Credit where Credit is Due: Understanding Non-Credit Mark Wade Lieu, Ohlone College Paul Starer, Foothill College Leadership Institute 2005

Non-Credit in the CCC System Education Code § (a)(2) “In addition to the primary mission of academic and vocational instruction, the community colleges shall offer instruction and courses to achieve all of the following: (A) The provision of remedial instruction for those in need of it and, in conjunction with the school districts, instruction in English as a second language, adult noncredit instruction, and support services which help students succeed at the postsecondary level are reaffirmed and supported as essential and important functions of the community colleges. (B) The provision of adult noncredit education curricula in areas defined as being in the state’s interest is an essential and important function of the community colleges.”

Leadership Institute 2005 Authorized Non-Credit Areas Education Code section 84757(a)  Parenting  Elementary/Secondary Basic Skills  English as a Second Language  Courses for immigrants (e.g. citizenship)  Courses for those with substantial disabilities  Short-Term Vocational  Courses for older adults  Home Economics  Health and Safety Education

Leadership Institute 2005 What is Non-Credit?  Non-Credit  Non-Degree-Applicable Credit  Non-Transferable Credit

Leadership Institute 2005 Some Non-Credit Statistics  831,841 non-credit students in CCCs  1,171,780 non-credit in adult schools  CCCs receive 26% of federal/state funding for non-credit  29% of CCC students enrolled in some form of non-credit  17% of CCC students are ONLY enrolled in non-credit

Leadership Institute 2005 More Statistics  53% enrolled in ESL, Basic Skills or Citizenship  17% enrolled in short-term Vocational  30% enrolled in remaining areas, the majority in programs for older adults

Leadership Institute 2005 How Wide-Spread is Non-Credit?  98 out of 109 colleges offer at least one non-credit course  Vocational offers the largest variety of classes  Older Adults comprise largest number of class sessions

Leadership Institute 2005 The Big Three  San Diego (87,905 students)  San Francisco (61,817 students)  North Orange (60,038 students)  22 colleges comprise 68% of all Non- Credit students and generate 76% of Non-Credit FTES

Leadership Institute 2005 Who Does What?  Parenting (24 colleges)  Elementary/Secondary Basic Skills (87 colleges)  English as a Second Language (49 colleges)  Courses for immigrants (e.g. citizenship) (21 colleges)  Courses for the substantially disabled (42 colleges)  Short-Term Vocational (58 colleges)  Courses for older adults (58 colleges)  Home Economics (19 colleges)  Health and Safety Education (35 colleges)

Leadership Institute 2005 Funding for Non-Credit  1.9 million out of General Fund (Prop 98) – note: this info from the system office seems wildly low  3.3 million for apprenticeships (Montoyo Fund)  10 million in Federal Funds (WIA, Title II, Adult Education and Family Literacy Act)

Leadership Institute 2005 Non-Credit Apportionment  Collected through positive attendance (vs. census)  Attempt to change Title 5 to use census was blocked by Department of Finance  Non-Credit rate is approximately 56% of Credit rate (varies by district)  Generates 10% of System FTES

Leadership Institute 2005 System Funding Proposal “ Apportionment funding should be increased for non-credit enrollment … in a series of incremental improvements … to an equivalent amount of the state support rate for credit enrollment. ” “ Finally, any improvement in non-credit funding should include standards to ensure that non- credit programs … more closely align with the requirements of credit programs. ”

Leadership Institute 2005 Standards  Non-Credit has its own standards  Many differ from those for Credit  Some may have more or less impact on your college or district

Leadership Institute 2005 Instructor Minimum Qualifications  Essentially the same for short-term vocational courses: BA + 2 years relevant experience  Significant difference for Basic Skills and English as a Second Language: BA vs. MA

Leadership Institute 2005 Instructor Full-Time Load  Locally bargained  Credit: generally 15 lecture hours, 22 lab hours, or combination  Non-Credit: ranges from 20 to 30 classroom contact hours  Variations in expected office hours and committee participation  Class sizes for Non-Credit generally larger

Leadership Institute :25 FT to PT Faculty Ratio  Education Code §  Title 5 §51025, 53308,  ONLY apply to Credit instruction

Leadership Institute 2005 Accreditation Accreditation through the Accrediting Commission for Community and Junior Colleges (ACCJC) is required only for credit programs. Noncredit community college programs can be accredited by the Schools Commission of the Western Association of Schools and Colleges (WASC), which is responsible for accrediting all schools below the college level, including adult schools.

Leadership Institute 2005 Curriculum Approval  Title 5 §55150 and §55002(c)  Courses considered part of an approved program are those required for the achievement of an approved degree or certificate. Since neither of these are available for non-credit, ALL non-credit courses are subject to curricular review by the Chancellor ’ s Office.  May change under SACC

Leadership Institute 2005 What are the Implications?  Faculty Load  Designation of classes as Credit or Non- Credit  Class Size  Curriculum

Leadership Institute 2005 Local Discussion  Involve Non-Credit faculty in your local senate  Learn about the role Non-Credit plays at your college  Discuss the Non-Credit funding proposal with all faculty, collective bargaining agent, administration, and local board