1. R. Moyer informed the committee that the Chief Instructional Officers are going to block the motion to raise graduation standards. CIOs feel that the change may adversely impact a discipline, especially in vocational areas. For example, Nursing students already have difficulty finishing Math 115. Also, the language of the motion may be too restrictive—for example, requiring only Freshman Composition and not allowing other alternatives, such as Journalism.
2. D. Beaulieu reminded the committee that the new Math requirement would still only be high-school Math. He also stated that the Governor never before rejected an Academic Senate recommendation before.

V. STUDENT PREPARATION:
    K. Daar informed the committee on the status of instituting an English advisory, recommending the completion of an English 60s course, for certain academic, transfer-level courses. She circulated a list of courses in which Departments have requested the advisory. She explained that over the last two years, the Chair’s Council and the Academic Senate had many discussions about adding advisories, and that more discussion is expected. Departments were encouraged to consult with discipline faculty on the applicability to their courses of the English skills achieved after taking an English 60s course. Department Chairs then submitted to her (as the Curriculum Chair) a list of selected courses in which faculty deemed students would benefit from the advisory. The list will be submitted to the Curriculum Committee for final approval in May. The advisories, if approved through the Curriculum process, will be listed in the Schedule of Classes and the college’s Catalog.

1. M. Elena-Yepes stated that students could be supported by other learning alternatives, such as pairing Basic Skill courses with Academics. With other such alternatives, the advisory might not be helpful for the students.
2. S. Goldstein stated that the college has been trying to come up with alternative solutions since 1976, and there really is no other route to go. Departments took a good look at their courses and opted to take out of transfer range those students who are reading at a 5th-grade level. She cautioned that there may be a short-term impact on enrollment, but it will be temporary, and students will succeed better if they can read a college-level textbook.
3. R. Moyer expressed concern that the advisories may create a barrier for students and questioned if the courses listed were honestly of the same rigor as the courses offered at a four-year college. In the past, Faculty had expressed concerns about the quality of course offerings at Southgate-- whether they are really the same as the equivalent courses taught on this campus. A college level is expected for these courses, but can we argue that we supply this with confidence? In demonstrating a high level of vigilance, we rely on faculty evaluations, but are faculty evaluations actually being performed? He added that advisories would not qualify for the lower levels.
4. K. McMahan stated that K. Daar went through a great amount of coordination to get the Departments on board. Departments want students to succeed, and they won’t if they do not have basic skills. She further added that it does not hurt to warn students that they need these skills to succeed.
5. A. Samad stated that the Social Sciences Department was cautious about adding advisories to their courses, primarily due to concerns that there was not a Vice President of Student Services or ancillary support mechanisms from Counseling and Tutorial Services. A holistic approach is needed to give support to students if advisories do prove to be a barrier. The infrastructure needs to be revamped to offer this piece. He added that the advisories themselves do not raise the standards of the course.
6. fD. Beaulieu expressed concern that the committee was slipping into a discussion on enrollments and emphasized that the Educational Plan needs to be more concerned with student success. A broken model is not helping students. Perhaps adding advisories would be an impetus to the President to do something. Perhaps advisories would send a message to the teacher as well--that there is a price to pay if a student fails in the beginning. Students should not be short-changed. Pairing courses is complicated and costly. It is too little and too scattered. He furthered questioned why no one has qualms about Math requirements for Science courses. Why should English for courses with heavy reading be any different?
7. S. Goldstein stated a need to review the whole curriculum: pulling those courses that are not heavy on verbal skills, and having students enroll in them first.
8. D. Frise suggested that computer competency advisories could be suitable for certain Business and Math courses.
9. iA. Samad stated that we currently do not do a good job assessing students when they come in. Many of our students are high school dropouts coming back to school and are also from different skill levels. Our job is tougher than at the four-year colleges. Advisories can be constructive, if support systems are available. Without such support, they may be viewed as a discouragement.
10. R. Moyer stated that in El Paso, Texas a student would not be able to enroll in an academic system unless they completed high school or obtained their GED. However, unlike California colleges, these Texas colleges are not competing with Adult Education Programs.
11. D. Beaulieu stated that alternative ideas should be entertained as well, such as front-loading remedial English courses. He informed the committee that when “Rocky” Young was at Santa Monica College, he was looking into adding English prerequisites to transfer-level courses. He further informed the committee that about 50% of California Community Colleges currently have English advisories.
12. lR. Moyer stated that he hoped to see a creation of alternatives in how material is delivered to males. Perhaps individualized learning models can be used to gain knowledge and be more successful than just chalk and talk. A committee should be formed to think outside of the box and suggest how money could be placed into innovative ideas.