Academic Senate

Reports from the Standing Committees:
Academic Preparation & Education Programs (APEP) Committee

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Academic Preparation &
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Resolution Summaries

David Barsky (San Marcos), Committee Chair

The recently released Executive Orders (EO) 1100 (Revised) and EO 1110 dominated the discussion at APEP’s meeting on September 13.  APEP crafted two resolutions during this meeting, and (since APEP is the committee that never sleeps) one more later that evening. The first of the APEP resolutions was folded into the combined FGA/AA-APEP resolution 3304 (On the Development and Implementation of Executive Orders 1100 [Revised] and EO 1110). It asked that campuses be given an additional year to develop new mathematics and English courses on the grounds that best practice in curriculum development is to allow for a period of reflection and smaller pilot project assessment prior to the introduction of wholesale change. It also addressed the new multiple measure placement system that will need to be developed this year (in which English Placement Test [EPT] and Entry-Level Mathematics [ELM] exams scores would be replaced by high school course-taking and grade data) and asked, in particular, that the multiple measure approach be aligned with the Foundational Quantitative Reasoning requirement recommended in the Quantitative Reasoning Task Force (QRTF) Report. Finally, APEP recognizes that the changes being proposed in how students will be supported in first-year mathematics and English courses will need to be carefully monitored over the next several years, and so APEP called for the Chancellor’s Office to develop an assessment plan early enough so that curriculum re-designers will have clarity about how student success will be measured.

 

The second resolution, if approved by the Senate in November will reaffirm the ASCSU’s commitment to the full implementation of the QRTF recommendation. Of particular concern to APEP is that the prerequisite for taking Mathematics/Quantitative Reasoning (B4) courses, which has been system policy for twenty years (see EO 665), has been entirely eliminated and the new executive orders do not carry an expectation that B4 courses will build upon any baseline foundational quantitative reasoning expectations for incoming first-year students.

 

APEP needed to abbreviate its meetings with its Chancellor’s Office liaisons, both of whom were understanding, in order to work on these resolutions. Assistant Vice Chancellor Eric Forbes was wiling to sit in on our preliminary discussions and help the committee process the Executive Orders. Assistant Vice Chancellor Marquita Grenot-Scheyer was willing to change her schedule to come back at the end of the day. Among the items that she shared with us were that there are two searches that will be re-opened this fall: (1) Teacher Education and Public School Programs Director and (2) Faculty Co-Director for the Center for the Advancement of Instruction in Quantitative Reasoning.

 

The final APEP resolution was actually crafted later that evening in response to a late-breaking legislative development. Assembly Bill 19, which would create the California Community College Promise Program passed the Assembly earlier that day (it had already cleared the Senate). This program would provide one year of tuition-free education at a California Community College to full-time, first-year students. In recent years, other promise programs had been implemented throughout the U.S., and these programs decrease student debt, promote equity, and improve both academic performance and college completion. The resolution passed by the ASCSU calls upon Governor Brown to sign this legislation into law.

 

 


As always, we encourage you to share your thoughts with APEP at djbarsky@csusm.edu