Report of the Subcommittee on K-16 Curricular Issues of the Intersegmental Coordinating Committee of the
California Educational Round Table

AS-2309-96/TEKR - January 18-19, 1996

RESOLVED:That the Academic Senate of the California State University endorse the report entitled K through 12 Reform: Implications and Responsibilities for Higher Education, which contains information vital to all segments of the California State University; and be it further

RESOLVED:That the Academic Senate CSU urge the CSU Admissions Advisory Council to address the implications of these curriculum reforms on admissions policies of the California State University referenced in the report entitled, K through 12 Reform: Implications and Responsibilities for Higher Education,; and be it further

RESOLVED:That the Academic Senate CSU urge campus senates to inform local faculty of these reforms referenced in the report entitled, K through 12 Reform: Implications and Responsibilities for Higher Education; and be it further

RESOLVED:That the Academic Senate CSU urge campus senates to facilitate an ongoing dialogue with K-12 colleagues on the benefits of the new pedagogies and the means of implementing them; and be it further

RESOLVED:That the Academic Senate CSU urge the Chancellor to provide support for faculty development on those pedagogies and instructional technologies referenced in the report entitled, K through 12 Reform: Implications and Responsibilities for Higher Education; and be it further

RESOLVED:That the Academic Senate CSU urge the California Faculty Association to work with us to examine the implications of these reforms for workload policies as well as for appointment retention, promotion and tenure decisions.

RATIONALE: We believe that these reforms will have a major impact on education. In our two-year study of the baccalaureate degree, we must be aware of the reforms outlined in the report: School Reform: Implications and Responsibilities for Higher Education and develop strategies that respond to them. The most immediate impact of these reforms on the California State University will be on the admissions process. Questions that need to be addressed are the following:

• How are portfolios to be evaluated?

• How are multi-disciplinary courses to be reconciled with the traditional admissions requirements for course patterns?

• How are nontraditional assessments to be evaluated in place of traditional GPA admissions requirements?

This will have a significant impact in our classrooms. Students who have experience with electronic conferencing and information and a range of instructional technologies may have adopted unique and different learning styles.

APPROVED UNANIMOUSLY -- March 7-8, 1996



 
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