other
important social categories such as religion. The emphasis for any course meeting this
requirement must be substantial and thematic rather than incidental or supplemental.
In addition, courses approved for this category must:
1. focus on important themes and issues in United States history, society and culture;
2. address the theoretical and analytical issues relevant to understanding race, culture,
and ethnicity in our society;
3. provide a framework for better understanding of one’s particular cultural/historical
identity in our society;
4. include one or more of the following cultural/ethnic minority groups: AsianAmericans; Black/African Americans; Chicano/Mexican Americans; Hispanic/Latinos;
Native Americans; Pacific Islanders;
5. be regarded as a curriculum establishing a broad knowledge of the institutions,
history and science of United States culture rather than providing training for a
specific area.
Language and Rationality: courses in this category develop the principles and
applications of language and logical thought. They should help students to develop
patterns of clear and precise expression, as well as the critical evaluation of
communication. These courses include oral communication, mathematics, logic,
statistics, computer languages and programming, and related disciplines. Mathematics
and English composition courses have an appropriate prerequisite that distinguishes
them from remedial courses.
See Board Policy 4025
Approved by Superintendent/President:
New AP
Page 3 of 3
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ADMINISTRATIVE PROCEDURE 4025: Philosophy and Criteria for Associate Degrees and General Education The MiraCosta Community College District’s programs are consistent with the college’s
mission, vision, and core values.
The associate degree at MiraCosta College is awarded to students who have
successfully demonstrated that they have developed intellectual skills, information
technology facility, affective and creative capabilities, social attitudes, and an
appreciation for cultural diversity. In addition to these accomplishments, students
graduating with an associate degree shall possess sufficient depth in some field of
knowledge to contribute to lifetime interest and career pursuit. Majors or areas of
emphasis that provide this depth are composed of a minimum of eighteen (18) units.
General education at MiraCosta introduces the content and methodology of major areas
of knowledge. Its purpose is to encourage students to select a broad spectrum of
classes. Students completing this program are able to demonstrate the following:
A.
A broad understanding of mathematics, science, social science, humanities, and
the arts.
B.
Effective communication in oral and written form.
C.
A multicultural global perspective.
D.
Critical thinking skills that apply analytical and creative approaches to problem
solving.
E.
The ability to adapt to new environments and technologies.
F.
Social awareness and responsibility as a participating member of society.
The MiraCosta general education pattern for the associate in arts and associate in
science degree includes the completion of three units each in Areas A1 and A2, four
units in Area B, and three units each in Areas C through G.
Courses listed in two different areas (A–E) may be used to satisfy a requirement in one
area but not both. Courses completed in Areas F and G may also satisfy other area
(A–E) requirements.
A course listed in any area (A–G) may satisfy both a general education and a major
requirement.
MiraCosta Community College District
Page 1 of 6
Effective Date:
2/9/10, 6/15/10, 4/19/11, 4/16/12, 8/13/13
Reference Update:
November 2014
References:
Title 5, §55061
Accrediting Commission for Community and Junior Colleges Accreditation
Standard II.A
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In lieu of the above, students may satisfy a general education requirement for an
associate degree at MiraCosta College by completing the California State University or
the University of California certified general education pattern.
Courses used to meet the MiraCosta College general education and associate degree
requirements meet the standards set forth in Board Policy 4025 as follows:
A.
B.
All courses designated for general education (GE) at MiraCosta fulfill the
following universal criteria:
1.
Rigor: Each GE course treats subject matter with a level of intellectual
intensity that requires independent study.
2.
Scope: Each GE course introduces the student to a wide range of
principles, perspectives, and knowledge within the discipline.
3.
Autonomy: Each GE course is a whole unto itself and not primarily part of
a sequence of courses; i.e., each course provides exposure to foundations
and fundamental tenets of the discipline.
4.
Breadth: Each GE course provides a generalizing rather than specializing
experience within the subject matter of the discipline. It relates knowledge
within the discipline to other fields and disciplines, as well as to
contemporary society.
5.
Critical thinking: Each GE course develops the student’s aptitude for
conceptualizing, applying, analyzing, synthesizing, and evaluating
information.
6.
Communication and literacy: Each GE course provides opportunities for
the student to develop and demonstrate both orally and in writing the
ability to read, comprehend, and evaluate college-level material.
7.
Relevancy: Each GE course relies upon current knowledge, technology,
and instructional materials to achieve its objectives, as appropriate.
Specific courses within the GE program at MiraCosta fulfill the following criteria
as related to their area of specialty:
1.
Area A—Language and Reasoning: These courses develop the principles
and applications of language toward the following for the student:
a.
Logical thought
b.
Clear and precise expression
c.
Critical evaluation of communication
1)
Area A1: English composition courses must include both
expository and argumentative writing. These courses have
an appropriate prerequisite that distinguishes them from a
remedial course.
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2)
2.
Area A2: These courses include oral communication,
mathematics, logic, statistics, computer languages and
programming, and related disciplines. Mathematics courses
have a prerequisite of elementary algebra or higher math.
Area B—Natural Sciences: These courses examine the physical universe,
its life forms, and its natural phenomena. These courses also should do
the following:
a.
Help the student develop an appreciation and understanding of the
scientific method.
b.
Encourage an understanding of the relationships between science
and other human activities.
These courses include introductory or integrative courses in astronomy,
biology, chemistry, general physical science, geology, meteorology,
oceanography, physical geography, physical anthropology, physics, and
other scientific disciplines.
3.
Area C—Humanities: These courses study the cultural activities and
artistic expressions of human beings. These courses should help the
student develop the following:
a.
An awareness of the ways in which people throughout the ages and
in different cultures have responded to themselves and the world
around them in artistic and cultural creation.
b.
An aesthetic understanding.
c.
An ability to make value judgments.
These courses include introductory or integrative courses in the arts,
foreign languages, literature, philosophy, and religion.
4.
Area D—Social and Behavioral Sciences: These courses focus on people
as members of society. These courses should do the following:
a.
Develop an awareness of the method of inquiry used by the social
and behavior sciences.
b.
Stimulate critical thinking about the ways people act and have
acted in response to their societies.
c.
Promote appreciation of how societies and social subgroups
operate.
These courses include introductory or integrative survey courses in
cultural anthropology, cultural geography, economics, history, political
science, psychology, sociology, and related disciplines.
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5.
Area E—Lifelong Learning: Courses in this category equip student
learners for lifelong understanding and development of themselves as
integrated physiological, social, and psychological beings. Technology and
information-fluency courses develop the students’ ability to skillfully and
effectively make use of two or more technological tools to access,
evaluate, analyze, integrate, and utilize information in a variety of contexts
in order to apply it to decision making, critical thinking, and problem
solving in their lives. Self-development courses encourage attentiveness
to health and well-being and to the practical aspects of managing and
improving students’ lives.
a.
b.
Area E1—Technology and Information Fluency: Courses approved
for this category do the following:
1)
Provide significant and comprehensive understanding of two
or more technological tools, such as multiple computer
applications, for the specific purpose of accessing,
evaluating, analyzing, integrating, and utilizing information.
2)
Emphasize a variety of contexts in which the responsible
and ethical use of information and information technology
tools can be applied to decision making, critical thinking, and
problem solving in students’ lives.
3)
Encourage information seeking from diverse sources
through the use of technology to identify information
problems, seek their solutions, and communicate these
solutions accurately and creatively.
4)
Emphasize that accurate and comprehensive critical
evaluation and analysis of information through the use of
technology is a basis for intelligent decision making.
Area E2—Self-Development: Courses in this category include
selective consideration of content, such as human behavior,
sexuality, nutrition, physical and mental health, stress
management, financial literacy, social relationships, and
relationships with the environment, as well as implications of death
and dying and avenues for lifelong learning. Courses approved for
this category do the following:
1)
Analyze the relationship between an individual and the
broader society.
2)
Recognize the human body as an integrated organism with
systemic functions, such as movement, nutrition, growth,
reproduction, and aging.
3)
Examine the study of the mental processes that create
consciousness, behavior, emotions, and intelligence
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4)
Encourage students to recognize the human being as an
integrated physiological, social, and psychological organism.
5)
Provide opportunities for students to demonstrate the ability
to apply life-success skills.
Active-duty military personnel and U.S. military veterans may satisfy this
requirement through submission of a military transcript that demonstrates
the completion of basic training or recruit training (DD214, DD295, or other
military transcript).
6.
Area F—Cultural Diversity: Courses in this category demonstrate
sensitivity to and promote a climate of cultural diversity. They focus
specifically on a multicultural and global perspective and foster an
understanding of the student’s role in a global community. Courses that
fulfill this requirement introduce and examine the intersection of ethnicity,
language, or culture with gender, sexuality, class, or other important social
categories, such as religion. The emphasis for any course meeting this
requirement must be substantial and thematic rather than incidental or
supplemental.
a.
b.
Courses approved for this category meet at least four of the
following goals and criteria:
1)
Study the history, experience, and specific contributions of
one or more groups that are distinct from the dominant
culture in the U.S. or the student’s country of origin.
2)
Increase students’ knowledge and understanding of other
cultures.
3)
Develop an awareness of racism or sexism and its impact on
society.
4)
Promote critical thinking about issues relevant to one or
more groups that are distinct from the dominant culture in
the U.S. or the student’s country of origin.
5)
Identify theories and practices of accommodation,
assimilation, integration, and pluralism.
6)
Recognize artistic achievements and aesthetic values of
non-Western cultures.
7)
Provide opportunities for students to recognize their own
attitude toward cultural diversity.
8)
Encourage and stimulate personal discovery of the
individual’s identity in a culturally diverse world.
Students can satisfy this requirement by successfully completing
one course that MiraCosta has approved as meeting the cultural
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diversity criteria and goals. Students may also satisfy the
requirement through the submission of an official transcript that
demonstrates completion of course work at a regionally accredited
college or university that satisfies a cultural-diversity type of
requirement.
c.
7.
Students earning an associate in science degree in registered
nursing (ADN) or registered nursing (LVN-to-RN) at MiraCosta will
substantially meet the cultural diversity requirement through
completion of the program. Each course in both programs has a
component that promotes sensitivity to cultural diversity and fosters
an understanding of the student’s role in the global community.
Area G—American Institutions and History: Courses in this category
develop the knowledge and skills necessary for intelligent citizenship.
Courses focus on the major events and issues in U.S. history and the
political processes used in the United States. Courses approved for this
category substantially meet at least one of the following goals and criteria:
a.
Examine the historical development of American institutions and
ideals.
b.
Examine the U.S. Constitution and structure of federal and state
government.
Students may also satisfy the American institutions and history
requirement through submission of an official transcript that demonstrates
course work completed at a regionally accredited college or university that
satisfies an American institution requirement.
Students completing an associate in science degree in registered nursing
(ADN) at MiraCosta will not be required to satisfy the American institutions
and history requirement due to the Board of Registered Nursing’s
licensing-unit limits.
Students may satisfy the requirements for any MiraCosta general education area (A-G)
through submission of an official transcript that demonstrates one of the following:
A.
Completion of an approved course in the same general education area at
another California community college.
B.
Completion of a course at a regionally accredited college or university in a
comparable general education area.
C.
Completion of a comparable course at a regionally accredited college or
university.
Students who have completed courses at MiraCosta prior to the implementation of
Plan A in fall 2011 may use that course work to meet the Plan A category requirements.
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Peralta Community College District
AP 4025
ADMINISTRATIVE PROCEDURE 4025
PHILOSOPHY AND CRITERIA FOR THE ASSOCIATE DEGREE AND GENERAL EDUCATION
The Criteria for the associate degree and general education addresses the considerations contained in Title
5 Section 55061 and ACCJC Accreditation Standard II.A.3. These include, but are not limited to:
I.
Philosophy
The programs of the District are consistent with the institutional mission, purposes, demographics, and
economics of the community.
II. Board of Governors Policies
The criteria regarding the associate degree references the policy of the Board of Governors that the
associate degree symbolized a successful attempt to lead students through patterns of learning
experiences and learning outcomes designed to develop certain capabilities and insight, including:
A.
B.
C.
D.
E.
F.
G.
the ability to think and communicate clearly and effectively orally and writing
use mathematics
understand the modes of inquiry of the major disciplines
be aware of other cultures and times
achieve insights gained through experience in thinking about ethical problems
develop the capacity for self-understanding
develop the capacity to participate responsibly in a democratic and environmentally sustainable society.
III. Criteria
The criteria regarding general education references the policy of the Board of Governors that general
education should lead to better self-understanding, including:.
A. General education is designed to introduce students to the variety of means through which people
comprehend the modern world.
B. General education introduces the content and methodology of the major areas of knowledge including
the humanities and fine arts, the natural sciences, and the social sciences, and provides an opportunity
for students to develop intellectual skills, information technology facility, affective and creative
capabilities, social attitudes, an appreciation for cultural diversity, and a recognition of what it means to
be an ethical human being and effective citizen.
C. The general education patterns applicable to the Associate of Arts for Transfer (AA-T) and the
Associate of Science for Transfer (AS-T) are either the CSU GE Breadth Requirements or the IGETC
requirements.
IV. Procedure
A. Courses proposed for general education are reviewed annually by the General Education
Subcommittee of the Council on Instruction, Planning and Development (CIPD) and recommendations
are forwarded to CIPD for action.
B. Academic departments review and propose new courses and revisions to current courses, certificates,
programs, and/or majors based on changing industry standards and practices, baccalaureate transfer
requirements, newly added associate degree standards, and/or recommendations from the State
Chancellor’s Office. The Curriculum Committee evaluates the content of every new and revised
course, certificate, program, or major submitted for consideration.
References:
Title 5 Section 55061
ACCJC Accreditation Standard II.A
Approved by the Chancellor: February 22, 2012
Revised by the Chancellor: June 15, 2015
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Sierra College
ADMINISTRATIVE PROCEDURE
No. AP4025
Philosophy for Associate Degree and General Education
Date Adopted:
3/9/2004
Date Revised:
5/17/2013
Date Reviewed:
5/17/2013
References:
Accreditation Standard II.A; Title 5 Sections 55805 &
55063
The programs of the District are consistent with the institutional mission, purposes,
demographics and economics of its community.
The associate degree symbolizes a successful attempt to lead students through patterns of
learning experiences designed to develop certain capabilities and insight, including:






the ability to think and communicate clearly and effectively, orally and by writing;
use mathematics;
understand the modes of inquiry of the major disciplines;
be aware of other cultures and times;
achieve insights gained through experience in thinking about ethical problems;
develop the capacity for self understanding.
In addition to these accomplishments, students shall possess sufficient depth in some
field of knowledge to contribute to lifetime interest.
Criteria for Associate Degree
 Program is designed to be taught to lower division students for credit towards the
degree, and/or for purposes of transfer, occupational preparation, or career upgrade.
 The program provides systematic instruction in a body of content or skills whose
mastery forms the basis of the associate degree.
 The college has the resources to maintain the program at the level of quality described
in the new program application.
 Other criteria as mandated by Title 5, Section 55063.
Philosophy for General Education
General Education at Sierra College is defined as a range of courses to help students
become aware of cultural differences, to develop in them a sense of self esteem, to assist
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Academic Standards and Procedures Meeting
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them in maintaining their health and fitness, and to enable them to achieve their goals and
gain a breadth of knowledge about the environment, the natural sciences, the social and
behavioral sciences, the humanities, and the skills of communication and critical
thinking. This gives students a basic understanding of the world they live in and capacity
for self understanding.
General education introduces the content and methodology of the major areas of
knowledge: the humanities and fine arts, the natural sciences, and the social sciences.
The general education program provides the opportunity for students to develop the
intellectual skills, information technology facility, affective and creative capabilities,
social attitudes, and appreciation for cultural diversity that will make them effective
learners and citizens. General education is designed to introduce students to the variety
of means through which people comprehend the modern world.
Criteria and Core Components of General Education Categories
These core components are based on Title 5, Education Code Regulations, Section
55806: Minimum Requirements for the associate degree and CSU Executive Order No.
595 outlining general education breadth requirements. It is preferred that courses
satisfying the Sierra College associate degree requirements should also meet the CSU
general education breadth requirements and IGETC Guidelines. If a course is not
accepted or removed as a CSU general education course, the Curriculum Committee will
review its local designation.
To qualify to satisfy general education, courses should be general in nature including an
introduction to the broad topic rather than specific in nature on a narrow subject. In
addition, students will demonstrate competence in oral and written communication,
scientific and quantitative reasoning, and critical analysis/logical thinking.
Natural Sciences
Courses in the natural sciences are those which examine the physical universe, its life
forms, and its natural phenomena. A course shall include:




An appreciation and understanding of the scientific method
The limitations of scientific endeavor, namely, what is evidence and how was it
derived
An understanding of the relationships between science and other human activities
The influence which the acquisition of scientific knowledge has had on the
development of the world’s civilizations
Social/Behavioral Sciences
Courses in the social and behavioral sciences are those which focus on people as
members of society. A course shall include:

Development of an awareness of the method of inquiry used in social and behavioral
sciences
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




Critical thinking about the ways people act and have acted in response to their
societies
An appreciation of how societies and social subgroups operate
Reflection on the fact that human social, political and economic institutions and
behavior are inextricably interwoven
An examination of their contemporary as well as historical setting
Both Western and non-Western contexts
Humanities
Courses in the humanities are those which study the cultural activities and artistic
expressions of human beings. As a result of the study, students should understand the
interrelationship between the creative arts, the humanities and self. A course could
include:






Awareness of the ways in which people throughout the ages and in different cultures
have responded to themselves and the world around them, both intellectually and
affectively, in artistic and cultural creation
Development of aesthetic understanding
Ability to make value judgments
Active participation in individual esthetic, creative experience
Exposure to both Western cultures and non-Western cultures
Foreign language courses must contain a cultural component and not be solely skills
acquisition courses.
Language and Rationality
Courses in language and rationality are those which develop for the student the principles
and applications of language toward logical thought, clear and precise expression and
critical evaluation of communication in whatever symbol system the student uses.


English Composition. Courses shall be designed to include both expository and
argumentative writing.
Communication and Analytical Thinking. Courses shall be designed to include oral
communication, mathematics, logic, statistics, computer languages and programming,
and related disciplines.
Health Education/Physical Education
Courses in health education/physical education are those which develop an appreciation
for physical fitness and a healthy lifestyle. Courses could include participation in
aerobic and muscular fitness activities, nutrition and health analysis, or a combination of
both.
Multicultural Studies
 Any course which explores in depth any non-Western/European culture, art, science,
or history, or deals with the history or cultural contributions of any group
experiencing past discrimination and/or under representation in American/Western
society. Examples would be Literature by Women or Asian Humanities.
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

Any course which is multi-cultural by definition: Anthropology, Comparative
Religion, etc.
Any course not included above which nevertheless incorporates a demonstrable and
central multi-cultural component: that is, any course
a. which explores cultural distinction, the impact of culture/history, and/or the nature
of cultural interaction
and
b. which as a central element of the course engages in comparative and/or intensive
analysis of different cultures and cultural products or paradigms.
Learning Skills
In Title 5, Section 55806, to receive an associate degree, in addition to completing the
general education components, students must demonstrate competence in
 Reading
 Written expression
 Mathematics
At Sierra College, we have added an additional component of oral communications.
Institutional Outcomes
Sierra College is committed to serving the whole student as outlined in the Mission,
Vision Statement and Core Values. To that end, the College strives to provide students at
Sierra College with a variety of learning opportunities, both in and out of class. Based on
their own educational goals and experiences, students will develop skills in the following
areas. These Institutional Outcomes provide a context for assessing and improving
student learning at the college, offering a means to consider the effectiveness of our
programs and services. Students who have completed the general education sequence are
competent in the institutional outcomes.
Communication
 Read – Use active reading skills to comprehend and interpret information and ideas
from a variety of texts, including academic prose (such as textbooks, literature,
primary and secondary sources, and scholarly journals), technical documentation
(such as manuals, charts, graphs, and reports), and media sources (such as
newspapers, magazines, websites and online databases).
 Write – Communicate thoughts, ideas, and information effectively in writing in a
variety of modes and for a variety of purposes. Accurately and persuasively convey
information and ideas using logic, reasoning, and effective rhetorical strategies. Use
correct grammar, spelling, punctuation, diction, style, and format.
 Listen – Demonstrate active listening skills in classroom, community, personal, and
professional situations. Interpret and respond appropriately to verbal and nonverbal
communication in a variety of contexts.
 Dialogue –Interact in a variety of dynamic situations by assessing the needs of the
audience, creating a message, adapting to audience feedback, and responding
appropriately. Through dialogue, build mutual understanding with individuals from
various backgrounds.
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Technology and Information Competency
 Demonstrate Technical Literacy – Efficiently and accurately use current computer
and other relevant technologies to acquire, process, and present information.
Organize and maintain records.
 Apply Technology – Use computer applications and other technologies in the
learning process, real-world scenarios, and the workplace. Adapt to new or
developing technologies.
 Access Information – Recognize the need for information; choose and narrow topic.
Formulate search questions. Gather, organize, and discriminate among various
sources of information.
 Evaluate and Examine Information — Filter information for relevance and accuracy.
Apply criteria to determine credibility. Utilize data gathered to draw conclusions.
Construct meaning from expanding and conflicting information. Credit sources
according to academic standards.
Critical and Creative Thinking
 Inquire – Identify and understand questions or problems across disciplines and in
practical applications. Develop hypotheses.
 Analyze – Investigate and assess the validity or relevance of arguments, claims, or
contentions supported by data, observation, experience, testing or analysis.
Distinguish fact from opinion. Develop an interpretation with an awareness of
different views and reasoning.
 Problem Solve – Use sound reasoning to specify solutions and consequences. Test
hypotheses using methods appropriate to the problem (such as the scientific method,
mathematical reasoning, and principles of logic).
 Express – Acquire an appreciation and involvement in the creation or performance of
works of fine art, craft, music, drama, and/or culture. Participate in games, sports,
dance, and outdoor pursuits based on individual interests and capabilities.
Citizenship
 Ethics – Develop and apply ethical reasoning and decision making skills in
academics, in the workplace, and in global and local communities. Value honesty,
civility, empathy, interpersonal competence, social responsibility, and peaceful
conflict resolution.
 Diversity – Recognize, understand, and respect diversity of belief, culture, value,
ability, gender, race, age, and sexual orientation.
 Sustainability/Global Awareness – Develop values and behaviors that respect the
natural environment. Evaluate social justice issues and identify social responsibilities
to elicit social change. Recognize the ethical implications of political, social, and
economic institutions.
 Personal Responsibility – Accept personal responsibility by recognizing oneself as
the principal cause for opportunities and experiences. Effectively develop, apply and
manage a healthy physical lifestyle and emotional well-being; Self-motivate through
planning and acting to accomplish goals. Recognize the value of life-long learning.
See Board Policies 1200, 2900, and 4025.
Sierra College Administrative Procedure 4025
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