Curriculum

Professional Guidelines and Effective Practices for Using Publisher Generated Course Materials

Whereas, Lectures, course materials, assessments, and other pedagogical materials have traditionally been developed by the faculty member teaching a course;

Whereas, The increase in the number of online courses offerings has led to an increase in the number of publisher generated materials, including “canned” courses and assessments, being produced by publishers and other groups and an increase in use of these materials by faculty in both online and in-person classes; and

Revisit the Title 5 Definition of the Credit Hour

Whereas, The United States Department of Education (USDE) defines the credit hour in Title 34 of the Code of Federal Regulations (CFR) §600.2[1] as follows:

Credit hour: Except as provided in 34 CFR §668.8(k) and (l), a credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally established equivalency that reasonably approximates not less than—

Evaluation of the Effectiveness of Local Curriculum Processes

Whereas, The Recommendations of the California Community Colleges Task Force on Workforce, Job Creation, and a Strong Economy (August 14, 2015)[1] identified six recommendations for improving curriculum processes, including the recommendation to “evaluate, revise and resource the local, regional, and statewide CTE curriculum approval process to ensure timely, responsive, and streamlined curriculum approval”;

Definition of Regular, Effective, and Substantive Contact

Whereas, The requirement of regular, effective, and substantive contact between faculty and students in online courses is present in Title 5, Department of Education regulations, and national and regional accrediting standards;

Whereas, A wide variance exists around the state regarding the definition of regular, effective, and substantive contact in online classes, leading to confusion for students and faculty;

Support for Baccalaureate Pilot Programs

Whereas, SB 850 (Block, 2014) authorized the Board of Governors to establish a statewide baccalaureate degree program at not more than 15 pilot colleges;

Whereas, Originally no additional funding was allocated to support the development of curriculum, student services, or implementation of course offerings beyond the $84 per unit additional fee for upper division offerings; and

Whereas, Six million dollars was allocated in the 2015-16 budget cycle to support the baccalaureate pilot programs;

Upper Division General Education Curriculum for Baccalaureate Pilot Programs

Whereas, SB 850 (Block, 2014) authorized the Board of Governors to establish a statewide baccalaureate degree program at not more than 15 pilot colleges;

Whereas, Upper division units offered by the pilot colleges have not yet been established as transferrable to other institutions of higher education; and

Whereas, Pilot colleges need to meet the general education needs of students utilizing a limited cohort model;

Limitations on Enrollment and Admission Criteria for Baccalaureate Programs

Whereas, SB 850 (Block, 2014) authorized the Board of Governors to establish a statewide baccalaureate degree program at not more than 15 pilot colleges;

Whereas, The mission of the California community college is based on providing an open-access higher education opportunity to all who may benefit from instruction;

Whereas, Education Code §78261.5 provides for a limitation on enrollment for nursing; and

Whereas, It is anticipated that demand for community college baccalaureate programs will exceed capacity in the initial cohorts;

Baccalaureate Level General Education at the California Community Colleges

Whereas, SB 850 (Block, 2014) authorized the Board of Governors to establish a statewide baccalaureate degree program at not more than 15 pilot colleges;

Whereas, The faculty of the California community colleges value the integral role of general education as essential to degree attainment, and the breadth of general education addresses the skills needed to succeed in the workforce as identified by employers cited in the National Association of Colleges and Employers in their October 2013 survey[1];

Defining the Parameters of the California Community College Baccalaureate Degree in Title 5

Whereas, SB 850 (Block, 2014) authorized the Board of Governors to establish a statewide baccalaureate degree program at not more than 15 pilot colleges;

Whereas, No perceived difference in breadth, rigor, and utility should exist between the quality of a baccalaureate degree offered by the California community colleges and those offered in any other segment of the California higher education system; and

Creation of Local Online Education Rubrics

Whereas, Faculty across California are considering migration to a new Course Management System (CMS) in conjunction with the adoption of the Canvas course management system by the Online Education Initiative (OEI);

Whereas, Migration to a new CMS provides an opportunity for faculty to evaluate and update their online and hybrid courses, and colleges may wish to include their courses in the OEI Exchange, which will require compliance with certain standards as set forth by the OEI in its adopted rubric; and

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