CIO Conference Curriculum Workshop Pre-Session October 27, 2015

1. CIO ConferenceCurriculum Workshop Pre-SessionOctober 27, 2015

2. Welcome • Introductions • System Advisory Committee on Curriculum • Inventory Training • Working Lunch • Hot Topics • C-ID • ADT and SB440 • PCAH • Legislation

3. System Advisory Committee on Curriculum (SACC) Kathleen Rose, Gavilan College

4. Why SACC was created • An Agency Review recommended that the CCCCO: • Create a Curriculum Advisory Committee • Improve Statewide Understanding of Curriculum Processes • Amend Ed Code and Title 5 to local Stand Alone Course Approval at the District/College level

5. HISTORY OF SACC • The Curriculum Advisory Committee met the summer and fall of 2004 and into 2005. • The committee set a goal to broaden the experience and dialogue of the curriculum approval process, without sacrificing timeliness or fairness. • The committee has agreed to operate as a state level advisory body. • The committee agreed that it would initially focus only upon credit course and program approval. • Program alignment and approval processes in noncredit were are being reviewed by practitioners in the field (funded with Perkins Leadership funds).

6. The Membership • 6 representatives appointed by the State Academic Senate • 4 representatives appointed by the Chief Instructional Officers • 4 System Office Staff (Vice Chancellor, Dean and 2 Specialists from the Educational Services Division) • Membership should recognize the need for representation by vocational and noncredit faculty and administrators. • The committee will be chaired by Senate/CIO co-chairs

7. Guiding Principles Ensuring quality, integrity, compliance, collaboration and transparency Aligning approval of occupational & general education programs (credit and noncredit) Emulating best practices Ensuring a consistent presence for faculty Providing a process that is responsive, creative, flexible, timely and open to change Putting students first Promoting appropriate support and training Evaluating the committee and processes Ensuring continuity of membership through staggered terms

8. Tasks & Duties (2005) • Ratifying approval of new programs and courses mandated by Title 5 to be submitted to the System Office for approval (beginning with credit courses only) • Providing a collaborative forum for curriculum issues that arise • Serving as an advocate of the system • Participating in revisions to the Program and Course Approval Handbook • Supporting faculty and staff development on curriculum processes • Providing assistance to local curriculum committees • Assessing and evaluating local and regional processes to ensure quality and timeliness • Identifying best practices and advocating local implementation • Addressing extant challenges in noncredit course/program development and approval

9. PCAH Update Erik Shearer, Napa Valley College

10. PCAH 6th Edition: On its way! From one to three documents: PCAH, Submission Guidelines, Technical Document. • PCAH: Rooted in title 5, focused on interpretation of criteria and standards, designed to not require frequent updates. • Submission Guidelines: outlines process and requirements for CO submissions, refers to PCAH for criteria and standards, checklists, etc. • Technical Document: How-to guide for CO submission technology, Curriculum Inventory. Does not include criteria, standards, or requirements. User’s manual.

11. PCAH 6th Edition: Structure • Part 1: Introduction, authority, background, and general standards for curriculum development. • Very few changes from previous edition • Part 2: Credit Course Criteria and Standards. • Changes: criteria sections, consolidation of all course topics, credit hour definitions and standards. • Part 3: Credit Program Criteria and Standards • Changes: program award type for submissions, consolidation of criteria and standards sections. • Part 4: Non-credit Curriculum • Changes: consolidation of criteria and standards sections, complete overhaul.

12. PCAH 6th Edition: Structure Other components: • Glossary and Index! • Appendices • Credit hour guidelines for local policy / practices development • At-a-glance Sections: Substantial vs. non-substantial submissions, submission timelines, statues and regulations.

13. PCAH 6th Edition: Timeline • Final draft on schedule for completion by December / January. • Legal review • Review and Comment from field? • Publication and distribution: by Summer 2016 • Will push out components to the field sooner, if needed, as was done for Credit Hour.

14. C-ID and ADT Update Erik Shearer, Napa Valley College Jackie Escajeda, State Chancellor’s Office

15. C-ID Updates • 34 TMCs now available for local ADT development • Course Reviews: most disciplines up to date • Five year review: • Speech Com, Psychology, Sociology: No major changes. • 11 disciplines currently going through five-year review • New and Upcoming TMCs: • Public Health Science (Release date pending) • Child and Adolescent Development (Release date pending) • Environmental Science (Under Development) • Graphic Design (Under Development) • Area of Emphasis TMCs: • Social Justice Studies (Release date pending) • Global Studies (Release date pending)

16. C-ID Updates: CTE Seven CTE disciplines previously convened and continuing work for 2015-16: • Agriculture, including potential curriculum development in: • Pest Management – Certificate • Food Safety - Certificate • Enology – Multiple certificates • Floral Design – Certificate • Irrigation – Multiple certificates • Addiction Studies • Culinary Arts • Biotechnology • Emergency Medical Services • Commercial Music • Automotive Technology

17. C-ID Updates: CTE Eight new CTE disciplines convening in 2015-16: • Health Occupations / Allied Health Prerequisites • Medical Assisting • Diagnostic Medical Sonography • Radiologic Technology • Respiratory Care / Therapy • Office Technology – Office Computer Applications and Business Information Worker • Small Business and Entrepreneurship • Welding Technology • Hospitality – Hotel Management TMC and Culinary Arts More on the way soon!

18. C-ID: Five year Reviews • Administration of Justice • Physics • Early Childhood Education • Political Science • Geology • Studio Arts • History • Theater Arts • Kinesiology • Mathematics • Computer Science

19. C-ID: More Updates and Coming Attractions! • AoE TMCs: two more this year. Areas under review. • Basic Skills Descriptors • More CTE Disciplines • New TMCs Under Development: • Model Curriculum: ISMC and CCCM • Personnel: • Erik Shearer – C-ID Curriculum Director • Robert Cabral – C-ID CTE Director • All C-ID Questions go to: • support@c-id.net

20. Associate Degree for Transfer

21. SB 440 • To date, 58 community colleges have met the SB 440 requirement • 26 colleges are 1 away from meeting the obligation • 20 are 2 away from meeting the obligation

22. SB 440 Common Compliance Challenges • Keeping Computer Science and Music ADTs within the mandated 60-unit limit • Delays in the approval of courses in the C-ID process

23. Current Status • There are 32 Transfer Model Curriculums (TMCs) • As of October 21, 2015, there are 1,973 ADTs offered at a community college • Among these active ADTs, 644 were developed in disciplines where the colleges were not legally obligated to create them

24. Awarded ADT Degrees

25. http://extranet.cccco.edu/Portals/1/AA/Credit/TMC%20All%20Campus%20Updates/2015/ADT_Status_Report_%209_30_15_System.pdfhttp://extranet.cccco.edu/Portals/1/AA/Credit/TMC%20All%20Campus%20Updates/2015/ADT_Status_Report_%209_30_15_System.pdf

26. Chancellor Office curriculum@cccco.edu CiTechIssues@cccco.edu OR

27. Workforce Task Force Recommendations (Curriculum) Toni Parsons, San Diego Mesa College

28. Taskforce Membership • 26 Members • 13 from within the community college system • 4 faculty • 3 CEO’s • 3 VP’s • 1 Dean (CCAOE rep) • 1 Board of Trustees member • 1 student • 13 from business and industry and other constituents.

29. Curriculum Recommendations • Evaluate, strengthen, and revise the curriculum development process to ensure alignment from education to employment. • Evaluate, revise and resource the local, regional, and statewide CTE curriculum approval process to ensure timely, responsive, and streamlined curriculum approval.

30. Recommendations Cont. . . • Improve program review, evaluation, and revision processes to ensure program relevance to students, business, and industry as reflected in labor market data. • Facilitate curricular portability across institutions. • Develop, identify and disseminate effective CTE practices.

31. Cont. . . • Clarify practices and address issues of course repetition for CTE courses when course content evolves to meet changes in skill requirements. • Thoughts? Questions?

32. Other Notable Recommendations • Improve CTE student progress and outcomes. (Student Success) • Develop and broadly publicize industry-informed career pathways that prepare students for jobs needed within the regional labor market. (Student Success) • Consider options for meeting minimum qualifications to better integrate industry professionals who possess significant experience into CTE instructional programs. (CTE faculty)

33. Still Notable • Strengthen communication, coordination, and decision-making between regional CTE efforts and the colleges to meet regional labor market needs. (Regional Coordination) • Clarify and modify, as appropriate, state regulations to allow colleges to regionalize course articulation along career pathways utilizing regional or state curriculum models. (Regional Coordination)

34. But Wait . . . There’s More • Establish a sustained funding source to increase community colleges’ capacity to create, adapt, and maintain quality CTE courses and programs that are responsive to regional labor market needs. (Funding) • Create a predictable, targeted and sustained funding stream that leverages multiple local, state, and federal CTE and workforce funds to support an infrastructure for collaboration at the local, state, and regional levels; establish regional funding of program start-up and innovation; and develop other coordination activities. (Funding)

35. Curriculum Nuts and Bolts • Title 5 and PCAH • COR Basics • Local Approval • Distance Education Separate Approval process and Regular and Substantial Contact • CTE Program Approval • Curriculum Inventory

36. Title 5 and PCAH Basics for Curriculum John Freitas, Los Angeles City College Erik Shearer, Napa Valley College

37. Academic Senates and Curriculum Committees – The Basics • Faculty Authority • Laws and Regulations • The Curriculum Committee • Useful Resources

38. Laws and Regulations • California Education Code (statute) • Title 5 – Interprets Education Code into regulations • Program and Course Approval Handbook (PCAH) – Establishes specific regulations and guidelines about for implementing Title 5 • Chancellor’s Office Guidelines: Course Repetition and Requisites

39. Faculty Authority and Expertise • CALIFORNIA COMMUNITY COLLEGE FACULTY: Authority over the curriculum is codified in California Education Code and further refined in Title 5 Regulations • TITLE 5 REGULATIONS: Details the implementation of California Education Code • §53200. Defines the academic senate and its purview • §55002. Standards and Criteria for Courses and Classes details the Curriculum Committee oversight responsibilities • FACULTY: Professional experts as educators

40. California Education Code §70902 (b) (7): Establish procedures not inconsistent with minimum standards established by the board of governors to ensure faculty, staff, and students the opportunity to express their opinions at the campus level, to ensure that these opinions are given every reasonable consideration, to ensure the right to participate effectively in district and college governance, and to ensure the right of academic senates to assume primary responsibility for making recommendations in the areas of curriculum and academic standards.

41. Title 5 §53200 (b) “Academic senate,” … as the representative of the faculty, is to make recommendations to the administration of a college and to the governing board of a district with respect to academic and professional matters. For purposes of this Subchapter, reference to the term “academic senate” also constitutes reference to “faculty council” or “faculty senate.”

42. Title 5 §53200 – The “10+1” TITLE 5 §53200, DEFINITIONS: Details the implementation of California Education Code, state the faculty authority for curriculum through §53200, definitions, where the academic senate and its purview are defined: The Academic Senate means an organization whose primary function is to make recommendations with respect to academic and professional matters. Academic and professional matters mean the following policy development matters: (1) Curriculum, including establish prerequisites and placing courses within disciplines. (2) Degree and certificate requirements. (3) Grading policies. (4) Educational program development. (5) Standards or policies regarding student preparation and success. All of the above involve curriculum!

43. Title5 §53200 - The “10+1” (6) College governance structures, as related to faculty roles. (7) Faculty roles and involvement in accreditation processes, including self-study and annual reports. (8) Policies for faculty professional development activities. (9) Processes for program review. (10) Processes for institutional planning and budget development, and (11) Other academic and professional matters as mutually agreed upon between the governing board and the academic senate.

44. Curriculum Committee • Academic senates may delegate some or all responsibility for curriculum matters to a curriculum committee. • The curriculum committee has the primary responsibility for the development, review, renewal, and recommendation of curriculum to be approved by the Board of Trustees. • Practices utilized by curriculum committees throughout the California community college system vary widely.

45. The Legal Authority for Curriculum Committees is Established in Title 5§55002 • Associate Degree Credit Course. An associate degree credit course is a course which has been designated as appropriate to the associate degree in accordance with the requirements of Section 55805.5, and which has been recommended by the college and/or district curriculum committee and approved by the district governing boardas a collegiate course meeting the needs of the students eligible for admission. (1) Curriculum Committee. The college and/or district curriculum committee recommending the course shall be established by the mutual agreement of the college and/or district administration and the academic senate. The committee shall be either a committee of the academic senate or a committee that includes faculty and is otherwise comprised in a way that is mutually agreeable to the college and/or district administration and the academic senate.

46. The Legal Authority for Curriculum Committees is Established in Title 5 §55002 (a)(2) Standards for Approval. The college and/or district curriculum committee shall recommend approval of the course for associate degree credit if it meets the following standards… (Similar language appears in paragraph (b) for nondegree-applicable credit courses and in paragraph (c) for noncredit courses.)

47. “But Title 5 doesn’t say that!”(But the PCAH does!) • PCAH = Program and Course Approval Handbook • Provides the detailed criteria for course and program approval by the Chancellor within parameters set in statute and regulation • Is approved by the Board of Governors • Has the force of law because it is required by regulation

48. “But Title 5 doesn’t say that!”(But the PCAH does!) Title 5 §55000.5 requires there to be handbook, what is now called the Program and Course Approval Handbook (PCAH): (a) The Chancellor shall prepare, distribute, and maintain a detailed handbook for use by community college districts. The handbook shall contain course approval criteria and procedures for securing course and program approvals. (b) The Board of Governors hereby adopts and incorporates by reference into this section The California Community Colleges Program and Course Approval Handbook issued March 2003, as it may be revised from time to time, along with any addenda thereto. In the event of a conflict between the provisions of the Handbook and the provisions of this chapter, the provisions of this chapter shall control.

49. COR Basics Erik Shearer, Napa Valley College Toni Parsons, San Diego Mesa College

50. The Course Outline of Record (COR) Standards for COR components in §55002 of title 5. • Legal document that functions as “contract” among faculty, college, and student. (§55002(a)(4)) • Describes the required minimum objectives, content, methods of instruction, methods of evaluation, etc. • End users of the document: faculty in the development of course syllabi, articulation officers, and other faculty.