1. Local Degrees, Graduation Requirements and GE Patterns
2017 Curriculum Institute
Marie Boyd, Chaffey College
Julie Bruno, Sierra College
Erik Shearer, Napa Valley College

2. Session Outcomes
Review the Requirements for Associate Degrees at California Community Colleges
Review various approaches to “local practice” in terms of local graduation requirements
Review various approaches to General Education patterns
Discuss Degree options against backdrop of Guided Pathways

3. Overview of This Presentation
Mission of CCCs
Associate Degrees and General Education
Associate Degrees for Transfer
Future of Local Associate Degrees?

4. Mission of the CCC (§ )
(1) The California Community Colleges shall, as a primary mission, offer academic and vocational instruction at the lower division level for both younger and older students, including those persons returning to school. Public community colleges shall offer instruction through but not beyond the second year of college. These institutions may grant the associate in arts and the associate in science degree.
(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.
C.The provision of community services courses and programs is an authorized function of the community colleges so long as their provision is compatible with an institution's ability to meet its obligations in its primary missions.
(3) A primary mission of the California Community Colleges is to advance California's economic growth and global competitiveness through education, training, and services that contribute to continuous work force improvement
(4) The community colleges may conduct to the extent that state funding is provided, institutional research concerning student learning and retention as is needed to facilitate their educational missions.
Ed Code

5. CCC Associate Degrees
The mission of the community colleges gives CCCs the right to grant associate degrees
Colleges have been granting associate degrees for many years
Associate degrees from CCCs have helped students get a job, a promotion, or helped them prepare for transfer to a four year university
Title 5 change to approval for credit programs 55130(c)

6. Requirements for Associate Degrees
Defined in §55063 of Title 5
Requires the completion of:
At least 18 semester or 27 quarter units of study must be taken in a single discipline or related disciplines
Completion of a general education pattern (local, CSU GE Breadth, IGETC)
60 degree applicable units
Demonstrate competency in mathematics and written expression

7. General Education
General education must be a minimum of 18 units from the following areas:
–Natural Sciences
–Social and Behavioral Sciences
–Humanities
–Language and Rationality
English Composition
Communication and Analytical Thinking

8. Local GE patterns VS CSU-GE/IGETC
What’s the need for GE patterns?
How do you handle the difference between local GE patterns and CSU-GE/IGETC patterns?
Local GE patterns serve students who live near state borders and transfer out of state
Unit difference - local GE is usually higher
Local GE usually have local “requirements” - PE, multicultural, etc.

9. Local Graduation Requirements
Many colleges include additional course requirements for graduation beyond local GE and major / area of emphasis requirements:
Physical Education
Health
Multi-cultural Studies (separate from Ethnic Studies requirement for GE)
Hi All, we included this topic on the outcomes slide, but didn’t provide any content on it. I added this slide but it needs more work if we are going to include it. Thoughts? Additional examples?

10. Title 5 Revisions Going to BOG on July 17, 2017
STANDARDS AND CRITERIA FOR COURSES - § 55002
CREDIT HOUR - §
CREDIT COURSE APPROVAL - § 55100
CONDITIONS FOR CLAIMING ATTENDANCE - § 58050
APPROVAL OF CREDIT PROGRAMS - § 55130
Will give authority for program approval to local governing boards.
Significant shift in approval process that will require close scrutiny of both process and quality of local degrees.
ADTs not included in local approval - still need to submit to CO

11. The End of Local AA/AS Degrees?
With the passage of SB 440, colleges are required to create an ADT in any area where they have an existing AA/AS degree and a TMC exists.
When you combine the SB 440 requirement with the new submission guidelines, you might think that getting rid of all non-CTE associate degrees might be a good idea.
Deactivating degrees is always a local decision and should be based on the needs of the students.
What would the reaction be on your campus is LOCAL A.A.s/A.S.s were eliminated?
Should our existing local degrees be replaced by ADTs?
•Do we still need a local GE pattern?

12. Local Degrees with “Areas of Emphasis”
Such as:
Interdisciplinary Studies: Arts and Humanities
Liberal Arts: Arts and Humanities
University Studies with Area of Emphasis in Arts & Humanities
We are NOT discussing the “Area of Emphais” ADTs, i.e., Social Justice, Global Studies
What was the original purpose of these local degrees with areas of emphasis?

13. SAMPLE - UNIVERSITY STUDIES
The Associate in University Studies is designed for students who wish a broad knowledge of liberal arts and sciences plus additional coursework in an ‘Area of Emphasis’. This area of emphasis would be an ideal choice for students planning on transferring to the California State University (CSU) or University of California (UC) as the student can satisfy their general education requirements, plus focus on transferable course work that relates to majors at these institutions. Please consult with a counselor for specific information regarding your intended major at the specific college/university of your choice. • Select either the California State University General Education (CSU-GE) or Intersegmental General Education Transfer Curriculum (IGETC) for the general education pattern related to your educational goal. • Complete 18 units in one ‘Area of Emphasis’ from those outlined below. (Note: where appropriate, courses in the ‘Area of Emphasis’ may also be counted for a general education area) • For ALL OPTIONS: complete necessary Chaffey College Graduation and Proficiency requirements. • All classes listed below transfer to CSU and courses in BOLD print also transfer to UC. Please refer to for articulation agreements and transfer details. Program Learning Outcomes: Upon the successful completion of these programs, students should be able to: 1. Develop college-level communication skills; visual, written and oral.. 2. Develop college-level critical thinking and information competency skills. 3. Develop community and global awareness and responsibility. 4. Increase their personal, academic and career development. Requirements for the Associate in Arts Degree: Units A. General Education CSU-GE or IGETC: Units necessary to meet CSU-GE or IGETC Certification requirements only. B. Areas of Emphasis: 18 • A minimum of 18 units required in one Area of Emphasis with two or more courses in one discipline. • Courses selected may also be used to fulfill general education areas; refer to each transfer institution policy. • All courses transfer to California State University. • Courses in BOLD also transfer to University of California. Refer to ASSIST, the course descriptions in this catalog, or consult with a counselor to be sure of transfer status and credit limitations at the University of California. C. Electives: 3-9 Elective units may be necessary to total 60 overall units required for the Associate Degree. These units must be transferable to the CSU and/or UC for appropriate credit Total units for the degree 60.
AREAS OF EMPHASIS 1. ARTS AND HUMANITIES: [A301/18041/ / ] These courses emphasize the study of cultural, literary, humanistic activities and artistic expression of human beings. Students will evaluate and interpret the ways in which people through the ages in different cultures have responded to themselves and the world around them in artistic and cultural creation. Students will also learn to value aesthetic understanding and incorporate these concepts when constructing value judgments. At least one course must be completed in Arts and one in Humanities. This requirement will be met through the completion of CSUGE or IGETC; students pursuing transfer majors in these areas will be required to take additional courses in Arts and/or Humanities. American Sign Language 1, 2, 3, 4 Arabic 1, 2, 3, 4 Art 10, 12, 14, 16, 18, 20, 44, 63 Art History 1, 3, 5, 7, 9, 11 Chinese 1, 2, 3, 4 Cinema 25, 26 Dance 1, 2 English 1B, 1C, 32, 33, 68, 70A, 70B, 71, 74, 75A, 75B, 76, 77, 79, 80A, 80B, 81 Fashion Design 20, 45 French 1, 2 History 1, 2, 4, 7, 16, 20, 40 Humanities 5, 6, 20 Interior Design 11, 12 Music 2A, 2B, 4, 5, 6, 7, 8, 21, 22, 26 Philosophy 70, 72, 73, 75, 76, 77, 78, 80, 81, 82 Photography 1, 7, 9, 10 Spanish 1, 2, 3, 3SS, 4, 4SS, 8, 13, 14, 16 Theatre 1, 4, 5, 10, 12

14. Why a Local Degree? Transfer Preparation Skill building
Career Technical Education
Lifelong Learning
Transfer to private universities
Salary advancement
For an educated population
Faculty purview
Completion numbers?
Unit differention?

15. Paradox of Choice - Are More Options Less?
Choice Overload Hypothesis
“Overchoice” Overchoice or Choice Overload is a cognitive process in which people have a difficult time making a decision when faced with many options. The term was first introduced by Alvin Toffler in his 1970 book, Future Shock.
“When Choice is Demotivating” Study
“Tyranny of Small Decisions”
Infinite choice is paralyzing and exhausting to the human psyche
What are the implications of “overchoice” and your college catalog?
Choice Overload Hypothesis
Overchoice
When Choice is Demotivating show that people are more likely to purchase gourmet jams or chocolates or to undertake optional class essay assignments when offered a limited array of 6 choices rather than a more extensive array of 24 or 30 choices. Moreover, participants actually reported greater subsequent satisfaction with their selections and wrote better essays when their original set of options had been limited. Implications for future research are discussed.
Tyranny of Small Decisions - The tyranny of small decisions is a phenomenon explored in an essay of the same name, published in 1966 by the American economist Alfred E. Kahn.[1] The article describes a situation in which a number of decisions, individually small in size and time perspective, cumulatively result in an outcome which is not optimal nor desired. It is a situation where a series of small, individually rational decisions can negatively change the context of subsequent choices, even to the point where desired alternatives are irreversibly destroyed. Kahn described the problem as a common issue in market economics which can lead to market failure.[1] The concept has since been extended to areas other than economic ones, such as environmental degradation,[2] political elections[3] and health outcomes.[4] Wikipedia
This book discusses some of the problems with an overabundance of choices, thestress and anxiety this overabundance causes, how we make decisions (and we don’t do a very good job of that), mistakes people make when predicting what they want, gathering information and evaluating that information….choosing the wrong school, wrong courses, wrong major, wrong career...these mistakes take a toll.
The growth of options and opportunities for choice has three, related, unfortunate effects:1. It means that decisions require more effort; 2. It makes mistakes more likely; 3. It makes the psychological consequences of mistakes more severe.
The wealth of options before us may turn us from choosers to pickers (grab this orthat and hope for the best).

16. What about Guided Pathways?
A collaborative, integrated, and intentional approach to ensuring students meet their educational goals.
Faculty are in the Lead and the Core of Guided Pathways Work.
Local decisions to ensure effectiveness in serving unique needs of your students.
Julie’s slide

17. Key Elements of Guided Pathways
Programs that are fully mapped out and aligned with further education and career advancement while also providing structured or guided exploration for undecided students.
Redesigning and integrating basic skills/developmental
education classes to accelerate students to college-level classes.
Proactive academic and career advising from the start through completion and/or transfer, with assigned point of contact at each stage.
Structured onboarding process including improved placement tests
and co-requisite instruction that provide students with clear, actionable, and usable information they need to
get to the right start in college.
Early alert systems aligned with interventions and resources to help students stay on the pathway, persist, and progress.
Instructional support and
co-curricular activities aligned with classroom learning and career interests.
Rogeair

18. ASCCC Working for Local Control!
ASCCC has encouraged colleges to keep associate degrees that are meeting the needs of students.
Do the different degrees prepare students for different pathways?
ASCCC has been working with the CO on the 6th edition of the PCAH and on curriculum streamlining.

19. Summary
The ability to grant associate degrees is given to CCCs by education code
Local associate degrees have been helping students for many years
ADTs provide new opportunities to students, but they don’t make existing degrees worthless.
If a degree is meeting the needs of students, keep it!

20. Questions? Thank You For Coming! Marie Boyd, marie.boyd@chaffey.edu
Julie Bruno,
Erik Shearer,

21. Resources
ASCCC Curriculum Resources:
Chancellor’s Office Resources: