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Implementing Content Review

Implementing Content Review

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Implementing Content Review

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  1. Implementing Content Review Beth Smith, Grossmont College Chair, Curriculum Committee David Morse, Long Beach College Curriculum Committee

  2. Current Status of Prerequisite Change • Brief history of why we want to change to content review • Brief review of proposed regulations to allow for content review as the means to establish prerequisites • Reminder: change local board policy, status of Model District Policy, enrollment considerations, prepare curriculum committees

  3. Why Content Review? • Title 5 regulations already require content review when establishing any prerequisite (unless required for health and safety or a university also requires the prereq) • Based on faculty expertise and professionalism • Unbiased and focused on student learning • Documentable, easy to track, levels of accountability

  4. What is Content Review? • A documented process • Based on elements in the Course Outline of Record • Compares the skills and knowledge students must have prior to the course and where (courses and experiences) students might learn the information • Recommendations by discipline faculty must be approved by the curriculum committee

  5. What Are Elements of a Rigorous Content Review Process? • Faculty • Discipline • Basic skills • Curriculum Committee • CORs • Documented Process • Data to initiate and follow up

  6. How Do You Know That a Prerequisite is Necessary? • Faculty gut-check • Are faculty teaching to the COR? • Data • Student success rates • SLO assessments • Disaggregated • Longitudinal, not short term • All sections of a course

  7. Interactive Exercise

  8. Implementation Considerations • Enrollment Management • Hold Harmless Efforts • Improved Assessment for Placement • Curriculum Development for Alternatives to Full Length Courses, accelerated formats, etc. • Adherence to the COR by all faculty teaching the course