1. Curriculum Workshop CCCCIO Jackie Escajeda, CCCCO
California Community Colleges Chief Instructional Officers
Curriculum Workshop
Jackie Escajeda, CCCCO
Virginia Guleff, CCCCIO
Virginia May, ASCCC
The Dana at Mission Bay, San Diego
October 24, 2018

2. Overview Scenarios to consider… Roles and Responsibilities
Curriculum Streamlining
Training the Curriculum Committee
Credit Hour Calculation
Certificates, Degrees, and Funding Formula
More…
Scenarios for discussion…
Questions?

3. Scenarios to Consider…

4. Scenario 1
At Birch Tree College, faculty are embracing AB 705 and have written corequisite courses for each of the entry transfer level English and mathematics courses. For those students that are required to take the corequisite course, passing the corequisite course is contingent upon passing the parent course and vice versa. The corequisite courses range from 2 to 3 units and the parent courses from 3 to 5 units.
What are the pros and cons with this model?
What else would you like to know about this model?
What options would you ask faculty to consider?

5. Scenario 2
At Cedar Tree College, more students transfer to UC or private non-profit colleges than to CSU colleges. The Board of Trustees has asked the administration to find ways:
To encourage students to pursue ADT degrees over local degrees;
To increase the number of CTE courses that have CSU GE-Breadth approval;
To ensure that all Certificates of Achievement are at least 16 units; and
Implement auto-awarding of certificates and degrees.
What are the pros and cons of these requests?
How do you address these requests?

6. Roles and Responsibilities— Academic Senate and CIO

7. Roles and Responsibilities
The curriculum committee—Title 5 §55002:
(1) Curriculum Committee. The college and/or district curriculum committee recommending the course shall be established by the mutual agreement of the college and/or district administration and the academic senate. The committee shall be either a committee of the academic senate or a committee that includes faculty and is otherwise comprised in a way that is mutually agreeable to the college and/or district administration and the academic senate.

8. Roles and Responsibilities Title 5 §53200 aka The “10+1”
Curriculum, including establishing prerequisites
Faculty roles and involvement in accreditation process
Degree & Certificate Requirements
Policies for faculty professional development activities
Grading Policies
Educational Program Development
Processes for program review
Standards & Policies regarding Student Preparation and Success
Processes for institutional planning and budget development
College governance structures, as related to faculty roles
Other academic and professional matters as mutually agreed upon

9. Roles and Responsibilities
Title 5 §53200 (d)...the district governing board shall develop policies on academic and professional matters through either or both of:
Rely primarily upon the advice and judgment of the Academic Senate
Reach mutual agreement with the Academic Senate by written resolution, regulation, or policy

10. Roles and Responsibilities
The Board has the final say.
The Board is never prohibited from acting.
“Exceptional circumstances” and "compelling reasons" vs. "compelling legal, fiscal, or organizational reasons."

11. Roles and Responsibilities Title 5 §53203
Governing Board shall adopt policies for appropriate delegation of authority and responsibility to its academic senate and requires collegial consultation.
(b) Policies in (a) shall be adopted through collegial consultation with the academic senate.
(c) Guarantees the academic senate the right to meet with or appear before the board while in the process of consulting collegially.

12. Roles and Responsibilities Title 5 §53203
(d) The governing board of a district shall adopt procedures for responding to recommendations of the academic senate that incorporate the following:

13. Roles and Responsibilities Title 5 §53203
(1) When rely primarily: the recommendations of the senate will normally be accepted, and only in exceptional circumstances and for compelling reasons will the recommendations not be accepted. If a recommendation is not accepted, the governing board or its designee, upon request of the academic senate, shall promptly communicate its reasons in writing to the academic senate.

14. Roles and Responsibilities Title 5 §53203
(2) When mutually agree (and an agreement has not been reached):
Existing policy shall remain in effect except in cases of legal liability or fiscal hardship.
Board may act, after a good faith effort to reach agreement, only for compelling legal, fiscal, or organizational reasons.

15. Roles and Responsibilities Title 5 §53203
(e) Academic Senate may assume responsibilities and perform functions as may be delegated by the Governing Board.
(f) Appointment of faculty members to college committees shall be made by the Academic Senate in consultation* with CEO or designee; collective bargaining agent may seek to appoint faculty (per local policies and collective bargaining agreements).
*Note that “consultation” with the president is not the same as “consult collegially”.

16. Roles and Responsibilities Title 5 §53206
Title 5 §53206 establishes the Academic Senate for California Community Colleges:
“so that the community college faculty of California may have a formal and effective procedure for participating in the formation of state policies on academic and professional matters” and
“The Board of Governors recognizes the Academic Senate for California Community Colleges as the representative…before the Board of Governors and Chancellor’s Office”

17. Roles and Responsibilities
Composition of the Curriculum Committee
The Curriculum Chair/Co-chairs
Discipline Faculty
Administrators
Classified Staff
Counseling Faculty
Articulation Officers
Student Representatives

18. Roles and Responsibilities Faculty Curriculum Chair
Leadership Role
Assist in the development of new courses
Liaison to Academic Senate, CIO, Program Review, Accreditation, Board of Trustees, etc.
Facilitate technical review
Build the agenda
Arbitrator
Prepare for the meeting
Mediator
Chair the meeting
Negotiator
Follow up work
Guide Curriculum Review process
Meet with discipline faculty

19. Roles and Responsibilities
The Curriculum Committee is subject to the requirements of the
Brown Act.
All meetings must be open to anyone who wishes to attend.
The public must be allowed to make comments.
All items being voted on must be included on an agenda that is posted at least 72 hours prior to the meeting.
Only a single reading is required but many colleges have two readings.
Action can only be taken on items listed for action.
Items listed for discussion or from public comments can only be acted on after a motion has passed to suspend the rules.

27. Curriculum Streamlining

28. Virginia

29. Senate President/Curriculum Chair/CEO/CIO Certification
Virginia
Senate President/Curriculum Chair/CEO/CIO Certification

30. Annual Credit Course and Program Certification
Certification Memo
2nd Certification was due Fall 2017
3rd Certification was due October 16, 2018
The Curriculum Chair, CIO, Academic Senate President, and CEO certify and submit the following to the Chancellor’s Office for Chaptering:
All credit courses
Modified credit programs with the exception of ADTs
New credit programs with a goal of local program with the exception of new CTE credit programs and Apprenticeship

31. Annual Credit Course and Program Certification
What is the difference between Chancellor’s Office approval and Chancellor’s Office Chaptering?
All courses and programs that receive Chancellor’s Office approval whether through Chancellor’s Office review or the Annual Course and Program Certification are Chaptered at the Chancellor’s Office.

32. Requirements of Certification
Colleges are certifying that all approved curriculum will align with all requirements outlines in Education Code, Title 5, and the 6th edition of the Program and Course Approval Handbook
College must have a board policy related to the credit hour. Policy must be submitted to the CO with the certification memo.
College must have a cooperative work experience plan that has been approved by the local governing board (plan does not need to be submitted to the CO)
Virginia

33. Training the Curriculum Committee and the Board…

34. Types of Courses and Programs
Credit
Noncredit
Courses
Degree-applicable
Non degree-applicable
Noncredit: no credit awarded for courses in 10 categories but approved by CO and receives apportionment
Programs
Associate Degrees (AA, AS)
Associate Degrees for Transfer (AA-T, AS-T)
Certificates of Achievement
to <16 units
18 16 or more units
Locally Approved Certificates
<18 16 units, CO approval optional if 8 or more units but not required
Certificate of Completion (CDCP)
Certificate of Competency (CDCP)
Adult High School Diploma
Noncredit Apprenticeship Program
Locally Approved Certificates (not CO approved)

35. Requirements for Credit Courses
Course Number and Title
Catalog Description
Prerequisites, Corequisites, Advisories
Units
Total Contact Hours
Total Number of Hours in Each Instructional Category
Outside of Class Hours
Course Content
Objectives (Title 5)/Outcomes (ACCJC)
Instructional Methods
Grading criteria (letter grade, P/NP)
Methods of Assessment
Reading, Writing, and Outside of Class Assignments
Repeatability Options
Open Entry/Open Exit
Justification of Need
CCCCO Data Elements (e.g. TOP and SAM Codes, CB codes)
Discipline Assignment(s)

36. Possible Items for COR Item Why you might want it
Student Learning Outcomes
ACCJC Standard II.A.3
Required and Recommended Textbooks
Aids in C-ID and 4-yr articulation; helps new instructors
Transfer/GE Information/C-ID
It can be helpful to have this info on the COR
Supplemental Instruction
Could SI be part of your course?
Distance Education
Include modalities (e.g. online, hybrid) and possibly DE Addendum
Enrollment limits
Instructional quality, external accreditation requirements

37. Substantial & Nonsubstantial Credit Programs
Substantial and nonsubstantial changes for all credit programs will be merged and renamed modified programs.
Required attachments for modified Certificates of Achievement (COAs) and local degrees:
Required CORs
Revised Narrative to include:
Program Goals and Objectives
Catalog Description
Program Requirements

38. Substantial & Nonsubstantial Credit Programs
Required attachments for modified Associate Degrees for Transfer (ADTs):
Required CORs
Revised Transfer Model Curriculum (TMC)
Articulation Agreement by Major (AAM), CSU Baccalaureate Course List by Department (BCT), and CS GE Certification Course List by Area (GETCC) as required
Revised Narrative to include:
Program Goals and Objectives
Catalog Description

39. Requirements for Associate Degrees
Minimum of 60 units
At least 18 units in a major or area of emphasis
Can use local GE pattern
Chancellor’s Office Approval if goal is CTE. Local Approval if goal is Local
All modified degrees are locally approved
Jackie

40. Associate Degrees for Transfer (ADTs)
Minimum of 60 units; no more than 60 units may be required
At least 18 units in a major
General education limited to a CSU GE-Breadth or IGETC pattern
New and modified ADT’s require Chancellor’s Office approval 40

41. Certificates of Achievement
16 or more related units must be Chancellor’s Office approved, noted on transcript.
8–15.5 units may be Chancellor’s Office approved, but it is not required (although it is recommended)*
All new certificates with a goal of Transfer or CTE must be approved by the Chancellor’s Office. All revisions and new certificates with a goal of Local are locally approved.
*Certificates noted on students’ transcript must be approved by the Chancellor’s Office. 41

42. Training the Board…
Trustees might feel like they should take a more active role in curriculum approval now that the Chancellor’s Office has shifted their approval to the college.
A board’s primary responsibility is to establish policy and Education Code §70902 (b)(7) requires board’s to create policy to “ensure the right of academic senates to assume primary responsibility for making recommendations in the areas of curriculum and academic standards.”
Local curriculum committees and administrators have always been responsible for the requirements of the streamlining certification, local boards should continue to trust them to meet those requirements.
Karen

43. Training the Board…
Curriculum should come to the board at least once a month.
All disciplines should be able to bring curriculum to the board at any meeting.
Boards should list curriculum as a consent item and only pull if there are questions or concerns.
Boards should send curriculum questions to the college before the meeting.
Karen

44. Helping the Board…
Ensure that all curriculum proposals have been reviewed by faculty and administrators to ensure compliance.
Major curriculum changes should be discussed with students before it is sent to the board.
The CIO and Curriculum Chair should attend board meetings to answer any questions on curriculum submissions.
Karen

45. Credit Hour Calculation & Cooperative Work Experience
Craig

46. Title 5 Requirements for Credit Hour
California Code of Regulations, title 5 §
(f) The governing board of each community college district shall establish policy, consistent with the provisions of this section, defining the standards for credit hour calculations. District policy shall specify the credit hour calculation method for all academic activities, expected ratios of in-class to outside-of class hours for each type of academic activity, standards for incremental award of credit, standard term length, calculation methods for short term and extended term courses, and provisions for monitoring compliance with state and federal regulations related to credit hour calculations.
Huh???

47. New: Local Governing Board Policy
Now REQUIRED by new title 5 regulations - § (f)
District policy shall specify:
the credit hour calculation method for all academic activities (lecture, activity, lab, clinical, discussion, studio, work experience, etc.)
expected ratios of in-class to outside-of class hours for each type of academic activity
standards for incremental award of credit
standard term length (number used to determine divisor in calculation)
calculation methods for short term and extended term courses
provisions for monitoring compliance with state and federal regulations related to credit hour calculations
Local policy is an academic and professional matter and should fall under your process.

48. Standards for Credit Hour
California Code of Regulations, title 5 § (a) “(a) One credit hour of community college work (one unit of credit) shall require a minimum of 48 semester hours of total student work or 33 quarter hours of total student work which may include inside and/or outside-of-class hours.”

49. Sample Credit Hour Calculation
To Calculate Units : *54 is used for this example based on the recommendation from the Chancellor’s Office that local districts use an 18 week semester as the basis for calculating hour to unit ratios on Course Outlines of Record. Likewise, . .

50. Cooperative Work Experience
APPROVED PLAN REQUIRED - § 55250
REQUIREMENTS OF THE PLAN - § 55251
WORK EXPERIENCE CREDIT - §
Approved at the July Board of Governor’s meeting and the revisions to regulations for CWE plans and courses will:
Support the streamlining of curriculum by transferring authority from the Chancellor’s Office to local districts to approve CWE plans and courses.
Allow colleges to incremental units.

51. CWE - REQUIREMENTS OF THE PLAN Title 5 §55250
Any program of Cooperative Work Experience Education conducted by the governing board of a community college district pursuant to this article and claimed for apportionment pursuant to sections and shall conform to a plan adopted by the district. The plan adopted by the district shall set forth a systematic design of Cooperative Work Experience Education whereby students, while enrolled in college, will gain realistic learning experiences through work. This plan shall be submitted to and approved by the Chancellorlocal governing board.
Jackie

52. CWE – Title 5 §55251. REQUIREMENTS OF THE PLAN
(a) The district plan shall contain the following provisions: (1) A statement that the district has officially adopted the plan, subject to approval by the State Chancellorlocal governing board. (2) A specific description of the respective responsibilities of college, student, employer, and other cooperating agencies in the operation of the program. (3) A specific description for each type of Cooperative Work Experience Education program. (4) A description of how the district will: (A) Provide guidance services for students during enrollment in Cooperative Work Experience Education. (B) Assign a sufficient number of qualified, academic personnel as stipulated in the district plan to direct the program and to assure district services required in section (C) Assure that students' on-the-job learning experiences are documented with written measurable learning objectives. (D) With the assistance of employers, evaluate students’ on-the-job learning experiences. (E) Describe basis for awarding grade and credit. (F) Provide adequate clerical and instructional services. (b) Prior to implementation, any changes or revisions to the district plan shall be submitted for approval to the Chancellorlocal governing board.

53. CWE - § 55256.5. Work Experience Credit
(a) One student contact hour is counted for each unit of work experience credit in which a student is enrolled during any census period. In no case shall duplicate student contact hours be counted for any classroom instruction and Cooperative Work Experience Education. The maximum contact hours counted for a student shall not exceed the maximum number of Cooperative Work Experience Education units for which the student may be granted credit as described in section
(b) The learning experience and the identified on-the-job learning objectives shall be sufficient to support the units to be awarded.
(c) The following formula will be used to determine the number of units to be awarded:
(1) Each 75 hours of paid work equals one semester credit or 50 hours equals one quarter credit.
(2) Each 60 hours of non-paid work equals one semester credit or 40 hours equals one quarter credit.
(3) Units may be awarded in 0.5 unit increments.
Jackie

54. Certificates, Degrees, and the Funding Formula

55. Attention…
Changes to Title 5 §55070: Certificate of Achievement unit requirements modified by the Board of Governors in July 2018
All programs should be based on:
Appropriate to Mission
Need
Curriculum Standards
Adequate Resources
Compliance

56. Title 5 §55070
(a) Any sequence of courses consisting of 16 or more semester units or 24 or more quarter units of degree-applicable credit coursework shall constitute an educational program subject to approval by the Chancellor pursuant to section The college-awarded document confirming that a student has completed such a program shall be known as a certificate of achievement and may not be given any other designation. The award of a certificate of achievement is intended to represent more than an accumulation of units. Listing of the certificate of achievement on a student transcript symbolizes successful completion of patterns of learning experiences designed to develop certain capabilities that may be oriented to career or general education; provided however, that no sequence or grouping of courses may be approved as a certificate of achievement pursuant to this section if it consists solely of basic skills and/or ESL courses. For purposes of this subdivision, the term “general education” includes coursework taken to satisfy transfer patterns established by the University of California, the California State University, or accredited public postsecondary institutions in adjacent states which award the baccalaureate degree.

57. Certificates of achievement (16+ units)
CSU GE Breadth or IGETC Certificate
Career and Technical Education (CTE) Certificate
Labor Market Information (LMI) and analysis
Advisory Committee Recommendation
Regional Consortia Approval [Endorsement*] approval meeting minutes
Local (non-CTE) Certificate
NOTE: Certificates of Achievement that consist solely of basic skills and/or ESL courses are not permitted.
NOTE: The PCAH does NOT reflect the changes to Title 5 regarding unit thresholds!

58. Certificates of achievement (16+ units)
Local (non-CTE) Certificate – may include…
Programmatic articulation agreements
ASSIST documentation verifying that a majority (51% or greater) of required courses in the program are articulated for the major (AAM) at the single baccalaureate institutions to which the program’s students are likely to transfer
Table of major requirements from the most recent catalogs, with catalog dates and page numbers cited, for targeted transfer institutions showing crosswalk with CCC program requirements
Summary of lower division major preparation published or endorsed by relevant professional bodies or programmatic accreditors, with citations included
Formal letters from the intended receiving institution that verify alignment of proposed program with their program curriculum

59. Certificates of Achievement (CTE)
Labor Market Information (LMI) and Analysis
Ed Code requires this for all new CTE programs, where available
Must show:
Jobs are available for program completers within the local service area of the individual college and/or that job enhancement or promotion justifies the proposed curriculum
Regional, statewide, or national labor market evidence may be included as supplementary support, but evidence of need in the specific college service area or region is also necessary.

60. Certificates of Achievement (CTE)
Labor Market Information (LMI) and Analysis
Must include projections from LMI for the most applicable Standard Occupational Classification (SOC) codes and geographical regions to be served by the program.
If these projections do not suggest adequate job openings in the college service area to provide employment for all program completers, then the proposal must explain what other factors may justify the program and make the LMI figures misleading.
Program proposals will be evaluated in light of expected job openings within the next five years and the number of students that will complete the program per year

61. Certificates of Achievement (CTE)
If LMI is not available, other data sources may include:
Recent employer surveys
Industry studies
Regional economic studies
Letters from employers attesting to the service area need
Minutes of industry advisory committee meetings (beyond required advisory committee meeting minutes) Job advertisements for positions in the individual college’s service area
Newspaper or magazine articles on industry or employment trends
Applicable studies or data from licensing agencies or professional associations
EDD’s LMI system (

62. Title 5 §55070
(b) Shorter credit programs leading to a certificate may be established without review and approval by the Chancellor after approval by the college curriculum committee and the district governing board. Such a certificate may be given any name or designation deemed appropriate by the district governing board, except that such a certificate may not be referred to as a certificate of achievement, a certificate of completion, or a certificate of competency, unless approved by the Chancellor pursuant to subdivision (c). Such a certificate may not be listed on a student's transcript, unless approved by the Chancellor pursuant to subdivision (c).

63. Title 5 §55070
(c) A district may submit any sequence of courses consisting of 8 or more semester units or 12 or more quarter units of degree-applicable credit coursework to the Chancellor and request that it be approved as a program leading to a certificate of achievement. The Chancellor may approve such a program if he or she determines that it satisfies the requirements of subdivision (a) despite requiring fewer than 16 semester or 24 quarter units of degree-applicable credit coursework.

64. Local Low Unit Certificates
Certificates of 8 or more semester units, but less than 16 units may be submitted to Chancellor’s Office for chaptering
Certificates of less than 8 units may not be submitted to Chancellor’s Office for chaptering
If one low-unit certificate (< 16 semester units) is a prerequisite to another low-unit certificate, then both certificates must go through the approval process and submitted to the Chancellor’s Office for Chaptering
Only certificates that have been chaptered by the Chancellor’s Office may be listed on a student’s transcript.

65. Local Low Unit Certificates
Cannot be called…
Certificate of Achievement unless submitted to Chancellor’s Office for chaptering
Certificate of Completion (reserved for noncredit)
Certificate of Competency (reserved for noncredit)
Examples of Low Unit Certificate Titles:
Certificate of Accomplishment
Skills Certificate
Other…

66. Eligible Noncredit Categories
Noncredit Course Categories
ESL
Immigrant Education
Elementary and Secondary Basic Skills
Health and Safety
Substantial Disabilities
Parenting
Home Economics
Older Adults
Short-term Vocational
Workforce Preparation
Eligible Noncredit Categories
EC § 84757; CCR title 5 § 58160
The underlined instructional categories are eligible for (CDCP) enhanced funding, in accordance with Education Code and CCR title 5 section (i.e., ESL, Elementary and Secondary Basic Skills, Short-term Vocational With High Employment Potential, and Workforce Preparation).
Noncredit course categories that are eligible for State apportionment, per EDC section (9 categories defined in EDC; 10th category (workforce preparation) defined in Title 5 section 55151)
Underlined categories are CDCP enhanced funding (EDC (b); Title 5 section – CDCP)
Immigrant Education – EL Civics

67. Career Development and College Preparation (CDCP) Programs
Title 5 §55151
Career Development and College Preparation (CDCP) Programs
Certificate of Competency—a certificate in a recognized career field articulated with degree-applicable coursework, completion of an associate degree, or transfer to a baccalaureate institution (Basic Skills, ESL)
Certificate of Completion—a certificate leading to improved employability or job opportunities (Short-term Vocational, Workforce Preparation)

68. Noncredit CDCP Certificates
For career field with high employment potential
(§ (i)) – Short - term Vocational, Workforce Preparation
Certificate of Completion
In a career field transitioning to credit, a degree, or baccalaureate institution
(§ (h)) – ESL, Basic Skills, VESL
Certificate of Competency OR
Completion counts for AEBG/AEP, SWP, and Scorecard metrics

69. Short-term Vocational Certificate of completion Proposals
STV program proposals must provide evidence of high employment potential in one of two ways:
No regional or advisory input required for STV certificate proposals
Identify the area of instruction on the list of occupational titles with high employment potential ( )
Attach another data source containing current labor market or job availability data with an explanation of how the data is verified

70. Program Submission
Courses must first be approved before the college can submit a proposal for a new CDCP program
CDCP funding for courses that are part of a CDCP program cannot be received until the program is approved
Cannot divide a class that is 110 hours or less into two courses to create a certificate
I’m really proud of this design  I hope you like it! Yes, LE it’ s great

71. Student Centered Funding Formula
Completion Benchmark
Points Awarded to College District
Local Associate Degree or Baccalaureate Degree (excludes ADT)
3 (per degree)
Associate Degree for Transfer (ADT)
4 (per degree)
Certificate of Achievement (16 or more units)
2 (per certificate)
Transfer level math and English within 1st year
2 (per student)
Transfer to a four-year university
1.5 (per student)
Nine or more CTE units
1 (per student)
Obtains a regional living wage within one year of community college completion

72. Certificates summary Units Certificate Name 16 or more
Must be submitted to CO for chaptering, counts in SCFF
Certificate of Achievement
8 to less than 16
May be submitted to CO for chaptering, does not count in SCFF
Certificate of Achievement if and only if submitted to CO for chaptering
Less than 8
May not be submitted to CO for chaptering, does not count in SCFF
Skills Certificate, Certificate of Accomplishment, or other locally-named certificate
0 - Noncredit
Must be submitted to CO for chaptering, does not count in SCFF
Certificate of Completion or Certificate of Competency

73. More…

74. On the Horizon…
PCAH, 7th Edition
Title 5 Changes
More…

76. Things to Keep in Mind
Colleges must submit all courses to the Chancellor’s Office using the Chancellor’s Office Curriculum Inventory (COCI).
Colleges are still required to have a course control numbers before offering courses and programs.
The Chancellor’s Office is still reviewing and approving all noncredit, new and modified ADTs, and new CTE programs.
The Chancellor's Office will conduct periodic reviews on all the courses that are receiving automated approvals.

77. Periodic Review by Chancellor’s Office
Colleges will have their curriculum reviewed at least once every three years (and could be as frequently as once a year).
Colleges that have been found to have curriculum that does not meet all requirements will be contacted by the CO.
Colleges may be encouraged to have an assistance visit by representatives from the CO, CIOs, and ASCCC
Colleges that refuse to follow the requirements for automated approval will have the approval disabled and all curriculum will need to be reviewed and approved by the Chancellor’s Office

78. Scenarios for Discussion…

79. Scenario 1
At Birch Tree College, faculty are embracing AB 705 and have written corequisite courses for each of the entry transfer level English and mathematics courses. For those students that are required to take the corequisite course, passing the corequisite course is contingent upon passing the parent course and vice versa. The corequisite courses range from 2 to 3 units and the parent courses from 3 to 5 units.
What are the pros and cons with this model?
What else would you like to know about this model?
What options would you ask faculty to consider?

80. Scenario 2
At Cedar Tree College, more students transfer to UC or private non-profit colleges than to CSU colleges. The Board of Trustees has asked the administration to find ways:
To encourage students to pursue ADT degrees over local degrees;
To increase the number of CTE courses that have CSU GE-Breadth approval;
To ensure that all Certificates of Achievement are at least 16 units; and
Implement auto-awarding of certificates and degrees.
What are the pros and cons of these requests?
How do you address these requests?

81. Questions?
Thank You!

82. Acronyms
ASCCC – Academic Senate for California Community Colleges CCCCO or CO – California Community Colleges Chancellor’s Office or Chancellor’s Office CSU GE – California State University General Education IGETC – Intersegmental General Education Transfer Curriculum SCFF – Student Centered Funding Formula ADT – Associate Degree for Transfer CTE – Career and Technical Education LMI – Labor Market Information PCAH – Program and Course Approval Handbook AAM – Articulation Agreement for Major SOC – Standard Occupational Classification TOP – Taxonomy of Program EDD – Employment Development Department CDCP – Career Development and College Preparation COR – Course Outline of Record COCO – Chancellor’s Office Curriculum Inventory CWE – Cooperative Work Experience

83. Resources
Program and Course Approval Handbook (PCAH) 6th Edition:
Title 5 §55070 Credit Certificates: B5181FA9?viewType=FullText&originationContext=documenttoc&transitionT ype=CategoryPageItem&contextData=(sc.Default)
Title 5 §55155 Noncredit Certificates: B5181FA9?viewType=FullText&originationContext=documenttoc&transitionT ype=CategoryPageItem&contextData=(sc.Default)
Student Centered Funding Formula Information: ormula.aspx