curriculum committee of - merced college · 3/21/2019 · agenda soon. f. discussion: curriculum...

Curriculum Committee of

3600 M Street, Merced, California 95348-2898

(209) 384-6331

TO: Curriculum Committee Members and Staff

Area 1, Cohort A Mark Sutterfield Noncredit Jessica Moran

Area 1, Cohort B Katherine Schroeder Counseling Cindy Lutz

Area 2, Cohort A Caroline Kreide LRC Dee Near

Area 2, Cohort B Melissa Fries Articulation Officer Greg Soto

Area 3, Cohort A Tim Donovan Senate President Caroline Dawson (Julie Clark’s designee)

Area 3, Cohort B Patty Eighmey SLO Coordinator Val Albano

Area 4, Cohort A Caren Col-Hamm VPI Kelly Fowler

Area 4, Cohort B Tom McCall Dean, Area 1 Doug Kain

Area 4, Cohort C Scott McCall Dean, Area 5 John Albano

Area 4, Cohort D Kirsty Brace ASMC Jessica Betancourt

Area 5, Cohort A Jennifer Gardner SSSP Director Sylvia Ruano

Area 5, Cohort B Alana Perlin

Distance Ed Rep Pam Huntington Recorder Gabriela Garcia

Researcher Luis Flores A&R Diane Sport

Office of Instruction

Kristi Wolf A&R Robert Olvera

A&R Kevin Eno

CC: Chris Vitelli Joe Allison

Michael McCandless Kelly Underwood

Toni Pirtle Candace Taylor

Bobby Anderson Baba Adam

Brenda Latham Nancy Golz

Anne DiCarlo Arlis Bortner

Lonita Cordova Raul Alcala

Regina Coletto Richard Randall

Edward Modafferi Traci Veyl

Sherry Elms Ivan Pena

Tomasia Drummond Carmen Moreno

FROM: Julie Clark (x6331)

SUBJECT: Curriculum Committee Meeting

DATE: Thursday March 14, 2019

CURRICULUM COMMITTEE MEETING THURSDAY March 21, 2019; 11:00 a.m. – 12:50 p.m. Student Union Meeting Room – 137, Los Baños – B119 AGENDA:

1. CALL TO ORDER

2. ADOPTION OF AGENDA (An item may be pulled, but not added unless in compliance with Brown Act)

3. INTRODUCTION OF GUESTS

4. PUBLIC COMMENTS

5. APPROVAL OF MINUTES OF March 7, 2019 pg. 4-9

6. PRESENTATION: What are Mirrored Courses? – Jessica Moran pg. 10

7. CONSENT AGENDA pg. 11-15

A. COURSES (1) Title 5/CTE 2-year Review (2) Course Modification (3) New Courses (4) IGETC/CSU-GE BREADTH (5) FIRST READINGS MCCD BREADTH (6) C-ID

8. COURSE CORRECTION

A. MATH95S – effective Summer 2019 (1) Current Requisites: Co-requisite of MATH10 or PSYC05 (2) Correct Requisites: Co-requisite of MATH10 or PSYC05

9. CHANGE IN REQUISITES

A. MATH95S B. PHOT33 C. REGN01

10. NEW PROGRAM PROPOSAL A. Adult Literacy Noncredit Certificate of Completion pg. 16-17

11. REPORTS OF STANDING COMMITTEES

A. Articulation – Greg Soto B. PROAC/IPRSLOAC – Val Albano C. Distance Education – Pam Huntington

Curriculum Committee Agenda 03-21-19

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D. C-ID Update – Greg Soto E. Chancellor’s Office Updates – Kristi Wolf/Kelly Fowler

12. BUSINESS

A. Guided Pathways Update – Dee Sigismond B. eLumen Update – Gabriela Garcia/Julie Clark C. AB 705 Update – Caroline Dawson D. Information: Approved Resolution 08-15 Course Objectives in Course Outline of

Record – Julie Clark pg. 18-19 E. Information: Requirement Changes to Certificates of

Advancements – Julie Clark pg. 20 F. Information: New Program Development – Julie Clark pg. 21-24

Faculty proposing a new program will complete the Chancellor’s office new program narrative and present it to the curriculum committee for approval prior to initiating the curriculum development process. (Item VI on Page 4)

13. ANNOUNCEMENTS and OPEN FORUM

A. Announcements B. Call for agenda items on the next agenda Thursday, April 4, 2019.

Items are due Wednesday, March 27, 2019 by 5:00 p.m.

14. ADJOURNMENT


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Curriculum Committee of MERCED COLLEGE

MINUTES UNAPPROVED

Thursday, March 7, 2019 11:00 am-1:00 pm, SU-137

1. CALL TO ORDER Julie Clark called the meeting to order 11:02 am. 2. ADOPTION OF AGENDA (An item may be pulled, but not added unless in compliance with Brown Act) 3. INTRODUCTION OF GUESTS

GUESTS:

Ariella Sotelo Emily Vega

Karrie Bullock Kevin Eno

Vicki Lucey

4. PUBLIC COMMENTS Thanks to Julie for filing in for Lisa. 5. CONSENT AGENDA pg. 4-5

A. COURSES (1) Title 5/CTE 2-year Review

(2) Course Modification

(3) New Courses

(4) Distance Education

MEMBERS:

Area 1, Cohort A Mark Sutterfield Present Noncredit Director Jessica Moran Present

Area 1, Cohort B Katherine Schroeder Absent Counseling Cindy Lutz Present

Area 2, Cohort A Caroline Kreide Present LRC Dee Near Present

Area 2, Cohort B Melissa Fries Present Articulation Officer Greg Soto Present

Area 3, Cohort A Tim Donovan Present Senate President Julie Clark (Caroline Dawson)

Present

Area 3, Cohort B Patty Eighmey Absent SLO Coordinator Valerie Albano Absent

Area 4, Cohort A Caren Col-Hamm Present VPI Kelly Fowler Absent

Area 4, Cohort B Tom McCall Present Dean, Area 1 Doug Kain (Candace Taylor)

Present

Area 4, Cohort C Scott McCall Absent Dean, Area 5 John Albano Absent

Area 4, Cohort D Kirsty Brace Absent ASMC Rep Jessica Betancourt Present

Area 5, Cohort A Jennifer Gardner Present SSSP Director Sylvia Ruano Present

Area 5, Cohort B Alana Perlin Present

STAFF:

Distance Ed Rep Pam Huntington Absent Recorder Gabriela Garcia Present

Researcher Luis Flores Absent Office of Instruction Kristi Wolf Present

A/R Diane Spork Present A/R Robert Olvera Present

GUESTS:

Kevin Eno Ariella Sotelo

Emily Vega Karrie Bullock

Vicki Lucey

Curriculum Committee Minutes 3-7-19 (Unapproved)

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PSYC95S – A lengthy discussion occurred about how students are going to see the option to take the course given the limitations of our registration system. After discussion, it was determined that this is a system problem that can be addressed later and not a curriculum issue. Approve Consent Agenda

Title 5 approval

6. COURSE REPEATABILITY

A. TOP Code 0835.50 Intercollegiate Athletics (1) ATHL-01A This course may be repeated three times. (2) ATHL-01G This course may be repeated three times. (3) ATHL-01J This course may be repeated three times. (4) ATHL-01L This course may be repeated three times.

Approve Course Repeatability

7. REPORTS OF STANDING COMMITTEES

A. Articulation – Greg Soto

Everything that was under review is still under review.

B. PROAC/IPRSLOAC – Val Albano

Next meeting is next Friday at 1 pm.

C. Distance Education – Pam Huntington

The proposal for an OEI CTE Pathways grant is currently being worked on.

D. C-ID Update – Greg Soto – no update

E. Chancellor’s Office Updates – Kristi Wolf/Kelly Fowler Dee Near would like to know more about the new regulations for mirrored courses. This will be added to the next meeting agenda.

8. BUSINESS

A. Guided Pathways Update – Dee Sigismond

A Guided Pathways newsletter was sent out last week. A Canvas shell was created for Guided Pathways and information/resources are being added. There are stipends available for those who participate in program mapping.

M: J. Gardner S: DT. Donovan Y: 15 N: 0 A: 1 D. Near

M: T. Donovan S: G. Soto Y: 15 N: 0 A: 1 D. Near

M: D. Near S: G. Soto Y: 16 N: 0 A: 0


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B. eLumen Update – Gabriela Garcia/Julie Clark

Even if a course has already been approved for DE, the course modification with DE must be selected so that the DE addendum is populated in the course outline of record (COR). There were a lot of courses that were sent back to the faculty because of missing objectives, which are required by Title 5.

C. AB 705 Update – Caroline Dawson

Math and English are working on developing research questions. Discussion occurred about the programming problem that is going on with students registering for support courses.

D. Special Topics/Independent Studies Update – Kelly Fowler/Julie Clark No update - The committee has not met.

E. Discussion: Tech Review Dates and Times – Julie Clark

Julie is trying to work out a time and location for tech review. She will be sending out the agenda soon.

F. Discussion: Curriculum Chair Elections Process – Julie Clark/Caroline Dawson

Curriculum Chair Elect (1 year)

Curriculum Chair (2 years)

Past Curriculum Chair (1 year) This item is currently in the discussion phase. Lisa Diaz had brought this up before and Julie and Caroline also think it is a good idea to have the Curriculum Chair Elect and Past Curriculum Chair. Dee Near pointed out the need for a Curriculum Specialist to provide additional help with curriculum related items. A draft will be created and will be brought back to the Curriculum Committee for review.

9. ANNOUNCEMENTS and OPEN FORUM

A. Announcements

B. Call for agenda items on the next agenda Thursday, March 21, 2019. Items are due Wednesday, March 13, 2019 by 5:00 p.m.

10. ADJOURNMENT Meeting adjourned at 11:56 am.


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Unapproved Constent Agenda March 7, 2019

Course/

Program Proposal Type Description of Change

Effective

Date

Title 5

This course may be repeated three times.

TOP code of Intercollegiate Athletics allows this course to be repeatable.

Title 5



Title 5



Title 5



Title 5

Update Text

Update course objectives

Update SLOs

Title 5

Update Text

Title 5

Update Text

Title 5

Update course objectives

Update Credit by Exam

Remove advisory of ENGL85A

LBST30 Course Mod Change from hybrid only to fully online. Fa 19

Title 5

Update Text

Remove advisory of ENGL85A, ENGL85E , and MATH85

Add advisory of MATH80

SLO UpdateMECH27 Course Mod Sp 20

ELCT45B CTE-2 year Sp 20

Course ModFIRE31 Sp 20

BUSN749 Course Mod Sp 20

ELCT45A CTE-2 year Sp 20

Course Mod

ATHL01L

ATHL01J

Course Mod Sp 20

Sp 20

Course ModATHL01A Sp 20

Course ModATHL01G Sp 20


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Unapproved Constent Agenda March 7, 2019

Title: Statistics Support

Units: 1 lab

Requisites - Co-requiste of PSYC05 and ENG01A advisory

Description: A review of the core prerequisite skills, competencies, and

concepts needed in statistics. Topics include concepts from prealgebra,

elementary and intermediate algebra and the development of critical

thinking skills needed for statistical analysis. Intended for students who are

concurrently enrolled in Introduction to Statistics in Psychology.

Submission Rationale: This course is a result of recent AB705 regulations

that students be placed into transfer level mathematics. The course will

provide the support needed for those students to succeed.

Title 5

Update Text

Remove advisories of ENGL85A, ENGL85E, and MATH85

Update SLOs

Title 5

Update text

Remove adviosry of ENGL84A and MATH85

Update SLOs Sp 20Course ModWELD07

Sp 20Course ModWELD06

Fa 19New CoursePSYC95S


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A B C

Cohort 1A Mark Sutterfield Y Y Y

Cohort 1B Katherine Schroeder

Cohort 2A Caroline Kreide Y Y Y

Cohort 2B Melissa Fries Y Y Y

Cohort 3A Tim Donovan Y Y Y

Cohort 3B Patty Eighmey

Cohort 4A Caren Col-Hamm Y Y Y

Cohort 4B Tom McCall Y Y Y

Cohort 4C Scott McCall

Cohort 4D Kirsty Brace

Cohort 5A Jennifer Gardner Y Y Y

Cohort 5B Alana Perlin Y Y Y

Noncredit Jessica Moran Y Y Y

Counseling Cindy Lutz Y Y Y

LRC Dee Near A A Y

Articulation Officer Greg Soto Y Y Y

SLO Coordinator Valerie Albano

Senate President Caroline Dawson Y Y Y

VP Instruction Kelly Fowler

Dean, Area 1 Candace Taylor (Alt) Y Y Y

Dean, Area 5 John Albano

SSSP Director Sylvia Ruano Y Y Y

Student Jessica Betancourt Y Y Y

A: Approve Consent Agenda Y Yea

B: Title 5 Approval N Nay

C: Approve Course Repeatability A Abstain

Absent

Voting Records Curriculum Committee

March 7, 2019


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What are Mirrored Courses?

From Sierra College’s Curriculum Handbook

CDCP courses and certificate programs may include courses that mirror credit courses to give

options based on student needs and pathways.

What are mirrored courses?

Noncredit courses can be created to “mirror” a credit course exactly.

• Noncredit version is offered under a different CRN (follows same new course approval process

through Curriculum Committee, Board and Chancellor’s Office)

• Students attend the same section and complete the same coursework, but receive a pass/no pass

and no units.

• Faculty must take attendance for noncredit students (positive attendance requirement), but all

other course requirements are the same.

• Managed enrollment is encouraged over open entry/exit.

• Should fall within the four CDCP categories for enhanced funding to be considered.

What are the benefits of mirrored courses?

• Can build a pathway to credit – can serve as low risk/low cost transition point for students who

are unsure about college.

• Builds confidence in adult learners while providing essentials skills (shows them they can

succeed in credit) via a certificate.

• Provides opportunity for students to “upskill” when they don’t need the units.

• May serve as multiple measure of assessment for entry into credit program and/or provide

opportunities with credit by exam.

• Provides low cost way for the college to develop noncredit courses and programs.

• Can help fill low enrolled credit courses.

https://www.sierracollege.edu/_files/resources/governance-planning/docs/2018-19-

Curriculum-Handbook.pdf

Mirrored Courses at Mt. Sac (from CCC webinar 03/02/18)

Mt. Sac offers some ESL and CTE mirrored courses

Course number the same, but with a different prefix

Credit courses hold seats (1-5 seats in most classes; 10 at the most)

Students do all the assignments, receive a pass/No pass grade

Not open-entry/exit; start date is the same

Mostly CDPC (certificate); some stand alone

Positive attendance/contact hours (taken weekly)

http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum/

NoncreditCurriculumandInstructionalPrograms/NoncreditFirstFridayWebinarArchives.aspx


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Consent Agenda March 21, 2019

Course/

Program Proposal Type Description of Changes

Effective

Date

Title 5

Removed advisory of ENGL85A, ENGL85E, LRNR30

Updated Textbook

Updated SLOs

Title 5

Removed advisory of ENGL85A, ENGL85E

Resubmit for C-ID AG-AS 104

Update Textbook

Updated Objectives

Updated SLOs

Title 5

Updated Course Description

Updated SLOs

Title 5

Updated Textbook

Updated SLOs

Updated Objectives


Title 5

Updated Textbook


Title 5

Removed advisory of ENGL84A

Updated Textbook


Title 5

Removed advisory of AOM30

Title Changed to "Website Development "

Updated Objectives


Title 5

Updated Textbook


Title 5

Removed advisory of ENGL84A

Updated SLOs

Updated Textbook

Updated Objectives

Title 5

Updated Textbook

Removed advisory of MATH85, ENGL85A, ENGL85E

Updated SLOs

Added Credit by Exam

AOM60A Course Mod Sp 20

AOM58A CTE 2-Year Sp 20

Sp 20CTE 2-YearAOM59A

Sp 20Course ModCROP10

Sp 20CTE 2-YearAOM56

AOM43 Course Mod Sp 20

AOM50C Course Mod Sp 20

AGRI10 Course Mod Sp 20

ANSC10 Course Mod Sp 20

AOM53 CTE 2-Year Sp 20


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Course/


Effective

Date

Title 5


Updated SLOs

Updated Textbook

Updated Objectives

Title 5

Updated Objectives

Updated SLOs

Title 5

Updated Objectives

Updated SLOs

Title 5

Updated Objectives

Updated SLOs

Title: Foundations in Academic Literacy II for Non-Native Speakers

Units: 90-255 Total, Open Entry

Requisites: Advisory ENG815

Description: This course is intended for students whose primary

language is not English. At a low-advanced ESL level, this course

focuses on effective critical reading and thinking skills, research

strategies and academic composition with proper documentation.

Students write a range of increasingly complex short essays informed

by assigned readings, discussion, and/or research using a variety of

source material including non-fiction.

Submission Rationale: This course is a mirrored course: a non-credit

version of our credit 84E. This mirrored course will provide our

current non-credit ESL students the opportunity to continue building

their English skills at a higher level and to more easily transition to

the main campus and eventually take other for-credit courses.

Title: Foundations in Academic Literacy I for Non-Native Speakers

Units: 90-255 Total, Open Entry

Requisites: Advisory ENG821

Description: This course is intended for ESL students. This course

focuses on effective critical reading and thinking skills, research

strategies, scholarly composition with proper documentation, and

advanced editing skills. Students compose a range of academic

writing informed by assigned readings, discussion, and/or research

using primarily non-fiction source material.

Submission Rationale: This course is a mirrored course: a non-credit

version of our credit 85E. This mirrored course will provide our

current non-credit ESL students the opportunity to continue building

their English skills at a higher level and to more easily transition to

the main campus and eventually take other for-credit courses. It will

also allow us to create a non-credit certificate along with ENG84E.ENG822 New Course Sp 20

DAIR10 Course Mod Sp 20

EDU110 Course Mod Sp 20

ENG821 New Course Sp 20

EDU111 Course Mod Sp 20

Sp 20Course ModEDU508


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Course/


Effective

Date

Title 5

Updated Textbook

Updated SLOs

Title 5

Updated Textbook

Updated SLOs

Updated Objectives

Title 5

Removed advisory ENGL85A, ENGL85AC, ENGL85E

Added advisory ENGL01A

Updated Textbook

Updated SLOs

Title 5

Removed advisory LRNR30

Updated Textbook

Title 5

Updated Textbook

Title 5

Updated Textbook

Updated SLOs

Title 5

Updated Textbook

Updated SLOs

Title 5

Updated Textbook

Title 5

Updated Textbook

Title 5

Updated Textbook

Updated SLOs

Updated Objectives

Title 5

Removed advisory ENGL85A or ENGL85AC or ENGL85E


Updated Textbook

Updated SLOs

Updated Objectives

Title 5

Removed advisory of ENGL85A orENGL85E

Updated SLOs

Updated Textbook

Sp 20

Course ModHIST22

PHOT10A Course Mod

Sp 20

Sp 20

HIST23

Sp 20

Sp 20Course ModHIST17BH

HIST17AH

Course Mod Sp 20

HIST04B Course Mod Sp 20

Course ModHIST05 Sp 20

HIST09A Course Mod Sp 20

Course Mod Sp 20

HIST09B

HIST17A

HIST17B Course Mod

Course Mod Sp 20

Course Mod

Sp 20Course ModHIST04A


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Course/


Effective

Date

Title 5

Removed advisory of ENGL85A and ENGL85E

Added advisory AOM50C

Updated SLOs

Updated Objectives

Updated Textbook

Title 5

Removed advisory of ENGL85A and ENGL85E

Added advisory AOM50C

Updated SLOs

Updated Objectives

Updated Textbook

Title 5

Removed prerequisite of ENGL85A, ENGL85AC, ENGL85E

Updated SLOs

Updated Objectives

Updated Textbook

Title 5

Updated SLOs

Updated Textbook

Title 5

Updated SLOs

Updated Textbook

Title 5

Updated SLOs

Title 5


Removed advisory of MATH85

Updated SLOs

Updated Textbook

Title 5

Title Changed to "Introduction to Comparative Government and Politics "

Removed advisory ENGL85A, ENGL85AC, ENGL85E


Submit for C-ID POLS 130

Updated Textbook

Updated Objectives

Sp 20Course ModPHOT10B

PHOT11A Course Mod Sp 20

PLSC10 Course Mod Sp 20

PHOT33 Course Mod Sp 20

Course Mod Sp 20

POSC02 Course Mod Sp 20

PHOT36 Course Mod

PHOT35 Course Mod Sp 20

Sp 20

PHOT49


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Course/


Effective

Date

Title: Introduction to International Relations

Units: 3 Lecture Hours

Requisites: Advisory ENGL01A

Description: An introduction to international relations theory with an

examination of national, international, transnational, and sub-

national actors and their institutions, interactions and processes as

they relate to global issues.

CSU/UC Transfer Course

Action: IGETC AREA 2; CSU AREA D;

First Reading: MCCD Breadth AREA D2

Submit for C-ID POLS 140

Submission Rationale: This course will eventually be part of an AA-T

in Political Science. It is part of the required list of courses in the TMC

for an AA-T in Political Science.

Title 5

Added prerequisite of MATHC or MATH 61 or MATH62

Updated Textbook

Title 5

Updated SLOs

Updated Objectives

Sp 20New CoursePOSC03

REGN01 Course Mod Sp 20

SKLS210 Course Mod Sp 20


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Merced College Adult Literacy

Certificate of Completion – Noncredit Narrative

Item 1. Program Goals and Objectives The goal of this program is to prepare students for achieving higher-level literacy. This occurs when students demonstrate successful comprehension of source material designated at a particular Lexile score. Additional mastery of writing conventions at appropriate levels will be demonstrated through writing of sentences, paragraphs, essays, and other writings. Other – Designed to Meet Community Needs -- This meets our community needs by offering a certificate program for students who may need very basic skills remediation to advance in noncredit courses and create a pathway to credit courses. Item 2. Catalog Description This noncredit program is designed to serve students who despite having met the State placement criteria, chose to engage in their course reading and writing work at an educational functioning level (EFL) lower than ENGL-01A. Students will benefit from basic skills instruction in integrated reading and writing to prepare them for credit English coursework if they choose this pathway. Item 3. Program Requirements To complete the program, students will successfully complete three courses. These three new noncredit

courses integrate the reading, writing, and research processes in order to sequence to ENGL-01A.

a. Adult Literacy Level 4 – reading at a 700-1090 Lexile; vocabulary and beginning essay

writing (CB-21B); guided research at the appropriate level

b. Adult Literacy Level 3 – reading at a 500-690 Lexile; vocabulary and paragraph level

writing (CB-21 C&D); guided research at the appropriate level

c. Adult Literacy Level 2 – reading at a 400-499 Lexile; vocabulary and sentence level

writing (EFL-2); introduction to guided research

In Adult Literacy Level 4, students will read level appropriate text with accuracy, at an appropriate fluency rate; write opinion pieces, supporting a logically ordered point of view with facts and reasons based upon source material; use print and digital search tools to locate information relevant to a topic to broaden an understanding of the topic. In Adult Literacy Level 3, students will read level appropriate text with accuracy, at an appropriate fluency rate; write guided assignments based on a variety of prompts that attempt to organize, compose, revise, and edit; use print and digital search tools to locate information relevant to a topic.


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In Adult Literacy Level 2, students will read level appropriate text with accuracy, at an appropriate fluency rate; write opinion pieces or simple informative text; become familiar with the use of print and digital search tools. These are noncredit classes that are 45 to 63 hours in length each. Students may repeat if needed. Course Name Units Hours ENG XXX Adult Literacy Level 4 45-63 ENG XXX Adult Literacy Level 3 45-63 ENG XXX Adult Literacy Level 2 45-63

Total Units 0 Total hours 135 - 189 Item 4. Master Planning This is a Career Development and College Preparatory (CDCP) program. Students attend noncredit programs for a variety of reasons including personal goals, career readiness, and college preparation. This aligns with Merced College’s mission of transfer, workforce development, and basic skills/remediation. Many students are unable to attain their goals of degree or certificates because they are not confident in their college level reading and writing abilities, which are the fundamental skills needed to take credit classes. This program will prepare students to transition to credit English coursework.


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Academic Senate of

MERCED COLLEGE

3600 M Street Merced, CA 95348-2898

Telephone (209) 384-6095

RESOLUTION

First Reading: September 10, 2015

Second Reading/Action (Date): September 24, 2015 Pass/Fail pass

RESOLUTION NO. 08-15

Subject: Course Objectives in Course Outline of Record

Mover: Julie Clark Division/Area: Area 1/ Mathematics

Seconder: Vince Piro Division/Area: Area 2/ English

Whereas, historically the Merced College Curriculum Committee replaced Course Objectives

with Student Learning Outcomes for courses;

Whereas, Senate Resolution 5-08 “SLO/ESO Assessment Model Adoption” passed on October

9, 2008 states starting in Fall 2008:

“Increase the rigor associated with the curriculum process whereby all courses set for

Title 5 review must have no greater than 5 SLO/ESOs and address the method(s) by

which each is evaluated.”

Whereas, Course Objectives describe what students will learn;

Whereas, Student Learning Outcomes demonstrate the specific observable and measurable

product of that learning – the higher order application of knowledge and skills;

Whereas, Title 5 §55002(a)(3) states:

“Course Outline of Record. The course is described in a course outline of record that

shall be maintained in the official college files and made available to each instructor. The

course outline of record shall specify the unit value the expected number of contact hours

for the course as a whole, the prerequisites, corequisites or advisories on recommended

preparation (if any) for the course, the catalog description, objectives, and content in

terms of a specific body of knowledge. The course outline shall also specify types or

provide examples of required reading and writing assignments, other outside-of-class

assignments, instructional methodology, and methods of evaluation for determining

whether the stated objectives have been met by students.”


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Whereas, 2014 Accreditation Standard 2A.3 states:

“The institution identifies and regularly assesses learning outcomes for courses,

programs, certificates and degrees using established institutional procedures. The

institution has officially approved and current course outlines that include student

learning outcomes. In every class section students receive a course syllabus that includes

learning outcomes from the institution’s officially approved course outline.”

Therefore be it resolved that all courses coming through the Curriculum Committee for the 6-

year comprehensive review will be required to contain Student Learning Outcomes and Course

Objectives.


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MEMORANDUM March 5, 2019

AA 19-11 | Via Email

Chancellor’s Office, Educational Services & Support 1102 Q Street, Sacramento, CA 95811 | 916.445.8752 | www.cccco.edu

TO: Chief Executive Officers Chief Instructional Officers Chief Business Officers

FROM: Alice Perez, Vice Chancellor, Educational Services & Support

RE: Requirement Changes to Certificates of Achievements

This memorandum is a formal notification that the California Community College Chancellor’s Office has revised the unit threshold that classify specific certificates as Certificate of Achievement (title 5 §55070). The purpose of the revision is to assist students in obtaining financial aid assistance. The unit thresholds for a Certificate of Achievement has been lowered to be consistent with guidelines set forth in federal financial aid standards, as well as permit colleges to transcript lower unit Certificates of Achievement. As a result, Certificate of Achievements are now defined with the following unit thresholds:

1. 16 or more semester units (24 or more quarter units): Accordingly, all certificates that are now 16 or more semester units (24 or more quarter units) must be submitted to the Chancellor’s office for approval/chaptering. If colleges currently have certificates from 16 to less than 18 semester units (24 to than 27 quarter units) that have not been approved/chaptered by the CO, those certificates must now be submitted into the Chancellor’s Office Curriculum Inventory (COCI) system in order to go through the approval process.

a. Colleges are now able to submit the lower new unit certificates, 16 or more as Certificates of Achievement; however, the dropped down menu in COCI currently states ‘Certificate’, not Certificate of Achievement. The Tech Center is addressing the problem and the goal is to have the issue corrected by March 15, 2019. Once the update has been made in COCI, it will auto repopulate the fields to read Certificate of Achievements. For colleges that are entering a new Certificates of Achievement and not an update please be aware that the ‘Approval Letter’ will be incorrect and will have to be reprinted once the update has been made in COCI.

2. 8 to less than 16 units (12 to less than 24 quarter units): These lower unit certificates may be submitted for CO approval/chaptering if colleges wish to do so. Certificates that have not been approved/chaptered by the CO may not be listed on student transcripts.

If you have questions, please contact Dean Raul Arambula via email at [email protected]. cc: Raul Arambula, Dean, Curriculum and Intersegmental Support


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http://www.californiacommunitycolleges.cccco.edu/

mailto:[email protected]

Book Administrative Procedures

Section 4000 - Academic Affairs

Title Program Establishment, Discontinuance and Modification

Code 4021

Status Active

Legal Education Code 78016

Title 5 Section 55130

Title 5 Section 51022

Adopted February 4, 2013

Last Revised November 14, 2017

In accordance with Title 5, Section 51022, “College districts are required by current regulation and statute to develop a process for program discontinuance and minimum criteria for the discontinuance of occupational programs.” Additionally, Education Code §78016 stipulates that every vocational and occupational program shall meet certain requirements prior to termination.

A program is defined as “an organized sequence of courses leading to a defined objective, a degree, a certificate, a diploma, a license, or transfer to another institution of higher learning” (Title 5, Section 55000).

The Academic Senate for California Community Colleges (ASCCC) has recommended that local senates create a process for program discontinuance (not just limited to occupational programs) that takes into account the following issues:

• negative effects on students, • college curriculum balance, • educational and budget planning, • regional economic and training issues, and • collective bargaining issues.

Program Discontinuance A. The review and decision regarding the viability of a program is a joint venture of the faculty and administration.

B. Concern about the viability of a program may initially come from the Vice President of Instruction, the area dean, faculty lead, or program coordinator/director. A program may be considered at-risk due to a sustained (three or more years) period of low enrollment; ongoing low retention, persistence, or completion rates; insufficient frequency of course section offerings that result in the inability of students to complete the program in a timely fashion; or a lack of demand in the workforce or unavailability of the transfer major. For all meetings in which program discontinuance decisions or recommendations are made, all full time faculty must be notified and are encouraged to be present and given the opportunity to participate. Program Review, the Educational & Facilities Master Plan, and other strategic planning activities should be referenced and considered among sources of data and direction in this process, but it is important to emphasize that their primary purpose and use is not to target programs for discontinuance. It is also important to note that program discontinuance should occur only after most serious deliberation, and after all recommended intervention strategies have been implemented but still result in a program that falls outside the college’s mission and master plan, and the department’s goals and objectives. Finally, it is imperative to state that the purpose of a program discontinuance process is to have


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criteria in place to guide a discussion should it ever be needed. It should not be construed as an inducement to look for programs to discontinue, or as a threat to avoid honest participation in an academic process such as program review.

C. Administration may choose not to offer courses in a program for a period of time; this is not program discontinuance. Before implementing a plan which temporarily deletes program courses from the class schedule, administration will consult with faculty in the program.

PROCESSI. DefinitionsFor the purposes of this process, the following will be the definition of discipline, program and Area:

A. Discipline: An individual area of study within a program (i.e. History, English, Math for transfer or associate degree; Fire Technology, Administrative Legal Office Professional, or Food and Nutrition for certificate programs). Each discipline consists of all the courses in the Master Course file that make up the discipline. This is the baseline level of instruction and is linked to a Taxonomy of Programs (TOP) code.

B. Program: An organized sequence of courses leading to a defined objective, a degree, a certificate, a diploma, a license, or transfer to another institution of higher education (CCR Title 5 Section 55000). (e.g. completing a program of study leading to a certificate in Welding Technology, or an AA degree in General Business, or leading to transfer)

C. Area: A collection of associated disciplines and programs. This is an organizational designation as well as a pedagogical one.

II. Initiating a Discussion on Program Discontinuance

• Program discontinuance discussions can begin in a variety of places, including: College Governance Forums i.e. President’s Council, Deans Cabinet; the Office of Instruction, the Office of Student Services, and individual Areas, Cohorts,or Departments.

• The Academic Senate and its committees, including the Curriculum Committee, must have a fundamental and integral role in any discussion of program discontinuance, recognizing the district’s policy to rely primarily on the Academic Senate’s advice in academic matters.

III. Discussion CriteriaThe discussion concerning any specific program considered for discontinuance must necessarily have two components: Qualitative and Quantitative. Both qualitative indicators and quantitative indicators must be discussed in order to have a fair and complete review leading to a decision to either continue or discontinue a program.

A. Qualitative IndicatorsQualitative indicators are based on the mission, values, and goals of the institution, and access and equity for students. These indicators include, but are not limited to:

1. The pedagogy of the discipline.2. The development of the whole student.3. The balance of college curriculum. 4. The effect on students of discontinuing the program.5. The potential for a disproportionate impact on diversity at Merced College.6. The quality of the program and how it is perceived by students, articulating colleges and/or universities, local business and

industry, and the community.7. The ability of students to complete their degree or certificate or to transfer. This includes maintaining the catalog rights of

students.8. The replication of programs in the surrounding area.

B. Quantitative IndicatorsThe list of quantitative indicators is long. Any and/or all of these quantitative indicators need to be reviewed to inform the discussion on program discontinuance. They include, but are not limited to:

1. The projected demand for the program in the future.2. The persistence of students in the program.3. Weak enrollment trends over a sustained period of time.4. Insufficient frequency of course section offering5. Poor term to term persistence (significantly below the college average) of students within the program.6. Poor retention or success rates (significantly below the college average) of students.


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7. Productivity in terms of the FTEs (actual) per FTEF ratio (the version of WSCH/FTE that takes enrollment activity for all attendance types into consideration).

8. Number of graduates from the program (where applicable).9. Diversity issues: For example, has the ethnic distribution of department enrollees become more reflective of the overall

student body over time?10. When the discipline is being considered for termination: The decline in importance of service to those in related programs

must be considered.

• Student Learning Outcomes

1. How will institutional student learning outcomes be affected by the discontinuance of this program?2. Which institutional student learning outcomes will be affected by the discontinuance of this program?

D. Discussion Guidelines

1. Discussion of program discontinuance must include all parties potentially affected by the decision. These include faculty, staff, administrators, students, the employing business and industry, and the community. Extraordinary efforts must be employed, if necessary, to ensure that the student and community voice is heard. The committee membership should have a minimum of 9 voting members and a maximum of 12 voting members, the membership is described below.

◦ Voting members include, the Vice President who oversees instruction (or designee), the Academic Senate President (or designee), the Dean (or designee), community members (1-2), the Faculty Lead (or designee), discipline faculty (1-2), the Curriculum Chair (or designee), a counselor, and students (1-2).

◦ Non-voting members who provide support to the committee include, the Dean of Institutional Effectiveness(or designee), a researcher, and an administrative assistant.

◦ The Vice President of Instruction (or designee) and the Academic Senate President (or designee) shall serve as co-chairs.

◦ Two-thirds of the committee membership is required for final recommendation of the program’s status.2. Discussion of program discontinuance will be conducted in public, open meetings. The dates, times and locations of these

meetings will be published using all reasonable means of college communications including print, email and voicemail.3. Discussions will be conducted using the best practices for meeting facilitation, including agreed upon ground rules,

identification of the research group, and recording and publishing outcomes of discussions. 4. Discussions will include both qualitative and quantitative indicators. Sources of data for all indicators will be referenced and

cited.5. A written record of all discussions will be kept in a central location for review by the public. The Areaoffice for the program

is recommended. 6. Deliberations and conclusions shall rely primarily on the advice of the Academic Senate per district policy. Research may

include information from the Office of Institutional Effectiveness; faculty, staff, and students of the program; Program Plan and Program Review documents; the Advisory Committee; the Articulation Officer; Office of Economic and Workforce Development; employers in the workforce; and deans and department heads from other affected programs.

IV. Possible Outcomes of Program Discontinuance Discussion There are three potential outcomes of the Program Discontinuance process. A program may be recommended to continue, to continue with qualification, or to discontinue. The co-chairs or their designee(s) will produce a written report that will include the findings of the research and the committee’s recommendation. The report will also include any plans recommended by the committee for program support, modification, or discontinuance and may include a minority report if deemed appropriate.

Once the Academic Senate has made a final determination about the program, the Curriculum Committee will then carry out any curricular actions needed to fulfill the determination made by the Academic Senate. Because the Curriculum Committee does not need to vote on the changes that have been determined by the Academic Senate, all changes will be updated in Merced College’s curriculum management software and included on the Curriculum Committee agenda as information items. All curriculum changes connected to the discontinuance of a program shall adhere to the Curriculum Committee’s established timelines unless extenuating circumstances exist or approved by the Vice President of Instruction. Any course and program changes connected to the program discontinuance process will then go to the Board of Trustees and the Chancellor’s Office for final approval through the Curriculum Committee per the normal curriculum approval process. The Senate’s recommendation, in the form of a resolution, will accompany the curriculum changes sent to the Board of Trustees for action.

The potential outcomes of the program investigation are described more fully in items 1 through 3.Curriculum Committee Agenda 03-21-19

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1. If it is determined, based on the documented evidence, to recommend continuation of the program, intervention strategies to support the program are to be listed in the research document. Such strategies may include specific outreach projects to recruit new students, the development of articulation agreements, modification of scheduling, curriculum development, faculty retraining, and/or investment in updated equipment.

2. If it is determined, based on the documented evidence, to recommend continuation of the program in a modified form, the modification, including a list of courses required for completion of the program, are to be listed in the research document. The modifications may include the introduction of a Certificate of Completion or may entail a substantial change to the program. If a substantial change is recommended, the program change must be approved through the curriculum process.

3. If it is recommended that the program be eliminated, a plan to address the needs of affected students, faculty, staff and operations will need to be designed and a timeline for the elimination process developed. Students already enrolled in the program must be given the time to complete the program or assistance in transferring to a college which offers a similar program. Students should also be encouraged to utilize career and/or academic counseling. It is the responsibility of the college to protect the investment students have already made in their education.

◦ A process to facilitate the retraining of faculty which includes timelines and college support must be developed in conjunction with the local bargaining unit. Staff must be given assistance to transfer to another area of the college.

◦ A plan must be developed to inactivate courses, reestablish the program (if appropriate in the future) and address other operational issues.

V. Modification of Existing ProgramsIn the case where a program is discontinued in order to eliminate a duplicate degree (AS to AA or AA-T or AS-T, for example) at the request of the discipline faculty, but does not result in the elimination of courses or degrees within a TOP (Taxonomy of Programs) code, the changes should be submitted and approved through the Merced College curriculum process and the program does not go through the program investigation process.

VI. Program DevelopmentProcess for the development of new program proposals

• Faculty proposing a new program will complete the Chancellor’s office new program narrative and present it to the curriculum committee for approval prior to initiating the curriculum development process.

◦ Some items described below are not required for the following types of proposals:

◾ Certificates of 12 or more but fewer than 18 units that have been offered in the past that have reported strong enrollment data.

◾ AA-T or AS-T degree that aligns with a TMC will utilize the template designed for TMC aligned transfer degrees and will be presented for information since approval for development is a directive from the Chancellor’s Office.

• The administrator who oversees instruction will indicate their level of support in an addendum to the program narrative. The addendum should speak to the appropriateness of the proposed program with respect to Merced College’s mission, vision, and institutional planning directives.

• The Curriculum Committee will either approve or disapprove the new program proposal based on the review of the program narrative, the addendum, and dialogue within the committee.

◦ If the proposal is approved the faculty member can move forward with the curriculum development process◦ The faculty developing the new program(s) should keep in mind that new programs may require the College to

submit a substantive change proposal to the accrediting commission in order to be able to offer the new program(s), the Accreditation LiaisonOfficer can offer more information on this process; the commission meets twice a year so the faculty developing the new program(s) should be mindful of the curriculum timelines as well as the commission meeting dates for substantive change approvals (http://www.accjc.org/substantive-change)

VII. Review of Procedure This administrative procedure will be reviewed periodically as needed.

Adopted 02/04/13Last Revised 11/14/17


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