Transcription
Effective Practices forEducational Program Developmentadopted spring 2018T h e A c a d e m i c S e n at e f o r Ca l i f o r n i a C o m m u n i t y C o l l e g e s
A S C C C E d u cat i o n a l P o l i c i es C o m m i t t ee 2 0 1 6 - 2 0 1 7V i r g i n i a “ G i n n i ” May ( C h a i r ) , Mat h e m at i c s , S a c r a m e n t o C i t y C o l l e g eRa n dy B e a c h , E n g l i s h , S o u t h w e st e r n C o l l e g eA n d r e a D e v i tt, C o u n s e l i n g , C u e sta C o l l e g eD o n n a G r e e n e , Ea r ly C h i l d h o o d E d u c at i o n , C o l l e g e o f t h e D e s e r tA S C C C E d u cat i o n a l P o l i c i es C o m m i t t ee 2 0 1 7 - 2 0 1 8Ra n dy B e a c h ( C h a i r ) , E n g l i s h , S o u t h w e st e r n C o l l e g eH o l ly B a i l e y - H o f m a n n , E n g l i s h , W e st L o s A n g e l e s C o l l e g eA n d r e a G u i l l e n D u tt o n , Ra d i o l o g y T e c h n o l o g y, C h a f f e y C o l l e g eR e b e c c a E i k e y, C h e m i st r y, C o l l e g e o f t h e Ca n y o n sC h r i st o p h e r H o w e r t o n , C o m m u n i c at i o n , W o o d l a n d C o l l e g eDav i d La g a l a , B i o l o g i c a l S c i e n c e s , F o l s o m La k e C o l l e g e
Table of ContentsHow To Use This Paper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Justification For The Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Definition of A Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Educational Program Development: Before The Curriculum Committee. . . . . . . . . . . . . . . . . . . 3WHEN IS A NEW PROGRAM NEEDED?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BENEFITS OF CREATING A NEW PROGRAM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4COMMUNITY NEED. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4ASKING THE RIGHT QUESTIONS TO DEVELOP A PROGRAM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5VITAL CONSIDERATIONS AND IMPACTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Types of Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6TRANSFER PROGRAMS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Associate Degree for Transfer (ADT). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Associate Degrees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8The Area of Emphasis Associate Degree and Associate Degree for Transfer. . . . . . . . 9Advantages and Disadvantages of an Area of Emphasis Associate Degree. . . . . . . 9Certificates of Achievement for Transfer Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . 10Bachelor’s Degrees at the California Community Colleges. . . . . . . . . . . . . . . . . . . . . . 10CAREER TECHNICAL EDUCATION PROGRAMS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Career Technical Education Associate Degrees and Certificates of Achievement. . 10Industry Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Advisory Boards for CTE Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Labor Market Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Regional Consortia Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Stackable Certificates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12NONCREDIT PROGRAMS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Noncredit Enhanced Funding (CDCP). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12COMMUNITY SERVICE COURSES OR PROGRAMS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13ADDITIONAL DEGREES AND CERTIFICATES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Grant Funded Certificates and Degrees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14WHICH PROGRAM TYPE IS THE RIGHT ONE? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Moving A Program Through The Curriculum Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
CONSULTATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15WHERE TO FIND HELP AT YOUR COLLEGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16PROGRAM CODES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Evaluating A Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16PROGRAM REVIEW. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16STUDENT LEARNING OUTCOMES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17DATA IN PROGRAM REVIEW. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17PROGRAM REVIEW AND GRANT-FUNDED PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Program Modification And Discontinuance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18THE ROLE OF FACULTY, ADMINISTRATION, AND TRUSTEES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18PROGRAM EVALUATION BEYOND PROGRAM REVIEW. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19PROGRAM DISCONTINUANCE REQUIREMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Appendix A: References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Appendix B: Sample Educational Program Development Policies And Procedures. . . . . . . . . . 23Appendix C: Sample Educational Program Development Policy For Grant Funded Programs . . . . 30Appendix D: Sample Educational Program Development Procedures For Grant FundedPrograms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Effective Practices for Educational Program DevelopmentHow To Use This PaperThis paper is intended to be used by faculty and other college personnel to understand and safeguardthe role that faculty play in educational program development and as a resource for effectivepractices in educational program development. The primary audience for this paper is the facultymember who has a broad understanding of educational programs and curriculum developmentbut is only involved in the process intermittently, such as when industry or transfer requirement changesnecessitate modification to a program or the program review process leads to new and modified curriculum.This paper is not intended to be a “how to” manual for curriculum approval processes; rather, it is a guide forprogram development from the policy side and does not provide a step-by-step curriculum approval processoutline. Additional guidance on the nuts and bolts of curriculum development and approval processes maybe found in the Academic Senate papers The Course Outline of Record: A Curriculum Reference Guide Revisited(2017)1 and Ensuring Effective Curriculum Approval Processes: A Guide for Local Senates(2016).2 In addition,while this paper refers to program review and program discontinuance processes, the Academic Senate forCalifornia Community Colleges (ASCCC) contends that these processes should be separate. A more thoroughdiscussion of program discontinuance can be found in the ASCCC paper Program Discontinuance: A FacultyPerspective Revisited (2012).3Members of the ASCCC Educational Policies Committee began the task of developing this paper during the2016-2017 academic year, and the 2017-18 committee completed its creation. The paper focuses on the typesof programs colleges may create as well as the faculty collaboration, andragogy, and standards that shouldinform program development and modification.IntroductionThe most important components of an academic institution are the educational programs it offers.California Education Code and accreditation standards emphasize the essential nature of a college’seducational programs to that college’s existence, and often a college’s programs reflect the individualpersonality of the college and the uniqueness of the community it serves. In California Education Code§66050 and §66010.4(a), the legislature delegates to public institutions of higher education the responsibilityto provide educational programs that are appropriate and valuable to the communities they serve in order toadvance California’s economic growth and global competitiveness through education, training, and services.Furthermore, the regional accreditor of the California community colleges, the Accrediting Commission forCommunity and Junior Colleges (ACCJC), requires that the educational programs offered by a college areconsistent with the college’s mission (Eligibility Requirement 9, Standards II.A.1, II.A.6).4 These statements1 The Course Outline of Record: A Curriculum Reference Guide Revisited (2017) (https://asccc.org/sites/default/files/COR.pdf2 Ensuring Effective Curriculum Approval Processes: A Guide for Local Senates (2016) Curriculum%20Approval%20Process 0.pdf 3Program3 Program Discontinuance: A Faculty Perspective Revisited (2012) https://asccc.org/sites/default/files/Program Discontinuance Fall2012 0.pdf4 ACCJC Eligibility Requirements for Accreditation (2014) https://accjc.org/wp-content/uploads/Eligibility- RequirementsAdopted-June-2014.pdf 1
2 Effective Practices for Educational Program Developmentindicate the importance of educational programs to a college’s core mission of providing viable and relevantprograms of study to a community in order to support the community’s economic and cultural growth.J u st i f i cat i o n F o r The Pape rDuring the Spring 2016 Plenary Session of the Academic Senate for California Community Colleges, thedelegates passed the following resolution:Resolution 9.02 SP 16 – Develop a Paper of Effective Practices for Educational Program DevelopmentWhereas, “Educational program development,” which is an academic and professional matteridentified in Title 5 §53200, involves the development of all certificates and degrees and istherefore inherently a curricular matter;Whereas, The Task Force on Workforce, Job Creation, and a Strong Economy has identifiedseveral recommendations that have resulted in a focus on the development of educationalprograms, including the following: Evaluate, strengthen, and revise the curriculum development process to ensure alignment fromeducation to employment. Evaluate, revise, and resource the local, regional, and statewide CTE curriculum approval processto ensure timely, responsive, and streamlined curriculum approval. Improve program review, evaluation, and revision processes to ensure program relevance tostudents, business, and industry as reflected in labor market data. Develop robust connections between community colleges, business and industry representatives,labor and other regional workforce development partners to align college programs with regionaland industry needs and provide support for CTE programs; andWhereas, Faculty and colleges would benefit from a paper specifically dedicated to effectivepractices for developing and revising all educational programs;Resolved, That the Academic Senate for California Community Colleges develop a paper oneffective practices for developing and revising all educational programs and bring the paper tothe Spring 2017 Plenary Session for approval.D e f i n i t i o n o f A P ro g r a mWhen colleges are determining policies for establishing programs, broad and competing definitions of an“educational program” can cause confusion. Per Title 5 §55000 (m), an educational program is “an organizedsequence of courses leading to a defined objective, a degree, a certificate, a diploma, a license, or transfer toanother institution of higher education.”5 Similarly, according to the accreditation standards of the ACCJC,5§ 55000. Definitions. BDA2340B3B01F2DFD1231396A?viewType FullText&ori ginationContext documenttoc&transitionType CategoryPageItem&contextData (sc.Default)
Effective Practices for Educational Program Developmentan instructional program is “a combination of courses and related activities organized for the attainmentof broad educational objectives described by the institution.” 6 These definitions set the term “educationalprogram” apart from “educational support programs,” which provide necessary services to assist studentswith their pursuit of an award or other educational goal. While policies around the creation of educationalprograms may differ from those for establishing educational support programs, the processes should informeach other and be integrated to ensure that they are relevant to the educational and employment goals ofstudents and effective in achieving their purpose and mission.Educational Program Development: Before TheCurriculum CommitteeThe development of an educational program often begins with the determination of student needby faculty, with support from administration. In other cases, administrative or industry partnersmay bring a request or an idea for a program to faculty. Whatever the origination source, programsare developed based on stated student learning outcomes determined by faculty in consultationwith students, administrators, advisory boards, and other stakeholders. Courses are developed for inclusionin programs in alignment with program learning outcomes that support students’ end goals, including but notlimited to employability and transfer, and are designed to provide relevant instruction in a timely manner.W H E N I S A N EW P ROGR A M N E E D E D?The Academic Affairs Division of the California Community Colleges Chancellor’s Office maintains the Programand Course Approval Handbook (PCAH), currently in its 6th edition. 7 The PCAH defines five criteria used bythe Chancellor’s Office to approve certain credit and noncredit programs and courses, and these five criteriashould drive the development of academic programs. The five criteria include the following: Appropriateness to the Mission: Programs must be designed for the appropriate level of instructionoffered by community colleges. Programs must address a valid transfer, occupational, basic skills, civiceducation, or lifelong learning purpose. Programs should also be congruent with the mission statementand master plan of the college and district. Need: New programs that meet stated goals and objectives in the region must not causeharmful competitionwith an existing program at another college. Need is determined by multiple factors, including but notlimited to educational master plans, accreditation standards, program review, economic developmentinterests, labor market data, and community surveys. Curriculum Standards: Title 5 mandates that all credit and noncredit curriculum be approved by thecollege curriculum committee and the district governing board. CTE credit programs must be reviewed by6ACCJC Policy on Institutional Degrees and Credits -Degrees- and-Credits.pdf7 Program and Course Approval Handbook, 6th Edition. /PCAH 6thEdition July FINAL.pdf 3
4 Effective Practices for Educational Program DevelopmentCareer Technical Education Regional Consortia. A proposed program must be consistent with requirementsof accrediting agencies as applicable. Programs are designed so that successful completion of the programrequirements will enable students to fulfill the program goals and objectives. Adequate Resources: In developing a new program, the college commits to offering all of the requiredcourses for the program at least once every two years. Hence, the college must have adequate resourcesfor faculty, facilities and equipment, and library and learning resources. Compliance: The design of the program must not be in conflict with any state or federal law.Faculty seeking to develo
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