University-Level Reading: Vision and Design

My English Department will need to re-design our Reading & Composition sequence to meet the new California laws requiring only One Year of courses to meet Transfer/AA requirements.  As we compose the new course outlines, I have one key question: Does our new sequence create, foster, and support university-level readers?  Writing follows reading; writing skills are dependent upon reading skills.  Will we train our students for competence and excellence at reading in sprints, in middle distance, and in long distance?  Will we be properly preparing City students for the demands of university work?  Can we not design with ambition and integrity and utility—all in the best sense—for our students?