1. Janet Fulks, Chair, ASCCC Curriculum Committee Jane Patton, President, ASCCC Michelle Pilati, Vice President, ASCCC 1

2. Check your knowledge 2

3. a. faculty expertise b. content review c. statistical validation d. faculty expertise + content review e. faculty expertise + content review + statistical validation 3

4. a. A court case that resulted in a verdict requiring CCC’s to adopt a rigorous prerequisite validation process. b. A lawsuit that was dropped after the Chancellor’s Office agreed to develop new regulations for applying prerequisites. c. A bill that established a student’s “right to fail”. d. An activist BoG member who did not believe in assessment for placement. e. I don’t know; never heard of it. 4

5. a. Nearly impossible – that’s why few colleges have such prerequisites. b. No one knows as they have not tried to do it. c. Relatively easy, if you have adequate staff. d. Challenging, because it requires cooperation and work between researchers and faculty. e. I don’t know I have never been part of validating prerequisites 5

6. a. All California Community Colleges b. Most CSU campuses c. All UC campuses d. Both the CSU and UC systems e. None of the above 6

7. a. Students b. Faculty c. Students and Faculty d. None of the above 7

8. 9.02 Communication and Computation Prerequisite Validation through Content Review Change Title 5 local faculty determine prerequisites (English, reading, or mathematics for collegiate level courses) after content review Prerequisite challenge process Research effects of the prerequisites. 8

9. 9.03 Pilot Project for Basic Skills Prerequisite Applications to General Education Courses 70-98% of first-time students assess at basic skills level not college ready = less likely to succeed Title 5 demands local course-by-course statistical validation of prerequisites Onerous Result: few prerequisites for G.E.courses Resolved: research potential pilot projects for prerequisites on G.E. courses. 9

10. 1. Minimize students who pass without the prerequisite 2. Significant chi-square 3. Maximize right/wrong ratio 4. Maximize incremental gain in success From Good Practice for the Implementation of Prerequisites p.5 10

11. i. Involvement of faculty with appropriate expertise; ii. Consideration of course objectives set by relevant department(s); iii. Based on a detailed course syllabus and outline of record, tests, related instructional materials, course format, type and number of examinations, and grading criteria; iv. Specification of the body of knowledge and/or skills deemed necessary; 11

12. v. Identification and review of knowledge and/or measure skills identified under iv. vi. Matching of the knowledge and skills in the targeted course and those developed or measured by the prerequisite or corequisite (i.e., the course or assessment identified under v.); and vii. Maintain documentation that the above steps were taken. From The Model District Policy on Prerequisites, Corequisites, and Advisories on Recommended Preparation page 5 Board of Governors September 1993 12

13. THEIR DEFENSE OF PREREQUISITES: 1. Prerequisites + Guidance = Better preparation = Higher rate of success 2. “Levels the playing field” in the classroom 13

14. CONCERNS: 1. Basic skills courses are not seen as relevant to our course of study 2. Taking non-transferable prerequisites is perceived as a waste of time and money. 3. Our colleges’ supply of such courses hasn’t met student need and demand 14

15. QUESTIONS & RECOMMENDATIONS: What are “assessment & placement?” How do they affect me? a. Orientation? Matriculation? b. Classes made relevant to our majors 15

16. STUDENT QUESTIONS & RECOMMENDATIONS: 1. What do my assessment scores mean? 2. Where are the classes? (sufficient number) 3. Will extra units hurt me (e.g.for EOPS)? 16

17. ProCon  Easier to establish prerequisite.  Flexibility by college/region.  Direct faculty participation  Adapted to local student population  Maintains local control (faculty)  Validation?  Disproportionate impact  Content review insufficient ; need stats  Potential “abuse”  “Competitive” enrolling/student shopping  Increased need for faculty to teach additional Basic Skills 17

18. ProCon  Consistent standards; no “neighborhood” disadvantages  Increase in portability of articulation  Allow faculty to teach to true level of course rigor  Course alignment  Much more efficient and less costly  Less ability to respond to local conditions  Perceived loss of academic freedom  Leads to more standardization  Students may be successful in courses they would not meet prerequisites for  Loss of multiple measures 18

19. 1. Assessment benefits colleges and students 2. Absence of clear minimum expectations does a disservice 3. Establishment of prerequisites should be fair and just ---with appeal process per Title 5 continued... 19

20. 4. Faculty have an obligation to establish a conducive learning environment 5. Student failure should not be the basis of validating prerequisites 6. College-level courses should expect and require students to use and further develop college-level skills Continued… 20

21. 7. Decisions should be made based on academic considerations 8. Easily identifiable course options 21

22. PSYCHOLOGY SUCCESS RATES  75.2% with college level reading  Only 49.0% without 22 from Bakersfield College Total=2,523 Fall 2001-Summer 2003

23. ECONOMICS SUCCESS RATES  87% with Intermediate Algebra  47% with Elementary Algebra  22% with Pre-algebra 23 from Foothill College total grades=345 total dropped = 52 Fall 2008 only

24. Two reading possibilities for transfer level history were explored: 1. Successful completion of reading graduation requirement 2. One level below The results... from Chaffey College 24

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26. A. Prerequisites are an academic and professional matter. B. Prerequisites should be implemented and reinforced as a means to increase student success, not as a barrier to access. C. Current Prerequisite requirements are onerous. D. Ensuring comparable baseline skill levels will improve the teaching and learning experience for students and faculty. E. All of the above. 26

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28. A. Prerequisites are an academic and professional matter. B. Prerequisites should be implemented and reinforced as a means to increase student success, not as a barrier to access C. Current Prerequisite requirements are onerous. D. Ensuring comparable baseline skill levels will improve the teaching and learning experience for students and faculty. E. All of the above. 28