1. 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.

2. 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

3. 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.

4. 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

5. 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)

6. 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

7. 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….

8. 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

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

10. 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?

11. 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?

12. 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?

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

14. 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

15. 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?

16. 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..

17. 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

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

19. 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

20. 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.

21. 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…..

22. 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

23. Resources and Contacts
( )

24. 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!

25. 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

26. 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

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

28. 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. . .