C-ID C-ID, Model Curriculum, and CTE 6/10/2018 C-ID, Model Curriculum, and CTE Introduce whomever is there from ASCCC and C-ID. Note that the overview is likely to take less than an hour.

Preview Course Identification Numbering System Model Curriculum C-ID 6/10/2018 Preview Course Identification Numbering System AKA C-ID Model Curriculum Certificates Degrees (“terminal” AS degrees) Transfer Model Curriculum (AA-T/AS-T) Discussion/questions

What is C-ID? Course Identification Numbering System Products 6/10/2018 What is C-ID? Course Identification Numbering System Products Course descriptors Processes Convening of intersegmental faculty for descriptor development Statewide vetting of draft descriptors Submission of course outlines of record (CORs) for faculty review COR review process Note – if the descriptor is intersegmentally developed (a common transfer course), the faculty review is also intersegmental. When a descriptor is developed only be CCC faculty for CCC use, the faculty involved in the COR review process would only be CCC. University faculty, where appropriate, would be invited to weigh in during the vetting.

What does C-ID do? Addresses the need for “common course numbers” Provides a numerical “tag”, a C-ID designation, for courses that match an intersegmentally developed descriptor Provides a means of identifying comparable courses and of ensuring course portability within the CCCs Addresses the need for “common course numbers” When a college submits a COR to obtain a C-ID designation, they are agreeing to accept other courses with that C-ID designation in lieu of their native course

What does C-ID do? Provides a process for one-to-many articulation Any university can opt to articulate C-ID descriptors, effectively granting articulation to all colleges that have a course matching a given descriptor “descriptor-based” articulation Offers a quality control and model for required courses in the TMCs (transfer model curricula) that are the basis of the statewide response to SB 1440 (AA-T/AS-T degrees)

Characteristics of C-ID 6/10/2018 Characteristics of C-ID Faculty-driven Initially intersegmental “Student-serving” Enables CCCs to work like a system while maintaining local control of curriculum The work this group will be doing is part of a new phase of C-ID – developing descriptor for intrasegmental use

Course Descriptors include: C-ID 6/10/2018 Course Descriptors include: Course description Units; labs Prerequisites Content Objectives Evaluation Texts **** There was discussion about including some sort of outcomes or competencies – not sure what the CTE-lingo term was….

C-ID Descriptors Identify the essential, common components of a course (NOT a complete COR) Provide enough detail to serve as the basis for articulation Inform course updates and new course development Permit identification of comparable courses Ensures appropriate consistency

Process Develop draft descriptors Vet draft descriptors www.c-id.net Discipline convening (ex. DIG) Faculty Discipline Review Group (FDRG) Vet draft descriptors www.c-id.net Finalize descriptors Seek articulation with universities (if appropriate) Seek COR submissions from CCCs

Types of Model Curriculum C-ID 6/10/2018 Types of Model Curriculum Certificates “Terminal” Degrees (AA/AS) Transfer Model Curricula (TMC) Associate Degrees for Transfer (AD-T) Is there value in having some “standardization” in curricula across colleges, at the course level and beyond?

Questions to Consider How does the curriculum across colleges compare? Are you teaching comparable courses? What certificates do you offer? Are they comparable? If you have degrees, are they comparable?

Questions to Consider Where there is not comparability, should there be? Would it benefit students to have C-ID descriptors for your courses? Would consistency/comparability across the colleges with respect to certificates and degrees have value?

IF it is determined that having C-ID descriptors make sense... What next?

Next steps Identify common courses C-ID 6/10/2018 Next steps Identify common courses If the number of common courses is large, identify what sub-set of your common offerings would most likely be found in a certificate and/or degree Develop descriptors

Certificates If model curricula are to be developed for certificates, how structured should they be? Does it make sense to develop model curricula for both “local certificates” and “certificates of achievement”? Should options be permitted?

Transfer Model Curricula (TMCs) C-ID 6/10/2018 Transfer Model Curricula (TMCs) A special form of model curriculum, developed collaboratively with CSU Disciplines for TMC development determined by the Intersegmental Curriculum Workgroup TMC approach to structure may be useful for the development of certificates and terminal degrees TMCs must conform to unit limits established in Education Code TMC-aligned degrees confer defined benefits on students While this meeting is not about TMCs, there are lessons to be learned from TMCs..

TMC Structure Common “core” Additional courses selected from list (s) C-ID 6/10/2018 TMC Structure Common “core” Additional courses selected from list (s) Total 18 units (minimum – required for a degree) Some courses may be in related fields

Example TMC: Psychology C-ID 6/10/2018 Example TMC: Psychology Total units 18-21 Required Core: (9-11 units) Elementary Statistics (3-4 units) General Psychology (3 units) Research Methods in Psychology (3-4 units)

List A: Select one of: Intro Biology (3-4) Human Biology (3-4) Intro to Biological Psychology (3-4) List B: Select one of: (3 units) Any List A course not used above or Any course that has articulation as lower division major prep for the psych major at a CSU

List C (up to 3 units) Any courses not selected above, any CSU transferable psychology course, and/or other courses that are lower division preparation for the psychology major at a university - in or outside of the discipline.

C-ID 6/10/2018 Tasks for today Discuss whether or not C-ID makes sense for your discipline… IF it does not, have a great day! IF it does…..

C-ID 6/10/2018 Tasks for today Identify courses for which C-ID descriptors should be developed Draft new C-ID course descriptors Discuss whether or not model curriculum for certificates and degrees makes sense IF it does, develop draft model certificates and degrees

Resources and Contacts http://www.C-ID.net www.SB1440.org www.ASCCC.org info@c-id.net (email) www.ADegreeWithAGuarantee.com.

Tips It helps if we can. . . Maintain statewide perspectives. (Local campuses always have idiosyncrasies).  Think of student pathways—not only pathways for your current, local programs. Consider challenges of smaller colleges. Consider allowing for some local options/choices. Seek double-counting opportunities. Ensure you + colleagues are on your listserv!

Next steps Indicate your interest in continuing service. C-ID 6/10/2018 Next steps Indicate your interest in continuing service. ASCCC and ASCSU will appoint faculty to FDRG if formation of an FDRG is determined to be appropriate If courses are not intended for transfer, a new form of discipline-based coordinating committee will be formed Note – if this is deemed to NOT be transfer-oriented, then something new will need to be created in lieu of an FDRG

C-ID 6/10/2018 Next steps Senate-appointed Discipline Review Group will review the developed drafts The Discipline Review Group will draft and vet updated, C-ID course descriptors and model curriculum The Discipline Review Group reviews the statewide input Be sure you’re on listserv (& colleagues)---to stay informed Note – if this is deemed to NOT be transfer-oriented, then something new will need to be created in lieu of an FDRG

Thanks for being here! C-ID 6/10/2018 Be sure you’re on the list serv---for further info.

Legislative Background C-ID 6/10/2018 Legislative Background “Existing law requires the Board of Governors of the California Community Colleges to develop, maintain, and disseminate a general common course numbering system for use by community college districts.” SB 1415 (2004) In case anyone asks. . .