1. Intra-District Articulation Board of Trustees Study Session Wednesday, January 24, 2007

2. Presentation Flow  Issue and Context VC - ESP, Jing Luan  Definitions and Processes District Academic Senate President, Nick Kapp  WebSmart Demo Dean, Marsha Ramezane  Challenges Vice President, Marilyn McBride  Responses to Challenges Vice President, Regina Stroud  Recommendations Vice President, Grace Sonner  Q&A & Discussions

3. Define issue Articulation:  3 types (high school=>intradistrict=>4 year)  Unique to multi-college districts  Can be very complex  Thankfully, we have 6.26  Discipline dialogues are occurring, voluntarily  Operate in collaborative, respecting academic freedom, college autonomy

4. Define issue Articulation:  District-wide enforcement of pre- requisites has identified the need for better intra-district articulation  Students expect technology to do more  Our processes, information are in place, but not TRANSPARENT

5. Define issue Articulation:  Some numbers: Concurrently cross-enrolled: 5%/term Many courses “reciprocate” Challenges exist  Reasons for cross-enrollment vary  Every reason is important to the student  “What is important to the student is what is important to us”.

6. Define issue For this board study session, we are concentrating on intra-district articulation and will attempt to answer the following question: How does the District facilitate intra-district articulation?

7. Processes and Definitions  Common Course Numbering  Pre-requisite  Course Outlines  Course Development Process (review and approval)  Existing district coordination of curriculum development role.

8. Processes and Definitions Common Course Numbering:  Ideally, courses that have the same name and number should be equal in all other aspects such as pre-requisites, course content and course transferability.  This topic has been discussed on our campuses and in the state (SB1415, Brulte).  As individual colleges we developed courses independently of one another. While confusion does not happen a lot but we are currently aligning the courses that are numbered similarly.

9. Processes and Definitions Pre-requisites  As mandated by Title V, a pre-requisite is a condition of enrollment that a student is required to meet in order to demonstrate current readiness for enrollment in a course or program.

10. Processes and Definitions Course Outline (Course Outline of Record)  The course is described in a course outline of record that shall be maintained in the official college files and made available to each instructor.  It shall specify the unit value, scope, student learning objectives, and content in terms of a specific body of knowledge.  It shall specify types or provide examples of required reading and writing assignments, other outside-of- class assignments, instructional methodology, and methods of evaluation for determining whether the stated objectives have been met by students..

11. Processes and Definitions Course Development Process (review and approval)  The Academic Senate at each campus has a subcommittee that works closely with the VPI office and discipline faculty in order to facilitate the course development and review process. At Canada and Skyline this is the Curriculum Committee. At CSM it is called the committee on instruction. Click College Name to visit the curriculum committees:  Canada Canada  CSM committee on Instruction CSM  Skyline Skyline

12. Processes and Definitions Existing District Coordination of Curriculum Development  The District Curriculum Committee and District Academic Senate working with the College Curriculum Committees or COI (Cmt. on Instruction at CSM), Academic Senates and discipline faculty members to identify and coordinate discussion.

13. Processes and Definitions  The Board of Trustees is ultimately responsible for academic quality.  The Board has entrusted the responsibility for maintaining appropriate curriculum

14. WebSmart Demo  Technology allowing both perspective & existing students accessing information.  Can be used to manage many aspects of a student academic life.  Has great potential.

21. SMCCD Intra-District Cross–Enrollment: Fall 2004 and Fall 2006 (trend essentially unchanged) 26,180 (100%) SMCCD Total Enrollment (Unduplicated Headcount) 1,333 (5.1%) Students Cross-Enrolling (Unduplicated Headcount) Prepared by CSM Office of Research 25,708 (100%) SMCCD Total Enrollment (Unduplicated Headcount) 1,339 (5.2%) Students Cross-Enrolling (Unduplicated Headcount) Fall 2006 Fall 2004

22. Challenges Differing Graduation Requirements  Residency Requirements  Units in Major Requirements  Ethnic Studies Requirements  English Requirement

23. Challenges Courses with same name and number having different prerequisites  Biol 230 Skyline: Biol 215, Chem 210 CSM: Chem 220 Canada: Chem 192 or Chem 210

24. Challenges Differing Major requirements (Engineering)

25. Challenges Differing Graduation Requirements  Residence Requirements CSM (48 units or last 12 plus 12 units in Major) Skyline (12 units plus 50% of the units in Major) Canada (12 units plus 12 units in Major)

26. Improvements in Place  6.26 (Transfer of Credits and Graduation Requirements) (Transfer of Credits and Graduation Requirements)  Degree Audit Majority of 38 recommendations are being implemented  District Curriculum Committee  Enrollment Services Council

27. Recommendations Short-term Recommendations:  Complete the work of the Degree Audit Committee by the end of this academic year.  Implement the Degree Audit in Spring 2007  Continue and increase communication among the faculty at the three colleges with regard to curriculum

28. Recommendations Long-term Recommendations:  Review key issues related to intra-district articulation and develop a model that minimizes the impact on students while respecting academic freedom and college autonomy.  Working with the Vice Presidents of Instruction and the Academic Senates re- examine the role and responsibility of the District Curriculum Committee. -continues…

29. Recommendations  Re-establish the role of the District in coordinating program development across the three colleges.  Enhance user-friendly technology and a knowledge based information system that improves students’ ability to access: articulation information to transfer institutions course reciprocity pre-requisite requirements major requirements graduation requirements

30. Q & A