1. Program Discontinuance versus Program Discontinuance
Lesley Kawaguchi, ASCCC Executive Committee; Phil Smith, ASCCC Executive Committee

2. Getting Clear About Terms
Program discontinuance is a college’s decision to end a program.

3. Getting Clear About Terms
What is meant by program can be rather broad:
Degree or certificate,
A department, or
A student services unit

4. Getting Clear About Terms
Program discontinuance is an outcome, a conclusion of some process.

5. Senate Focus
Academic senates have both an academic and professional interest in the processes by which program discontinuance decisions are made.

6. One Reason for Discontinuing

7. One Reason for Discontinuing
An individual program is no longer viable in its own right.
Obsolete technology
Minimal/declining enrollments
Lack of available faculty

8. Need to Be Careful About
Just because typewriters have become obsolete doesn’t mean that the keyboarding curriculum needs to go away.

9. Senate Focus Are evidence-based, Are inclusive of faculty,
Academic Senate has advocated for and continues to advocate for program viability processes that
Are evidence-based,
Are inclusive of faculty,
Follow agreed upon procedures

10. Program Viability Questions
Is there an emerging or continuing need for such a program?
Are there qualified faculty members available to teach courses in the program?
Is the program marketable to students?
Note that these questions are also relevant when a program is considered for creation.
Are there sufficient numbers of students interested in enrolling in the program on an ongoing basis?
Does the program serve a purpose within the college’s overall curriculum and mission?

11. Major Assumption
CCCs

12. Major Assumption
Assumption: Although there may be flush years and lean years, funding for our colleges will be relatively stable.
No big surprise then that most program discontinuance processes/policies focus on the viability and relevance of single programs on their own merits.

13. But what about when…

14. A Different Reason for Discontinuing
A college can no longer afford to offer all the courses and programs its community needs.

15. A Different Reason for Discontinuing
What types of processes should be used when needed courses and viable programs must be eliminated due to budget exigencies?

16. A Different Reason for Discontinuing
Budget-necessitated process:
Whole institution impact
Programs not a program
Need a different process than single program viability

17. Senate Focus
What recommendations make sense for budget-necessitated discontinuance processes?
Should be evidence-based,
Should be inclusive of faculty,
Should be strategic
Follow agreed upon procedures

18. Budget-Necessitated Discontinuance
Prolonged Budget Contraction is still relatively new for CCC
Lots of different approaches are being tried
But we’re still working through the details of the recommendations for dealing with budget-necessitated class section and program offerings. We’ve gathered some information and experience by doing technical visits across the state. We’re interested in what is being done in the field but here are some preliminary (draft!) ideas that might be useful
What follows are some preliminary (draft) ideas for budget-based discontinuance

19. Budget-Necessitated Discontinuance

20. Budget-Necessitated Discontinuance

21. Budget-Necessitated Discontinuance
Trust but verify a (likely) budget shortfall:
Work with union colleagues to verify the college/district financial situation
Obtain and share budget documents
Additional notes for last bullet: Collaborate with administrative and board colleagues to determine the circumstances that determine a fiscal emergency and how it will be announced. (Some districts have explicit board policy or administrative procedures for declaring a fiscal emergency. )
Is there a process for determining and declaring a fiscal emergency?

22. Institutional Inertia
DENIAL
MINIMALIZATION

23. Institutional Inertia
FREEZE IN FEAR

24. Institutional Inertia
PANIC

25. Institutional Inertia
ACTIVE RESISTANCE

26. Overcoming Institutional Inertia
Strategies for overcoming inertia:
Acknowledge colleagues’ fears and concerns
Remind colleagues of the long-term benefit of dealing with budget-reduction issues in advance.
Consider involving neutral or nonaligned parties as facilitators

27. Budget Necessitated Discontinuance Questions
Questions that need to be answered as an institution:
What programs are most needed by the community and student body? What processes will be used to determine this need?
What groups of students should the college continue to serve? What process will be used to determine the groups?
How can a college preserve the overall aim and intent of its curriculum? If an adjustment is needed, what process will be followed?
Note that these questions are also relevant when a program is considered for creation.
How can the value of course and program offerings from different disciplines be weighed?
How are multiple and often competing faculty interests honored, considered, and negotiated?

28. Role of Academic Senate
Utilize existing committees if possible
Involve all stakeholders
Clarify college and district priorities
Provide models and options for reducing course and program offerings strategically
Support colleagues and processes attempting to do this difficult work

29. List of Don’ts Eschew blame
Avoid reckless reactions and overreactions during a crisis by preparing in advance
Do not base decisions about class section cuts or program suspensions upon personalities or school politics.
But we’re still working through the details of the recommendations for dealing with budget-necessitated class section and program offerings. We’ve gathered some information and experience by doing technical visits across the state. We’re interested in what is being done in the field but here are some preliminary (draft!) ideas that might be useful
Eschew blame

30. Two Reasons for Discontinuance
VIABILITY
AFFORDABILITY
Viablity/health of a single program.
Courses and programs the college can afford.
Regular program review cycles identify. programs that may no longer be viable.
Easy to see trends
Budget crises are hard to predict.
Difficult to prepare for something that might happen.
Impacts relatively small number of students/faculty/administrators.
Typically impacts large number of students/faculty/administrators.
Does individual program continue to contribute to the college mission?
How to preserve the college’s mission with a smaller number of class sections and programs?s