Curriculum Committee AGENDAcurriculum.comm.mjc.edu/Recordings/2014_09.23_AG_FULL.pdf · Curriculum...

Curriculum Committee AGENDA

Tuesday, September 23, 2014 Yosemite 213 2:40 PM

rev.9/19/2014 11:13 AM 1 Curriculum Committee Agenda – September 23, 2014

I. APPROVAL OF ORDER OF AGENDA

II. APPROVAL OF MINUTES September 9, 2014

III. COURSE NOTIFICATION AGENDA

CCCCO COURSE APPROVALS

(None)

Course Activity Report

ANTHR 105 Biological Anthropology Laboratory 1 Approved at 9/9/14 meeting. MOI were discussed at meeting and they have been modified..

PE 116 Football Team Play Concepts 2

Approved at 9/9/14 meeting. Objectives were modified (two additional lab objectives were added and matched to assessments) to reflect ratio of lecture/lab unit values.

PE 121 Coaching Effectiveness 3

Approved at 09/09/14 meeting. B. Adams met with C. Mulder and revised DE addendum response #2.

PE 124 Introduction to Kinesiology 3 PE 124 course approved at 9/9/14 meeting. B. Adams met with C. Mulder and matched evaluations 3 and 4 to the appropriate objectives. Also capitalized Kinesiology in CLO #2 for consistency.


IV. COURSE CONSENT AGENDA

CLDDV 127 Infant/Toddler Practicum 3 CCCCO Proposal Type: Non-Substantial Change Effective: Summer 2015 (with CCCCO approval) MODIFY enrollment restrictions, outcomes Rationale: This course has "conditional" C-ID approval. In order to get clear approval, we need to add 4 pre-requisites. Enrollment Restrictions: Maintaining (L) Enrollment limited to students who can demonstrate TB clearance. Maintaining (A) Satisfactory completion of ENGL 50. Maintaining: (P) Satisfactory completion of CLDDV 121 and CLDDV 125, Requesting: (P) and CLDDV 101 and CLDDV 103 and CLDDV 107 and CLDDV 109. Distance Education Status: Maintaining; mixed modalities/hybrid Materials Fee Status: none Articulation Status: Transfers to CSU, Approved for CC CHILD 16 or CHILD 116. Requesting; (CID ECE 210) General Education Status: none Program Impact: - Early Childhood Education AS-T Degree - Early Intervention Assistant 2 Certificate of Achievement - Master Teacher in Infant-Toddler Development and Programs Certificate of Achievement (pending approval) - Master Teacher: Working With Children With Special Needs Certificate of Achievement (pending approval)

CLDDV 128 Preschool Practicum 3 CCCCO Proposal Type: Non-Substantial Change Effective: Summer 2015 (with CCCCO approval) MODIFY enrollment restrictions, outcomes Rationale: Prerequisites required to be added to match C-ID and remove "conditional" approval status. Enrollment Restrictions: Maintaining (L) Enrollment limited to students who can demonstrate TB clearance. Maintaining (A) Satisfactory completion of ENGL 50. Maintaining: (P) Satisfactory completion of CLDDV 121 and CLDDV 125, Requesting: (P) and CLDDV 101 and CLDDV 103 and CLDDV 107 and CLDDV 109. Distance Education Status: Maintaining; mixed modalities/hybrid Materials Fee Status: none Articulation Status: Transfers to CSU, (CC CHILD 16), Requesting (CID ECE 210) General Education Status none Program Impact: - Early Childhood Education AS-T Degree - Early Intervention Assistant 2 Certificate of Achievement - Master Teacher in Infant-Toddler Development and Programs Certificate of Achievement (pending approval) - Master Teacher: Working With Children With Special Needs Certificate of Achievement (pending approval)


COMM 102 Introduction to Human Communication 3 CCCCO Proposal Type: Non-Substantial Change Effective: Summer 2015 (with CCCCO approval) MODIFY objectives, outcomes Rationale: Course is being updated to modify objectives. Course has been conditionally approved for C-ID and comments note objectives need to be modified for approval. Enrollment Restrictions: None Distance Education Status: None Materials Fee Status: none Articulation Status: Transfers to CSU and UC (CC SPCOM 4) Requesting: (CID COMM 180) General Education Status Approved for (MJC-GE:D2)(CSU-GE:A1)(IGETC:1C) Program Impact: - Agriculture: Sales, Service A.S. Degree - Agriculture: Sales, Service Technician Certificate of Achievement - Associate Degree Nursing Program Curriculum (for RN) A.S. Degree - CSU-GE Pattern Certificate of Achievement - Commercial Floristry Technician Certificate of Achievement - Communication Studies Certificate of Achievement - Communication Studies A.A. Degree - Communication Studies AA-T Degree - Elementary Teacher Education AA-T Degree (Pending approval) - General Studies, Emphasis in Language and Rationality A.A. Degree - MJC-GE Pattern - Medical Assisting Certificate of Achievement - Nursing: LVN to ADN Upgrade A.S. Degree - Retail Management (WAFC) Certificate of Achievement

V. COURSE DISCUSSION AGENDA

INACTIVATIONS UNITS

ART 181 Basic Photography 1 1½ CCCCO Proposal Type: Course Inactivation Effective: Summer 2015 INACTIVATE Rationale: This course is no longer being offered in this format Program Impact: - Art A.A. Degree

ART 182 Basic Photography 2 1½ CCCCO Proposal Type: Course Inactivation Effective: Summer 2015 INACTIVATE Rationale: This course is no longer being offered in this format Program Impact: - Art A.A. Degree


CMPET 234 Advanced Topics in Programmable Logic 2 CCCCO Proposal Type: Course Inactivation Effective: Summer 2015 INACTIVATE Rationale: (blank) Program Impact: - Computer Electronics A.S. Degree - Electronics Technology-Computer Electronics Certificate of Achievement

MODIFICATIONS/REACTIVATIONS

ELTEC 321 Photovoltaic Systems 3 CCCCO Proposal Type: Substantial Change Effective: Fall 2014 Spring 2015 (with CCCCO approval) Expedited! (Fall 2014 implementation is not operationally feasible due to deadlines for registration and scheduling) To facilitate workforce training demands Rationale for Expedited Approval: Improvement of enrollment for students seeking to develop knowledge and skills in Solar Installation. Course is being relocated to the Stanislaus County Office of Education Industrial Technology Institute (Patterson). Adjustment will make improvement to course within the Electrical Programs MODIFY objectives, content, typical assignments, textbooks, requisite skills Rationale: Updates to bibliography, material fees, and prerequisites are necessary prior the relaunch of the course for this Summer cycle Enrollment Restrictions: Removing (P) INTEC 108 or MFGA 208, and (P) ELTEC 230 or INTEC 230, and (P) ELTEC 320 or INTEC 320, and (P) ELTEC 229 or MFGA 229, and (P) AGM 225 or INTEC 225, and (P) INTEC 248 Maintaining: (P) satisfactory completion of ELTEC 208 and Maintaining (A) satisfactory completion of AGM 225 or ELTEC 229 Distance Education Status: None Materials Fee Status: Requesting new fee: $100.25 Articulation Status: Not a transfer level course General Education Status none Program Impact: - Industrial Electronics A.S. Degree

MATH 10 Introduction to Math 4 CCCCO Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY enrollment restrictions, DE modalities, description, objectives, content, typical assignments, methods of instruction, methods of evaluation, textbooks Rationale: Periodic review Enrollment Restrictions: Removing (A) Students are strongly advised to have qualification by the MJC assessment process. Distance Education Status: Removing: Teleclass Materials Fee Status: None Articulation Status: Does not transfer General Education Status: None Program Impact: - Stand-alone


MATH 20 Pre-Algebra 5 CCCCO Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY objectives, content, typical assignments, methods of instruction, methods of evaluation, textbooks Rationale: Periodic review Enrollment Restrictions: Removing (A) Before enrolling in this course, students are strongly advised to have eligibility for READ 82 or higher; Maintaining (P) Satisfactory completion of MATH 10 or qualification by the MJC assessment process. Distance Education Status: Maintaining: Teleclass, Mixed Modalities/Hybrid course Materials Fee Status: None Articulation Status: (CC MATH 602) General Education Status: None Program Impact: - Autobody/Collision Repair Certificate of Achievement - Automotive Maintenance Certificate of Achievement - Automotive Technician Certificate of Achievement - Machine Tool Technology 2 Certificate of Achievement *Certificate Revision* - Maintenance Machinist 2 Certificate of Achievement - Welding A.S. Degree

MATH 47 Skills for Success in Non-transfer Level Courses 1/2 CCCCO Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY objectives, content, typical assignments, methods of evaluation Rationale: Periodic review Enrollment Restrictions: None Distance Education Status: Maintaining: Mixed Modalities/Hybrid course Materials Fee Status: None Articulation Status: Does not transfer General Education Status: None Program Impact: - Stand Alone

MATH 70 Elementary Algebra 5 CCCCO Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY DE Modalities, objectives, content, typical assignments, methods of instruction, methods of evaluation, textbooks, requite skills Rationale: Periodic review Enrollment Restrictions: Maintaining: Satisfactory completion of MATH 20 or qualification by the assessment process Distance Education Status: Maintaining: Mixed modalities/hybrid, Removing; teleweb, teleclass Materials Fee Status: None Articulation Status: (CC MATH 101) General Education Status: None Program Impact: - Stand Alone

rev.9/23/2014 1:02 PM 6 Curriculum Committee Agenda – September 23, 2014

MATH 90 Intermediate Algebra 5 CCCCO Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY Enrollment restrictions, DE Modalities, objectives, typical assignments, methods of instruction, methods of evaluation, textbooks Rationale: Periodic review Enrollment Restrictions: Maintaining: Satisfactory completion of 70 or qualification by the MJC assessment process. Removing: or satisfactory completion of (MATH 71 and MATH 72) Distance Education Status: Maintaining: Mixed modalities/hybrid, Removing; teleclass Materials Fee Status: None Articulation Status: (CC MATH 104) General Education Status: (MJC-GE:D2) Program Impact: - General Studies, Emphasis in Language and Rationality A.A. Degree - MJC-GE Pattern

MATH 105 Structure of Mathematics 1 3 (previously 4) CCCCO Proposal Type: Substantial Change (units) Effective: Summer 2015 (with CCCCO approval) MODIFY units, hours, repeat policy, objectives, content, typical assignments, methods of instruction, methods of evaluation, textbooks Rationale: Periodic review. Modified to align with CID Math 120 descriptor. Enrollment Restrictions: Maintaining: (P) Satisfactory completion of MATH 90 or MATH 89 or qualification by the MJC assessment process. Distance Education Status: Maintaining mixed modalities/hybrid Course Materials Fee Status: None Articulation Status: Transfer to CSU and UC; (CC: MATH 4A) Requesting (CID MATH 120) General Education Status: Approved for (MJC-GE: D2) (CSU-GE: B4) Program Impact: - CSU-GE Pattern Certificate of Achievement - Elementary Teacher Education AA-T Degree (pending approval) - General Studies, Emphasis in Language and Rationality A.A. Degree - MJC-GE Pattern

MATH 106 Structure of Mathematics 2 3 (previously 4) CCCCO Proposal Type: Substantial Change (units) Effective: Summer 2015 (with CCCCO approval) MODIFY units, hours, repeat policy, typical assignments, outcomes, typical assignments, textbooks Rationale: Periodic review Enrollment Restrictions: Maintaining: (P) Satisfactory completion of MATH 105 Distance Education Status: None Materials Fee Status: None Articulation Status: Transfer to CSU and UC; (CC: MATH 4B) General Education Status: Approved for (MJC-GE: D2) (CSU-GE: B4) Program Impact: - CSU-GE Pattern Certificate of Achievement - Elementary Teacher Education AA-T Degree (pending approval) - General Studies, Emphasis in Language and Rationality A.A. Degree - MJC-GE Pattern


MATH 121 Pre-Calculus 1 5 CCCCO Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY Outcomes, objectives, content, typical assignments, evaluation, textbooks, requisite skills Rationale: Periodic review Enrollment Restrictions: Maintaining: (P) Satisfactory completion of MATH 90 or qualification by the MJC assessment process. Distance Education Status: Maintaining: Mixed Modalities/Hybrid Course Materials Fee Status: None Articulation Status: Transfer to CSU and UC; (CC: MATH 17A) General Education Status: Approved for (MJC-GE: D2) (CSU-GE: B4) (IGETC: 2) Program Impact: - CSU-GE Pattern Certificate of Achievement - Elementary Teacher Education AA-T Degree (pending CCCCO approval) - General Studies, Emphasis in Language and Rationality A.A. Degree - MJC-GE Pattern

MATH 122 Pre-Calculus 2 5 CCCCO Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY Enrollment Restrictions, outcomes, objectives, content, typical assignments, methods of instruction, methods of evaluation, textbooks Rationale: Periodic review Enrollment Restrictions: Maintaining: (P) Satisfactory completion of MATH 121; Removing: (A) Before enrolling in this course, students are strongly advised to satisfactorily complete MATH 80. Distance Education Status: None Materials Fee Status: Maintaining: Mixed Modalities/Hybrid Course Articulation Status: Transfer to CSU and UC; (CC: MATH 17B) General Education Status: Approved for (MJC-GE: D2) (CSU-GE: B4) (IGETC: 2) Program Impact: - CSU-GE Pattern Certificate of Achievement - Computer Science A.A. Degree - MJC-GE Pattern - General Studies, Emphasis in Language and Rationality A.A. Degree

rev.9/23/2014 1:02 PM 8 Curriculum Committee Agenda – September 23, 2014

MATH 134 Elementary Statistics 5 CCCCO Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY Enrollment restrictions, DE Modalities, objectives, content, typical assignments, methods of evaluation textbooks, requisite skills, Rationale: Periodic review Enrollment Restrictions: Maintaining: (P) Satisfactory completion of MATH 90 or MATH 89 or qualification by the MJC assessment process. Distance Education Status: Removing; teleclass, Materials Fee Status: None Articulation Status: Transfer to CSU and UC; (CC: MATH 2) May be requesting (CID MATH 110) and (CID SOCI 125) General Education Status: Approved for (MJC-GE: D2) (CSU-GE: B4) (IGETC:2) Program Impact: - Administration of Justice AS-T Degree - Anthropology AA-T Degree - Business Administration AS-T Degree - MJC-GE Pattern - CSU-GE Pattern Certificate of Achievement - General Studies, Emphasis in Language and Rationality A.A. Degree - Kinesiology AA-T Degree - Psychology for Transfer AA-T Degree - Sociology AA-T Degree - University Preparation, Emphasis in Agricultural Sciences A.A. Degree

MATH 171 Calculus: First Course 4 (previously 5) CCCCO Proposal Type: Substantial Change (units) Effective: Summer 2015 (with CCCCO approval) MODIFY units, hours, outcomes, objectives, content, typical assignments, methods of instruction, methods of evaluation Rationale: Periodic Review Enrollment Restrictions: Maintaining: (P) Satisfactory completion of MATH 121 and MATH 122 or qualification by the MJC assessment process Distance Education Status: None Materials Fee Status: None Articulation Status: Transfers to CSU and UC (CC MATH 18A) (CID MATH 210 and CID MATH 900 S) General Education Status: Approved for (MJC-GE: D2) (CSU-GE: B4) (IGETC: 2) Program Impact: - CSU-GE Pattern Certificate of Achievement - Chemistry A.S. Degree Univ Prep - Area of Emphasis - Earth Sciences A.A. Degree Univ Prep - Area of Emphasis - General Studies, Emphasis in Language and Rationality A.A. Degree - Geology AS-T Degree - MJC-GE Pattern - Mathematics AS-T Degree - Physics AS-T Degree


MATH 172 Calculus: Second Course 4 (previously 5) CCCCO Proposal Type: Substantial Change (units) Effective: Summer 2015 (with CCCCO approval) MODIFY units, hours, classifications, objectives, content, typical assignments, methods of instruction, methods of evaluation, textbooks Rationale: Periodic Review Enrollment Restrictions: Maintaining: (P) Satisfactory completion of MATH 171 Distance Education Status: None Materials Fee Status: None Articulation Status: Transfers to CSU and UC; (CC: MATH 18B) (C-ID: MATH 220 and MATH 900 S) General Education Status: Approved for (MJC-GE: D2) (CSU-GE: B4) (IGETC: 2) Program Impact: - CSU-GE Pattern Certificate of Achievement - Chemistry A.S. Degree Univ Prep - Area of Emphasis - Earth Sciences A.A. Degree Univ Prep - Area of Emphasis - General Studies, Emphasis in Language and Rationality A.A. Degree - Geology AS-T Degree - MJC-GE Pattern - Mathematics AS-T Degree - Physics AS-T Degree

MATH 173 Calculus: Third Course 5 CCCCO Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY content, typical assignments, methods of instruction Rationale: Periodic Review Enrollment Restrictions: Maintaining (P) Satisfactory completion of MATH 172 Distance Education Status: None Materials Fee Status: None Articulation Status: Transfers to CSU and UC, (CC MATH 18C) Requesting (CID MATH 230) General Education Status: Approved for (MJC-GE: D2) (CSU-GE: B4) (IGETC: 2) Program Impact: CSU-GE Pattern Certificate of Achievement Chemistry A.S. Degree Univ Prep - Area of Emphasis Mathematics AS-T Degree Physics AS-T Degree

MATH 174 Introduction to Differential Equations & Linear Algebra 5 CCCCO Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY Title, description, objectives, content, textbooks Rationale: Periodic Review Enrollment Restrictions: Maintaining (P) Satisfactory completion of MATH 173 Distance Education Status: None Materials Fee Status: None Articulation Status: Transfers to CSU and UC, Requesting (CID MATH 910S) General Education Status: Approved for (MJC-GE: D2) (CSU-GE: B4) (IGETC: 2) Program Impact: - CSU-GE Pattern Certificate of Achievement - Mathematics AS-T Degree


NURSE 259 LVN Transition: Role Change Preparation 2 CCCCO Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY enrollment restrictions, hours, materials fee, outcomes, objectives, content, typical assignments, methods of instruction, methods of evaluation, textbooks, requisite skills Rationale: Course is being updated to modify objectives, content, and CLOs Enrollment Restrictions: Maintaining: Satisfactory completion of ANAT 125 and MICRO 101 and PHYSO 101, Requesting (P) and ENGL 101. Maintaining; (C) Concurrent enrollment in NURSK 800. Modifying (L) Enrollment: Enrollment limited to students who are Licensed Vocational Nurses/Licensed Practical Nurses with an active license and IV certification and a score of 67 or greater on the Test of Essential Academic Skills (TEAS). Distance Education Status: none Materials Fee Status: Decreasing fee from $45 to $30 Articulation Status: Transfers to CSU General Education Status: none Program Impact: - Nursing: LVN to ADN Upgrade A.S. Degree

RSCR 257 Clinical Preceptorship 2½ CCCCO Proposal Type: Non-substantial change Effective: Summer 2015 MODIFY enrollment restrictions, field trip policy, outcomes, objectives, content, typical assignments, methods of instruction, methods of evaluation Rationale: To update elements of outline such as objectives, content, assignments, and course learning outcomes on record. Enrollment Restrictions: Maintaining (P) Satisfactory completion of RSCR 244 Maintaining (C) Concurrent enrollment in RSCR 246, Requesting (L) Enrollment limited to students admitted into the Respiratory Care program Distance Education Status: none Materials Fee Status: none Articulation Status: Transfers to CSU General Education Status none Program Impact: - Respiratory Care A.S. Degree

SOCSC 110 Introduction to Elementary Education 3 CCCCO Proposal Type: Non-substantial change Effective: Summer 2015 MODIFY title, enrollment restrictions, description, outcomes, objectives, content, typical assignments, methods of instruction, methods of evaluation, textbooks Rationale: Course revisions for compliance and C-ID/TMC compliance. Enrollment Restrictions: Requesting; (A) Satisfactory completion of ENGL 101 Distance Education Status: none Materials Fee Status: none Articulation Status: Transfers to CSU and UC, May be requesting (CID EDUC 200) General Education Status Approved for (MJC-GE:B) Program Impact: - Elementary Teacher Education AA-T Degree (pending approval) - General Studies, Emphasis in Social and Behavioral Sciences A.A. Degree - MJC-GE Pattern


DE (DISTANCE EDUCATION) ONLY PROPOSALS

(NONE)

NEW COURSES

GEOL 172 Geology of Yosemite Valley ½ Proposal Type: New Credit Course Effective: Upon CCCCO approval ADOPT Rationale: Because of changes in state policy regarding repeatability of courses, it is necessary to introduce new field courses to emphasize the very different nature of field studies in areas of contrasting geology. California possesses some of the most diverse geologic landscapes on the planet. Each of these proposed courses emphasize the field relationships and principles in particular regions. Geology/earth science majors will be able to continue to benefit from each unique field experience Enrollment Restrictions: Requesting; Before enrolling in this course, students are strongly advised to be enrolled in or have successfully completed any geology or earth science course, or get consent of the instructor. Distance Education Status: None Materials Fee Status: None Articulation Status: Transfers to CSU General Education Status: None Program Impact: - Stand-alone

GEOL 176 Geology of California's Mother Lode ½ Proposal Type: New Credit Course Effective: Upon CCCCO approval ADOPT Rationale: Because of changes in state policy regarding repeatability of courses, it is necessary to introduce new field courses to emphasize the very different nature of field studies in areas of contrasting geology. California possesses some of the most diverse geologic landscapes on the planet. Each of these proposed courses emphasize the field relationships and principles in particular regions. Geology/earth science majors will be able to continue to benefit from each unique field experience. Enrollment Restrictions: Requesting; Before enrolling in this course, students are strongly advised to be enrolled in or have successfully completed any geology or earth science course, or get consent of the instructor. Distance Education Status: none Materials Fee Status: none Articulation Status: Transfers to CSU General Education Status none Program Impact: - Stand-alone


GEOL 191 Geology of the Colorado Plateau 3 Proposal Type: New Credit Course Effective: Upon CCCCO approval ADOPT Rationale: Because of changes in state policy regarding repeatability of courses, it is necessary to introduce new field courses to emphasize the very different nature of field studies in areas of contrasting geology. The American southwest possesses some of the most diverse geologic landscapes on the planet. Each of these proposed courses emphasize the field relationships and principles in particular regions. Geology/earth science majors will be able to continue to benefit from each unique field experience. Enrollment Restrictions: Requesting; Before enrolling in this course, students are strongly advised to be enrolled in or have successfully completed any geology or earth science course, or get consent of the instructor. Distance Education Status: none Materials Fee Status: none Articulation Status: Transfers to CSU General Education Status none Program Impact: - Stand-alone

VI. PROGRAM NOTIFICATION AGENDA

CCCCO Approvals: Programs (None) Program Activity (None) Program learning outcomes for the following programs were modified in CurricUNET (None)

VII. PROGRAM CONSENT AGENDA

(None)

VIII. PROGRAM DISCUSSION AGENDA

Program Changes that do not require Chancellor’s Office Notification/Application for Approval

(None)

Application for Approval - New Credit Programs (Formerly the CCC-501)

(None)

Substantial Changes to an Approved Credit Program (Formerly the CCC-510)

(None)


Non-Substantial Changes to Approved Program or Change of Active–Inactive Status (Formerly the CCC- 511)

MODIFICATIONS

(None)

INACTIVATIONS

(None)

IX. STANDING REPORTS

1. Transfer Model Curriculum (Associate Degrees for Transfer) B. Adams

2. C-ID R. Cranley

3. CurricUNET Implementation/Issues B. Adams/L. Miller 4. Outcomes Assessment Workgroup (OAW) K. Ennis

X. UNFINISHED BUSINESS

Action Items

1. Policies for Prerequisites/Corequisites/Advisories M. Robles

2. Student Support and Services Program (SSSP) Plan J. Todd/B. Adams

3. Curriculum Review Process B. Adams

Informational Items

(None)

XI. NEW BUSINESS

Action Items

1. Accreditation Standards Adopted June 2014 B. Adams http://www.accjc.org/wp-content/uploads/2014/07/Accreditation_Standards_Adopted_June_2014.pdf

Informational Items

1. Board of Trustees – Curriculum Presentation S. Kincade/B. Adams

XII. PUBLIC COMMENT

Curriculum Committee MINUTES

Tuesday, September 9, 2014 Yosemite 213 2:40 PM


Members Present: B. Adams (Co-chair), M. Adams, J. Beebe, D. Gilbert (for S. Berger FA14), M. Boyd, N. Gopal (for S. Circle, sabb. FA14), R. Cranley, K. Ennis, M. Garcia, L. Hatch, E. Kerr, S. Kincade (VP, Instruction), L. Lanigan, E. Lucas, C. Mulder, E. Maki, M. Robles, C. Vaughn, J. Todd, (AS President, substitute for Co-Chair/President-Elect Academic Senate),

Members Absent: Student Services Rep. (Vacant), M. Lynch, E. Orozco-Wittke, ASMJC Rep. (Vacant)

Others Present: L. Miller (Curriculum Specialist), J. Daly (Lit & Lang), M. Morales, K. Butler, R. Walker (Student Preceptor)

I. APPROVAL OF ORDER OF AGENDA

Hearing no objections, the order of the agenda was revised so that TUTOR 100, which a committee member indicated would be pulled for discussion, could be reviewed to accommodate visitors.

II. APPROVAL OF MINUTES April 15, 2014

Hearing no revisions or objections, the minutes of April 15, 2014 were approved as stated.

III. COURSE NOTIFICATION AGENDA

CCCCO COURSE APPROVALS

(None)

Course Activity Report

BUSAD 200 Spreadsheet Skills for Financial Accounting 2

Effective: Summer 2014 MODIFY Enrollment restrictions Rationale: Course was approved with requisites that could not be enforced by Datatel, which cannot enforce an “or” statement between a corequisite course and a prerequisite course. The course record has been updated in CurricUNET and in Datatel. Enrollment Restrictions: Removing (P) Satisfactory completion of BUSAD 310 or (C) concurrent enrollment in or satisfactory completion of BUSAD 201; Requesting (C) satisfactory completion of BUSAD 320 or BUSAD 201 Hearing no objections, the committee was notified of modifications to BUSAD 200

rev.9/19/2014 11:19 AM 2 Curriculum Committee Minutes – September 9, 2014

CMPGR 215 Business Presentation Graphics 3 Effective: Fall 2014 Expedited! Rationale for Expedited Approval: CMPGR 215 was approved at the 10/8/13 meeting. During the implementation phase it was discovered that the distance education component was inadvertently omitted from the course proposal. The faculty author has created a distance education only proposal and it has moved through the approval stream in CurricUNET and passed technical review. In order to facilitate fall 2014 scheduling and student access to course sections designated as DE, the BBSS Division is requesting summer and expedited approval of the DE component. MODIFY: DE Modalities Distance Education Status: Requesting, Mixed Modalities/Hybrid, Online Modalities Program Impact: - Business Operations: Management A.A. Degree - Computer Graphics Applications Certificate of Achievement - Computer Graphics Applications A.S. Degree - Marketing A.A. Degree - Office Administration A.S. Degree - Word Processing Certificate of Achievement - Office Administration Certificate of Achievement Hearing no objections, the committee was notified of modifications to CMPGR 215

MUST 133 Aural Skills 3 1

Effective: Fall 2014 Expedited! Rationale for Expedited Approval: K. Ennis provided feedback to faculty author on CLOS drafted for MUST 133 on 4/1/2014. Her feedback included suggested revisions to CLOs. Author accepted her suggestions. MODIFY: Outcomes Program Impact: - Music A.A. Degree - Music AA-T Degree Hearing no objections, the committee was notified of modifications to MUST 133

M/S/U (K. ENNIS, E. MAKI) to REQUEST PLACEMENT of MUST 133 on ACTIVITIES SOCSC 109 Introduction to Education-Practicum in Tutoring 3

Effective: Fall 2014 Expedited! Rationale for Expedited Approval: K. Ennis provided feedback to faculty author on CLOS drafted for SOCSC 109 on 4/15/2014. Her feedback included suggested revisions to CLOs. Author accepted her suggestions. MODIFY: Outcomes Program Impact: - Elementary Teacher Education AA-T Degree (Pending) Hearing no objections, the committee was notified of modifications to SOCSC 109


TCA Results Dear Colleague, We have completed analysis of the courses submitted for Modesto Junior College TCA for 14-15. This information is currently being entered into the ASSIST database. Subscribers to the ASSIST-L listserv will be notified via email when this new TCA has been published at www.assist.org. For information on subscribing to the ASSIST-L email listserv, visit http://info.assist.org/assist_l_about.html. The following is a summary of our actions on your newly submitted courses: New courses approved as UC Transferable: COMM 123 Storytelling 3 Same as: THETR 123 ENGL 111 Creative Writing: Creative Nonfiction 3 * PEA 116 Adapted Run/Walk 1 * Any or all of these PE Activity courses combined: maximum credit, 4 units * PEA 141 Adapted Fitness 1 * Any or all of these PE Activity courses combined: maximum credit, 4 units THETR 135 Rehearsal and Performance 3 2 THETR 136 Rehearsal and Performance 4 2 THETR 154 Dance Rehearsal & Performance 3 2 THETR 168 Dance Rehearsal & Performance 4 2 THETR 176 Modern Dance 4 1 Same as: PEC 149 THETR 196 Stage Management 3 Courses re-reviewed and approved as UC Transferable: NONE Courses approved as UC Transferable, but will not appear on the TCA because they are Variable Topics: NONE

Courses not approved as UC Transferable: NONE Courses which require additional review or campus action: NONE Courses removed by the college: NONE Jennifer Forsberg University of California Office of the President Student Affairs/Transfer Articulation Analyst 1111 Franklin Street, 9th Floor Oakland, CA 94607 (510) 987-0907 Hearing no objections, the committee was notified of the Transfer Course Agreement (TCA) Results for 2014-2015


IV. COURSE CONSENT AGENDA

(None)

V. COURSE DISCUSSION AGENDA

INACTIVATIONS UNITS

(None)

MODIFICATIONS/REACTIVATIONS

ANTHR 101 Biological Anthropology 3 Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY: Repeat policy, general education, methods of instruction, textbooks Rationale: This course was completely updated in Summer 2013 for C-ID approval. However, we are trying to get all anthropology courses on our pre-determined 5-yr curriculum cycle, which means updates spring 2015. Enrollment Restrictions: None Distance Education Status: Maintain Online, Hybrid Materials Fee Status: None Articulation Status: Transfers to CSU and UC (CC: ANTHR 1) General Education Status: Approved for (MJC-GE: A; Requesting: B) (CSU-GE: B2, D1) (IGETC: 4A, 5B) Program Impact: - Anthropology AA-T Degree - CSU-GE Pattern Certificate of Achievement - General Studies, Emphasis in Natural Sciences A.A. Degree - MJC-GE Pattern ANTHR 101, ANTHR 105, and ANTHR 150 pulled for discussion by M. Adams due to concerns about the Methods of Instruction sounding like assignments such as reading writing projects in ANTHR 101 and lab exercises in ANTHR 105 and ANTHR 150. J. Todd noted that there was discussion of a making a change last spring. Revisions were proposed and various questions were asked about the course. ANTHR 101 and ANTHR 150 were revised during the meeting. It was decided that B. Adams would work with discipline faculty to resolve issues with ANTHR 105 and notification item would appear on September 23, 2014 agenda. M/S/U (M. ADAMS, E. MAKI) to MODIFY ANTHR 101 and ANTHR 105, and ANTHR 150 M/S/U (J. BEEBE, M. GARCIA) to MAINTAIN DE for ANTHR 101 M/S/U (L. HATCH, L. LANIGAN) to MODIFY PLACEMENT OF ANTHR 101 on GE PATTERN(S)


ANTHR 105 Biological Anthropology Laboratory 1 Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY: Repeat policy, objectives, content, typical assignments, methods of instruction, textbooks Rationale: This course was completely updated in summer 2013 for C-ID approval. However, we are trying to get all our anthropology courses on the pre-determined 5 yr cycle, which means a periodic update this Spring 2014. Enrollment Restrictions: Maintaining: (C) Concurrent enrollment in or satisfactory completion of ANTHR 101. Distance Education Status: None Materials Fee Status: None Articulation Status: Transfers to CSU and UC General Education Status: Approved for (MJC-GE: A) (CSU-GE: B3) (IGETC: 5C) Program Impact: - Anthropology AA-T Degree - CSU-GE Pattern Certificate of Achievement - General Studies, Emphasis in Natural Sciences A.A. Degree - MJC-GE Pattern See discussion notes on ANTHR 101. M/S/U (M. ADAMS, E. MAKI to MODIFY ANTHR 101, ANTHR 105 and ANTHR 150 M/S/U (M. GARCIA, E. MAKI) to MODIFY REQUISITES for ANTHR 105 M/S/U (L. HATCH, L. LANIGAN) to MAINTAIN PLACEMENT OF ANTHR 105 on GE PATTERN(S)

ANTHR 150 Native People of North America 3 Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY: Repeat policy, content, methods of instruction, textbooks Rationale: Periodic 5 yr review. Enrollment Restrictions: None Distance Education Status: Maintaining: Online, Mixed Modalities/Hybrid modality Materials Fee Status: None Articulation Status: Transfers to CSU and UC General Education Status: Approved for (MJC-GE: B) (CSU-GE: D1, D3) (IGETC: 4A, 4C) Program Impact: - Anthropology AA-T Degree - CSU-GE Pattern Certificate of Achievement - Ethnic Studies Skills Recognition Award - History AA-T Degree See discussion notes on ANTHR 101. M/S/U (M. ADAMS, E. MAKI to MODIFY ANTHR 101, ANTHR 105 and ANTHR 150 M/S/U (J. BEEBE, M. GARCIA) to MAINTAIN DE for ANTHR 150 M/S/U (L. HATCH, L. LANIGAN) to MAINTAIN PLACEMENT OF ANTHR 150 on GE PATTERN(S)


ENGL 162 History of Cinema 3 Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY: enrollment restrictions, repeat policy, outcomes, content, typical assignments, methods of instruction, textbooks Rationale: To be current in the 5-year review cycle. Enrollment Restrictions: Maintaining: (P) Satisfactory completion of ENGL 50. Removing: (A) Before enrolling in this course, students are strongly advised to satisfactorily complete ENGL 101. Distance Education Status: None Materials Fee Status: None Articulation Status: Transfers to CSU and UC General Education Status: Approved for (MJC-GE: C) (CSU-GE: C2) (IGETC: 3B) Program Impact: - CSU-GE Pattern Certificate of Achievement - English A.A. Degree - English AA-T Degree - MJC-GE Pattern Pulled for discussion by R. Cranley due to ongoing discussion about unit values and modalities and this course’s similarity to ENGL 162, Film Appreciation, a similar course offered at 4 units. ENGL 162 is offered at 2 ½ hours of lecture, and ½ hour of lab for 3 units. ENGL 161 has similar content and teaching methods, and is offered as a four-hour, four-unit lecture course. Both courses have film screening. Why are they different unit values? Why is one lecture/lab and the other lecture only? With the ongoing dialog about unit values and content, it feels inequitable to not question the incongruences between these two courses as the committee is doing with other disciplines. Lengthy and lively discussion ensued. There were many reasons given why the courses had been configured in this manner. The author had provided a narrative explaining that the hours needed to allow for screening of the films and this was facilitated through a revision in 2009. A representative asked if there are definitions for lecture and lab modalities. One member asked philosophically if screening a film is a laboratory activity? No definitions could be found, although the PCAH does give examples of what is typical in a lab. Some representatives searched other institutions to find examples of comparable course configurations. Other representatives expressed reluctance to hold up review of this course, in part because of the committee’s inability to give precise actionable feedback to the author. One representative called into focus another college film course configured in a different manner for a smaller unit value. There was mention that this is a composition course with an 8,000 word requirement for the term. The need for this word count requirement was questioned. It was explained that UC has an 8,000 word requirement. It was mentioned that delivering film content to students outside of class can be problematic in light of copyright laws and constraints of our current course management system. Others expressed concern about the quality of screening that can be done away from the classroom environment. S. Kincade reminded the committee that California Community Colleges are operating today under an entirely different set of constraints set forth by massive changes to regulations. We cannot reference history to get an understanding of how to proceed. The rules have changed. It was postulated that were the committee to create a process to evaluate issues such as this more systematically, it would empower the committee to weigh in more logically and consistently when faced with these questions. Reviewing variables like this course-by- course can cause problems like this. It was noted that the review of this course was “intermingling” with ENGL 161. One person commented that the complexity of this situation supports having authors provide rationales for unit values. When it was noted that this course was a 3-unit course, many representatives were quick to note that it was – because of lecture hours – a 4-hour (per week) course. One member summarized that we have a lack of consistency on what labs are for, and often there are precedents for them. M/S/_____ (E. MAKI, L. HATCH) to MODIFY ENGL 162 M/S/U (D. GILBERT, N. GOPAL) to POSTPONE REVIEW of ENGL 162 until the 10/21/2014 Curriculum Meeting.


HE 111 Women’s Health Issues 3 Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY :DE Modalities, description, outcomes, objectives, content, typical assignments, methods of instruction, methods of evaluation, textbooks Rationale: Required relation to dimensions of wellness and lifestyle behaviors for fitness, nutrition, healthcare and reduction of chronic illnesses. Enrollment Restrictions: None Distance Education Status: Requesting Online Materials Fee Status: None Articulation Status: Transfers to CSU and UC General Education Status: Approved for (MJC-GE: E) (CSU-GE: E) Program Impact: - CSU-GE Pattern Certificate of Achievement - General Studies, Emphasis in Language and Rationality A.A. Degree - General Studies, Emphasis in Humanities A.A. Degree M/S/U (E. LUCAS, K. ENNIS) to MODIFY HE 111 M/S/U (J. BEEBE, M. GARCIA) to ADOPT DE for HE 111 M/S/U (L. HATCH, L. LANIGAN) to MAINTAIN PLACEMENT OF HE 111 on GE PATTERN(S)

NURSE 270 Nursing Process: Pharmacology 2 (Previously NURSE 260) Proposal Type: Non-Substantial Change

Effective: Summer 2015 MODIFY Number, enrollment restrictions, content, typical assignments, methods of instruction, methods of evaluation, textbooks Rationale: Periodic Review Enrollment Restrictions: Maintaining (L) Enrollment limited to students who have been accepted into the Associate Nursing Program. Distance Education Status: Maintaining: Teleclass Materials Fee Status: None Articulation Status: Transfers to CSU General Education Status: Not approved for MJC Activities Program Impact: - Associate Degree Nursing Program Curriculum (for RN) A.S. Degree M/S/U (E. LUCAS, K. ENNIS) to MODIFY NURSE 270 M/S/U (M. GARCIA, E. MAKI) to MAINTAIN REQUISITES for NURSE 270 M/S/U (J. BEEBE, M. GARCIA) to MAINTAIN DE for NURSE 270

PE 100 Introduction Physical Education 3 Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY Repeat policy, outcomes, objectives, content, typical assignments, methods of instruction Rationale: It is up for periodic review Enrollment Restrictions: None Distance Education Status: Requesting: Online Materials Fee Status: None Articulation Status: Transfers to CSU and UC Guidance/Activities Status: None Program Impact: - Physical Education A.A. Degree M/S/U (E. LUCAS, K. ENNIS) to MODIFY PE 100 M/S/U (J. BEEBE, M. GARCIA) to ADOPT DE for PE 100


PE 115 Officiating: Fall Sports 3 Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY Repeat policy, methods of evaluation Rationale: Periodic review Enrollment Restrictions: None Distance Education Status: None Materials Fee Status: None Articulation Status: Transfers to CSU and UC Guidance/Activities Status: None Program Impact: - Physical Education A.A. Degree M/S/U (E. LUCAS, K. ENNIS) to MODIFY PE 115

PE 116 Football Team Play Concepts 2 Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY Repeat policy, outcomes, objectives, content, typical assignments, methods of instruction, methods of evaluation Rationale: Periodic review Enrollment Restrictions: None Distance Education Status: None Materials Fee Status: None Articulation Status: Transfers to CSU and UC Guidance/Activities Status: None Program Impact: - Physical Education A.A. Degree M/S/U (E. LUCAS, K. ENNIS) to MODIFY PE 116

PE 121 Coaching Effectiveness 3 Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY. Outcomes, objectives, content, typical assignments, methods of instruction, methods of evaluation, textbooks Rationale: Periodical review Enrollment Restrictions: None Distance Education Status: Maintaining Online Materials Fee Status: None Articulation Status: Transfers to UC and CSU Guidance/Activities Status: None Program Impact: - Physical Education A.A. Degree M/S/U (E. LUCAS, K. ENNIS) to MODIFY PE 121 M/S/U (J. BEEBE, M. GARCIA) to MAINTAIN DE for PE 121


PE 124 Introduction to Kinesiology 3 Proposal Type: Non-Substantial Change Effective: Summer 2015 MODIFY Repeat policy, typical assignments, methods of evaluation Rationale: The course is up for periodic review through the curriculum cycle Enrollment Restrictions: None Distance Education Status: Maintaining Online Materials Fee Status: None Articulation Status: Transfers to UC and CSU General Education Status: Approved for (MJC-GE: A) (C-ID: KIN 100 = Introduction to Kinesiology Program Impact: - General Studies, Emphasis in Natural Sciences A.A. Degree - Kinesiology AA-T Degree M/S/U (E. LUCAS, K. ENNIS) to MODIFY PE 124 M/S/U (J. BEEBE, M. GARCIA) to MAINTAIN DE for PE 124 M/S/U (L. HATCH, L. LANIGAN) to MAINTAIN PLACEMENT OF PE 124 on GE PATTERN(S)

PEC 162 Aikido 3 Proposal Type: Substantial Change Effective: Summer 2015 MODIFY Title, enrollment restrictions, repeat policy, description, outcomes, objectives, content, methods of instruction, methods of evaluation, textbooks Rationale: This course is being modified to expand and refine the curriculum and clarify the “Course Learning Outcomes”. This will give students a better understanding of the connection between the curriculum and the expected “Course Learning Outcomes” as stated in the class syllabus. The “Catalog Description” is being revised to accurately connect Aikido to its roots and core. This revision will give perspective students a more direct and succinct description than the current “Catalog description”. The “Laboratory Objectives” are being adjusted to specify five basic Aikido defenses (techniques) and six basic attacks. This will ultimately align the attacks and defenses with the “Course Lab/Activities Content”. The “Course Lab/Activities Content” has been streamlined to precisely reflect the six attacks and five defenses (techniques) specified in the expected “Course Learning Outcomes”. A “Library” component is being added to support the “Texts and other Readings component”. Enrollment Restrictions: Removing (A) Before enrolling in this course, students are strongly advised to be able to demonstrate physical activity, such as falling down and standing up. Students are also advised to consult a physician if they are pregnant, or have significant health problems Distance Education Status: None Materials Fee Status: None Articulation Status: Transfers to UC and CSU Guidance/Activities Status: Maintaining MJC Activities Program Impact: - Physical Education A.A. Degree M/S/U (E. LUCAS, K. ENNIS) to MODIFY PEC 162 M/S/U (M. GARCIA, E. MAKI) to REMOVE REQUISITES for PEC 162 M/S/U (C. VAUGHN, C. MULDER) to MAINTAIN PLACEMENT of PEC 162 on ACTIVITIES


PEC 190 Advanced Water Polo 1 Proposal Type: Substantial Change Effective: Summer 2015 MODIFY Repeat policy, number, hours, description, outcomes, objectives, content, typical assignments, methods of instruction, methods of evaluation, textbooks Rationale: Periodic review and update to meet current curriculum standards Enrollment Restrictions: None Distance Education Status: None Materials Fee Status: None Articulation Status: Transfers to UC and CSU Guidance/Activities Status: Maintaining MJC Activities Program Impact: - Physical Education A.A. Degree M/S/U (E. LUCAS, K. ENNIS) to MODIFY PEC 190 M/S/U (C. VAUGHN, C. MULDER) to MAINTAIN PLACEMENT of PEC 190 on ACTIVITIES

SPAN 103 Spanish 3 5 Effective: Summer 2015 MODIFY DE modalities. outcomes, content, typical assignments, methods of instruction Rationale: Course is being updated to align with C-ID descriptor Enrollment Restrictions: Maintaining (P) Satisfactory completion of SPAN 102 Distance Education Status: Maintain: Mixed Modalities/Hybrid, Requesting: Online Materials Fee Status: None Articulation Status: Transfers to UC and CSU General Education Status: Approved for (MJC-GE: C) (CSU-GE: C2) (IGETC: 3B,6) Program Impact: - CSU General Education Pattern Certificate of Achievement - General Studies, Emphasis in Humanities A.A. Degree - Spanish A.A. Degree - Spanish AA-T Degree (PENDING APPROVAL) - University Preparation: Language Studies, A.A. Degree SPAN 103 and SPAN 104 withdrawn from the agenda at the request of the Spanish department

SPAN 104 Spanish 4 5 Effective: Summer 2015 MODIFY DE modalities, description, outcomes, objectives, content, typical assignments, methods of instruction, methods of evaluation, textbooks, requisite skills Rationale: This course is being updated for compliance and to align with C-ID descriptor included in Transfer Model Curriculum Enrollment Restrictions: Maintaining (P) Satisfactory completion of SPAN 103 Distance Education Status: Requesting: Mixed Modalities/Hybrid, Online Materials Fee Status: None Articulation Status: Transfers to UC and CSU General Education Status: Approved for (MJC-GE: C) (CSU-GE: C2) (IGETC: 3B,6) Program Impact: - CSU General Education Pattern Certificate of Achievement - General Studies, Emphasis in Humanities A.A. Degree - Spanish A.A. Degree - Spanish AA-T Degree (PENDING APPROVAL) - University Preparation: Language Studies A.A Degree - University Preparation, Emphasis in Humanities A.A. Degree SPAN 103 and SPAN 104 withdrawn from the agenda at the request of the Spanish department


TUTOR 100 Introduction to General Tutoring 1 (Previously TUTOR 50) Proposal Type: Substantial Change (units)

Effective: Spring 2015 Expedited! “To ensure student progression within program” Rationale for Expedited Approval: Course is requesting expedited approval so apportionment may be generated. MODIFY course number, title, units, hours, description, outcomes, objectives, content, typical assignments, methods of evaluation Rationale: "We are aligning the course with common practices across the state by lowering the course units to one and revising the critical thinking component." Enrollment Restrictions: Maintaining (L) Enrollment limited to students selected as tutors for the Library & Learning Center. Distance Education Status: Maintain Mixed Modalities/Hybrid modality Materials Fee Status: None Articulation Status: Transfers to CSU (previously not transferable) General Education Status None Program Impact: Stand Alone TUTOR 100 pulled for discussion by E. Lucas due to concerns about costs to students in relation to the amount of labor expected and wages earned. Lengthy discussion ensued. A history of MJC’s tutoring format was provided, noting that this used to be a 2 unit, non-transferable course, and that this model is required by Title 5 if we are to collect apportionment for the course. Challenges of the two-unit model were shared, noting that the 1 unit variant would make it easier for students to satisfy requirements for hours of tutoring. J. Daly added that, in the future, there will be discipline-specific units of the course to provide content training for disciplines such as Math and English. This class is for general tutoring, and is not discipline-specific. Concern was expressed that this is a very different model from what existed in the past, and that we are now charging students what they previously were paid to complete. How can we fairly compensate students who, on their own, tutoring as contractors, could earn upwards of $24-$25 per hour? But this issue is not unique to MJC. It was clarified that this is an attempt to move the program in a better direction, because what’s on the books is ultimately more costly to students. The department worked very hard at following Title 5 and making it more cost effective with this model. Some members were optimistic, having seen other models, and having seen an increase in increased referrals this term, and noted that this is “resume building” for students. It was clarified that the fingerprinting requirement for students was now YCCD Board Policy. Materials fees were debated as an option to solve the problem. Other examples of the format of this course were given from other areas of the campus. M/S/COMPLETED (K. ENNIS, L. HATCH) to MODIFY TUTOR 100 AYES: 14 NAYS: 1 (E. Lucas) M/S/U (M. GARCIA, E. MAKI) to MAINTAIN REQUISITES for TUTOR 100 M/S/U (J. BEEBE, M. GARCIA) to MODIFY DE for TUTOR 100 Expedited approval request pulled for discussion by E. Maki due to seeming contradiction in available rationale and course information. How can the expedited implementation of a course that is not part of a program be justified with the rationale of “ensuring student progression program?” Discussion ensued and clarification was sought. The rationale justified the expedite proposal saying that the approving the proposal would increase apportionment. Is that a good reason for the Curriculum Committee to expedite? Further analysis revealed that the course is decreasing in unit value, and therefore would cost less for students. This suggests that the rationale did not convey the benefit to students as well as it might have. The group debated the negative impact of expediting the course. L. Miller explained that there are no guarantees this can be revised in time for the Spring term because the unit value change warrants a “substantial change” application at the CCCCO which may not get reviewed quickly. S. Kincade noted that, at least, at the committee level, expedited approval would show we have done our “due diligence. AYES: 14 NAYS: 1 (E. Maki) M/S/U (K. ENNIS, E. MAKI) to EXPEDITE MODIFICATIONS of TUTOR 100


WKFSK 810 Skills to Succeed at a New Job 0 Proposal Type: Substantial Change (content, objectives) Effective: Spring 2015 Expedited! For workforce training demands. REACTIVATE/MODIFY hours, description, outcomes, objectives, content, typical assignments, methods of instruction, methods of evaluation, textbooks Rationale: “To meet industry demand for a prepared workforce” Enrollment Restrictions: None Distance Education Status: None Materials Fee Status: None Articulation Status: Not a transfer-eligible course General Education Status None Program Impact: Stand Alone M/S/U (E. LUCAS, K. ENNIS) to MODIFY WKFSK 810 M/S/U (J. BEEBE, M. GARCIA) to EXPEDITE MODIFICATIONS of WKFSK 810

DE (DISTANCE EDUCATION) ONLY PROPOSALS

(NONE)

NEW COURSES

PEVM116XABC Training and Conditioning for Football ½-3 Proposal Type: New Credit Course Effective: Upon CCCCO approval ADOPT Rationale: This course is being proposed to meet the California Community College Athletic Association requirements for off-season contact hours Enrollment Restrictions: Requesting; Enrollment limited to students who demonstrate intercollegiate athletic skills as determined by the coaching staff. Distance Education Status: None Materials Fee Status: None Articulation Status: Transfers to CSU, requesting UC General Education Status Requesting: MJC Activities Program Impact: Once approved, to be included in Physical Education A.A. Degree M/S/U (E. LUCAS, K. ENNIS) to ADOPT PEVM116XABC C. Mulder explained during blanket approval that there were some issues with matching evaluations on PE 124 that will be addressed as notification at the 9/23 meeting. She responded to the concerns of R. Cranley, who had questions about hours for these new courses. CCCAA (California Community College Athletic Assn.) has allowed for off-season competitions, training, and conditioning up to a maximum (per sport) of 175 hours. These new courses will allow for this. These courses do not have to be 175 hours. 175 hours is the cap that can’t be exceeded. This will be overseen and self-reported by the coach, the athletic director and the CCCAA. Coaches will have flexibility in setting up as needed for various sports seasons. The student can complete the courses four times. C. Mulder added that PE courses will be stripped of all repeatability, which will be reserved only for PEVM and PEVW courses. She added that she will accept L. Miller’s recommendations to strike repeat language from the catalog description as it is automatically populated by the repeat value selected on “Technical Details”. M/S/U (M. GARCIA, E. MAKI) to ADOPT REQUISITES for PEVM 116XABC M/S/U (C. VAUGHN, C. MULDER) to PLACE PEVM116XABC on ACTIVITIES


PEVW 121XABC Training and Conditioning for Softball ½-3 Proposal Type: New Credit Course Effective: Upon CCCCO approval ADOPT Rationale: To meet current standards for California Community College Athletic Association eligibility Enrollment Restrictions: Requesting (L): Enrollment limited to students who demonstrate intercollegiate athletic skills as determined by the coaching staff. Distance Education Status: None Materials Fee Status: None Articulation Status: Transfers to CSU, Requesting UC. General Education Status Requesting: MJC Activities Program Impact: Once approved, to be included in Physical Education A.A. Degree See discussion notes on PEVM 116XABC M/S/U (E. LUCAS, K. ENNIS) to ADOPT PEVW 121XABC M/S/U (M. GARCIA, E. MAKI) to ADOPT REQUISITES for PEVW 121XABC M/S/U (C. VAUGHN, C. MULDER) to PLACE PEVW 121XABC on ACTIVITIES

PHSCI 180 Conceptual Physical Science: A Hands On Approach 4 Proposal Type: New Credit Course Effective: Upon CCCCO approval ADOPT Rationale: To satisfy a requirement for students interested in pursuing a teaching career in K-6 education. This course will fulfill all requirements specified by C-ID Physics 140. It will also attract general education students interested in fulfilling their physical science requirement. Enrollment Restrictions: Requesting: Satisfactory completion of MATH 70 or qualification by the MJC assessment process. Distance Education Status: Requesting; Mixed modalities/hybrid modality Materials Fee Status: None Articulation Status: Transfers to CSU, requesting UC General Education Status Requesting (MJC-GE: A)(CSU-GE: B1, B3)(IGETC: 5A, 5C) Program Impact: Once approved, to be included in Elementary Teacher Education AA-T (pending approval) M/S/U (E. LUCAS, K. ENNIS) to ADOPT PHSCI 180 M/S/U (M. GARCIA, E. MAKI) to ADOPT REQUISITES for PHSCI 180 M/S/U (J. BEEBE, M. GARCIA) to ADOPT DE for PHSCI 180 M/S/U (L. HATCH, L. LANIGAN) to PLACE PHSCI 180 on GE PATTERN(S)

VI. PROGRAM NOTIFICATION AGENDA

CCCCO Approvals: Programs AA-T: Philosophy (5/28/14) AA-T: Political Science (4/15/14) AS-T: Early Childhood Education (5/19/14) AA-T: Geography (7/23/14) C: Automotive Engines and Transmissions (5/19/2014) C: Communication Studies (7/18/14)


Program Activity

INACTIVATE: Child Development Program Certificate of Achievement: Early Intervention Assistant 1 Effective: Summer 2014 Rationale: The original will of the department was to inactivate this award, which was inactivated 11/3/09. Unfortunately, CurricUNET’s program module was not functioning correctly at that time. Because of this, the award stayed active in the system. The faculty erroneously brought the CurricUNET award forward for modification (without reactivation). The faculty didn’t realize that the award had already been inactivated because it was active in the system. Hearing no objections, C: EARLY INTERVENTION ASSISTANT 1 was inactivated.

Program learning outcomes for the following programs were modified in CurricUNET

VII. PROGRAM CONSENT AGENDA

(None)

VIII. PROGRAM DISCUSSION AGENDA

Program Changes that do not require Chancellor’s Office Notification/Application for Approval

(None)

Application for Approval - New Credit Programs (Formerly the CCC-501)

(None)

Substantial Changes to an Approved Credit Program (Formerly the CCC-510)

(None)


Non-Substantial Changes to Approved Program or Change of Active–Inactive Status (Formerly the CCC- 511)

MODIFICATIONS

MODIFY: ACCOUNTING CLERK PROGRAM Certificate of Achievement: Accounting Clerk 14½ - 18½ (previously 14½) MODIFY: Required courses (remove BUSAD 331 and BUSAD 332) Effective: Upon CCCCO Approval Rationale: Upon implementation of non-substantial change approved on 12/09/2014, L. Miller discovered that two courses in the proposal (BUSAD 331 and BUSAD 332) were slated for inactivation Summer 2015 but were still included in the requirements. Discipline faculty were consulted and stated they wished to remove them from the award. L. Miller removed the courses from the pending program proposal, and attached evidence of the record prior to the change for the purpose of the record. M/S/U (E. MAKI, E. LUCAS) to MODIFY C: ACCOUNTING CLERK

MODIFY: MUSIC PROGRAM AA-T: Music 24 MODIFY: Outcomes, applied courses, ensemble courses Effective: Upon CCCCO Approval Rationale: This award has been modified to remove previously included ensemble and applied music courses which have major preparation value to a transfer student pursuing a music major. Additionally, it was discovered that two ensemble courses previously approved for C-IDs had not been included in the ensemble options. These courses (MUSE 156 and MUSE 181) have been added at the direction of E. Maki, Curriculum representative for Arts, Humanities, and Communications. M/S/U (E. MAKI, E. LUCAS) to MODIFY AA-T: MUSIC AA: Music 30 MODIFY: Outcomes, applied courses, ensemble courses Effective: Upon CCCCO Approval Rationale: Program is being updated to remove elementary applied courses which should not be included in the required and elective courses. M/S/U (E. MAKI, E. LUCAS) to MODIFY AA: MUSIC

MODIFY: WORD PROCESSING PROGRAM Certificate of Achievement: Word Processing 31½ (previously 32) MODIFY: Required courses (remove CMPGR 214) Effective: Upon CCCCO Approval Rationale: Upon implementation of non-substantial change approved on 01/21/2014, L. Miller discovered that a required course was slated for inactivation Summer 2014 but were still included in the requirements. Discipline faculty were consulted and stated they wished to remove them from the award. L. Miller went to modify and record this post-approval change in CurricUNET but encountered a bug when uploading attachments to programs on 09/03/14. She submitted a Governet ticket and will reattempt this when the bug is resolved. M/S/U (E. MAKI, E. LUCAS) to MODIFY C: WORD PROCESSING

INACTIVATIONS

(NONE)


IX. STANDING REPORTS

1. Transfer Model Curriculum (Associate Degrees for Transfer) B. Adams Curriculum leadership has been updating the TMC Curriculum Plan and Progress spreadsheet. AA-T in Elementary Teacher Education is in secondary review, and the AS-T in Computer Science is still on hold because of the 60 unit limit being exceeded. The AA-T in Economics has been released and B. Adams will work with faculty to complete template and narrative, and an AS-T in Chemistry is about to be released.

2. C-ID R. Cranley CID numbers haven’t changed since report given at Friday’s Curriculum Committee annual training; PHSCI 180 will be submitted for CID consideration.

3. CurricUNET Implementation/Issues B. Adams/L. Miller Attach Files function in course proposals is not working. B. Adams will work with Governet to get this fixed. L.Miller has forwarded faculty issues to B. Adams, and it is unclear whether it is a system or user error. B. Adams asked committee members to inform her or L Miller if others are having issues with having proposals sent back for revision.

4. Outcomes Assessment Workgroup (OAW) K. Ennis The group has not met. E. Kerr announced that Assessment Day is September 19, and departments or programs scheduled for PLO, ILO, GELO assessment and program review for FALL 2013 would be getting an invitation. She indicated OAW reps would be available in the lab to assist faculty in completing the process and getting CLO assessments completed

X. UNFINISHED BUSINESS

Action Items

1. Policies for Prerequisites/Corequisites/Advisories M. Robles M. Robles is at conference. Last semester, the curriculum committee established a process, but still must work on updating YCCD Board Policy. MJC will need to collaborate with Columbia in development of policy and procedure updates, and M. Robles has a meeting with Melissa and Coni Chavez regarding admission policies and procedures, but plan to address updating policies and procedures to reflect new regulations. MJC needs to update its policy and procedures. The college doesn’t know who will continue to work on the revisions, but it has been suggested that. Adams and M. Robles may be well-suited because of their ability to work quickly together. J. Todd asked if something has been written. YCCD Board Policy 4260 discusses prerequisites and corequisites, and is what will be discussed.

2. Student Support and Services Program (SSSP) Plan J. Todd/B. Adams J. Todd noted that prior curriculum meetings have been discussing a proposed revision to COLSK 100. The college will have to have a student equity plan, and student equity committee. He noted that the college will have something larger in terms of a functioning body to deal with related issues, such as basic skills and student success, as well as AB86, and credit and noncredit instruction, and across student services, programs, and classroom instruction. He is hoping that the conversation inside the committee will be robust as a result of this interdivisional conversation, and the inclusion of the First Year Experience. If MJC wants to go forward with enhancing COLSK 100 so that it is a college-wide course, we need to think about strategies the college will have to help students move through all desired COLSK 100 components. The idea remains that it will be interdisciplinary. If an individual teaching COLSK 100 is not a counselor, they may be required to attend a workshop with a counselor. Hopefully a group can meet to modify COLSK 100 so that multiple disciplines can instruct it and retain CSU-GE Area E credit. J. Todd is not optimistic that the October curriculum meeting deadline can be met, but hopes it will evolve in time for Fall 2015. He commended M. Garcia for his work on the course thus far. C. Mulder noted that her division would be impacted, and emphasized the importance of someone from her division participating in that conversation. J. Todd assured her that he definitely wanted input from PE.


Informational Items

(None)

XI. NEW BUSINESS

Action Items

1. Curriculum Review Process B. Adams B. Adams showed a graphic illustrating proposed revisions to the curriculum review stream, which would allow for either a proposal to be sent back to the dean or even to the author. The last time the committee completed the Curriculum Review process document was on 11-23-08. B. Adams hoped for a discussion and vote on changing the approval stream, if that is the will of the committee. M/S/U (E. LUCAS/K. ENNIS) to REVISE THE CURRICULUM APPROVAL STREAM by adopting the second option of drafted revised approval stream (which allows Technical Review Chair to send proposals back to author)

2. ESL Curriculum Review – Extension Request B. Adams The ESL Department has requested a semester extension, and will bring forward their curriculum next semester since they are currently reviewing model curriculum around the state. M/S/U (L. HATCH, M. GARCIA) move to grant the ESL DEPARTMENT an EXTENSION There was a question as to whether an extension is permanent, or only for the term requested. B. Adams suggested that it would only be for the term requested, largely in part due to consequences on PLO and CLO timelines.

Informational Items

1. Basic Skills Course Descriptor Development B. Adams J. Todd sent a memo regarding incoming CID descriptors for Basic Skills courses. It is an informational item because B. Adams wants the committee to be aware of the statewide changes. M. Adams noted Math will be participating in the development and was disappointed that only one representative could attend from each discipline.

XII. PUBLIC COMMENT

L. Lanigan introduced Richetta Walker, Kelly Butler’s preceptor, who attended the meeting as a candidate for Master’s degree in education.

B. Adams solicited suggestions as to how to improve the training. E. Lucas suggested that the group play games. B. Adams delegated that to her and E. Lucas accepted the assignment. J. Todd advised that the committee needs to be prepared to be involved in evaluating disproportionate impact, and can expect to see movement sometime this year. He noted there is a book out about syllabi and student equity. Also, the new President Elect of the Academic Senate will likely attend the next meeting, replacing J. Todd. One of the things CCCs face is the Online Education Initiative which is now in force, and a course management system is being built. This may change the way students access and complete coursework statewide. The boundaries between districts are blurring, and the original idea of the free exchange of community college students across district boundaries is manifesting. He requested members check that all distance education modalities are developed on course outlines so that we are in a place to act if we are called to do so.

S. Kincade is trying to find money to adopt CurricUNET META. She also has been requested to do a report to the Board of Trustees on Curriculum and all of the major changes taking place per regulations on September 10, 2014. She acknowledged it is hard to describe in four slides or less. She reminded the group that board meetings are open for all to attend.

Meeting adjourned at 4:51 PM

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09.23.14 MJC Curriculum Committee Meeting – DRAFT Page 1 of 4

Modesto Junior College Discussing Course Unit Values Higher than Normal Unit Values

This handout is designed to guide discussions in each of the departments when evaluating courses that have higher than normal units. Some community colleges have established that “normal” unit values are generally defined by C-ID descriptor minimums, local transfer institution equivalents (e.g., CSU Stanislaus and CSU Fresno) or starting with a 3 Carnegie Lecture unit course for non-transfer courses. Listed below are questions/considerations that have been echoed repeatedly at all levels of the approval chain. When requesting higher than established unit count, please complete the Course Unit Value Higher than Normal Unit Value Justification form (page 3) and attach it to the Course Outline of Record (COR) in CurricUNET using the “Attached Files” tab. The following questions may facilitate your discussion. 1. Are we attempting to cover and assess more content than the norm (i.e. our transfer

schools or C-ID descriptors)? If so, why?

2. Are we doing more review/catch up and “homework” examples in class?

a. If so, is this really justifiable in the Carnegie “lecture” unit framework?

Definitions derived from multiple sources, including Title 5, PCAH. (Source: Napa Valley College

Curriculum)

Lecture (Ratio of in-class to homework hours is 1:2) An instructional method that

primarily uses full-class or group content delivery. May include some small group work,

presentations, and discussion.

Lab (Ratio of in-class to homework hours is 3:0) An instructional method where students

primarily work independently or in groups to develop or practice skills in a laboratory,

workshop, studio, court, field, or other specialized instructional space. Instructor

supervised and directs activity at the student or small group level for most of the class

period.

Integrated Lab (Ratio of in-class to Homework Hours is 2:1) An instructional method

where the instructor switches between lecture and lab instruction in the same class

period and classroom.

b. Are we encouraging bad behavior by not mandating and holding students

accountable for not reading and doing the allotted “homework” outside of class?

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3. Most Importantly – Can we prove/show that this extra effort is actually resulting in

higher student success?

• If yes, do our results merit the quantity of extra efforts and resources being

allocated to achieve this goal?

• If no, how does the discipline suggest using their energy elsewhere to achieve

the desired results?

• Are there alternatives that others are trying that may give us equal or better

results?

4. What effect is this having on other areas of a student’s academic life?

• Is the course absorbing more units available to students for financial aid (even

when they drop with a “W” in the course)?

• Is it making it harder for students to schedule a “full-load” of courses in a given

semester? (This issue is compounded by our compressed calendar and

compressed weekly schedule in YCCD district.)

• Is the course making it harder for students to gain employment as a result of a

more hours required in class?

5. Is this course included in any Associate Degrees for Transfer?

• If yes, which one(s)? Is it preventing any ADT from being completed because of

the 60 unit maximum?

• If no, is there a reasonable expectation it will be included in any transfer model

curriculum in the near future?

6. Is this course a non-transfer level course?

• If yes, how many total units would the student need to complete to qualify for

the transfer level course in the discipline if the student begins with the lowest

level course in the discipline sequence?

• Has the discipline reviewed successful models and best practices for Basic Skills

from other colleges? (CCCCO has an excellent reference document.)

7. Is it likely the Board of Trustees would approve this course at the higher than normal

unit value?

• Curriculum committees make recommendations to the Board of Trustees. The

Board of Trustees approves curriculum. Per §55002(1)(a), The college and/or

DRAFT 1


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.

Modesto Junior College Course Unit Value Higher Than Normal Unit Value Justification

Please complete the form and attach it to the COR in CurricUNET using the “Attached Files” tab.

Course (Number & Title):

Transfer-Level Course (yes / no):

Normal Unit Value (C-ID minimum, ASSIST agreement with CSU or UC, CurricUNET

search,other):

Local Unit Value:

Total Contact Hours:

Normal Modality: (lecture, lab, lecture/lab?) (C-ID, other CCCs, CSUs or UCs)

Local Modality:

Content: How does content differ from state standard (C-ID, other CORs)?

Local Transfer Equivalent: Does MJC’s CSU feeder school have a similar course? Yes No If yes, what is course name and unit value/hours/modality? Local Community College’s Equivalents: Do Delta College and Merced College have similar courses? Yes No If yes, which college, course name and unit value/hours/modality?

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Justification: What is the need for and/or benefit of allocating additional units? (If more than

one, please list/number separately throughout this document.)

Support Data: For example, success rates, state and/or other mandates/requirements. (Please

note that a list of one or two schools that also have high units is not independently justification

to warrant high units.)

Articulation: Do the discipline experts believe articulation would be jeopardized if course unit value were lowered to state standard? If yes, please provide justification.

Sources: For example, if it is required by Title 5, then include the section numbers and text

used.

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Draft revision 9/16/2014

Prerequisite Validation – Reference Guide Plan Modesto Junior College is committed to addressing student needs. Prerequisites and corequisites that are thoughtfully and judiciously established through a content review process will increase student success if applied prudently. The curriculum committee at each college is charged with the responsibility for establishing prerequisites, corequisites, and advisories on recommended preparation to courses offered by a community college during the approval process according to standards and criteria established in Title 5, Section 55002. Establishing prerequisites and corequisites New Title 5 regulations on prerequisites, corequisites, and advisories were adopted by the Board of Governors on March 8, 2011 (section 55003). Under these regulations, faculty are now permitted to establish prerequisites or co-requisites in English, reading, or mathematics on content review alone or content review with statistical validation. Title 5, section 55003(d) delineates the four purposes for which prerequisites and corequisites may be established:

1. The prerequisite or corequisite is expressly required or expressly authorized by statute or regulation;

2. The prerequisite will assure that a student has the skills, concepts, and/or information needed to succeed (receive a satisfactory grade) for the course it is established;

3. The corequisite will assure that a student has the skills, concepts, and/or information needed to succeed (receive a satisfactory grade) for the course it is established;

4. The prerequisite or corequisite is needed to protect the health or safety of the student or others.

In light of these changes, the Chancellor’s Office developed guidelines for faculty in consultation with the System advisory Committee on Curriculum and Matriculation Advisory Committee. These guidelines were released February 2012. Additional requirements for districts conducting content review alone In addition to the foregoing, districts establishing prerequisites or corequisites in reading, written expression or mathematics for degree-applicable courses not in a sequence using content review alone (without statistical validations), must also adopt a plan that specifies:

1. The method used to determine which courses might be the most compelling candidates for new prerequisites and corequisites

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The method needs to include empirical evidence as well as faculty professional judgment. The college research office can provide the initial empirical evidence, in the form of grades or retention and success rates, for courses. The data review would provide a recommendation of courses to examine more closely. Faculty should then be involved to provide input. Faculty can also initiate the process by identifying courses where pre-skills in English or math are important to success in the target course. The faculty would then work with the college researcher to validate this.

2. The provision of appropriate numbers of prerequisite and corequisite course sections

Departments will regularly review course offerings to assure that adequate section of prerequisite courses in reading, written expression, or math are offered.

3. The assurance that other degree applicable courses are available such that student progress toward their educational goals is not unnecessarily impeded Departments will regularly review course offerings to assure that the needs of students are being met based on the established education plans on records.

4. Training for the curriculum committee The curriculum committee will receive training annually. There will be a on-time training required for designated English and math instructors and an online resource for ongoing faculty training.

5. The use of research to evaluate the effect of new prerequisites and corequisites on student success; particular attention should be given to disproportionate impact. The college’s research office will use disproportionate guidelines that are established by the Chancellor’s Office and/or the Research and Planning (RP) Group.

Content review Content review begins with the Course Outline of Record (COR). The COR delineates the course content, the competencies that student is expected to achieve, the assignments to be completed, and the assessments to measure student performance. The COR is examined to identify the skills and knowledge a student needs in or der to succeed in the course. The content review process at Modesto Junior College begins in the fall semester with the course author determining requisite skills needed in English or math. The author will then work with the respective departments to align requisites with appropriate course. The author will then complete a Prerequisite Proposal checklist (Appendix A). The curriculum Committee will then review the proposal. If approved, the office of Enrollment Services will establish registration and notification mechanisms while the Office of Instruction prepares and send a

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report to the State Chancellor’s office. Ongoing validation of the prerequisite plan will be conducted as part of the five year program review cycle (two years for CTE programs).

Definitions of Terms “Content review” is defined in title 5, section 55000(c) as: a rigorous, systematic process developed in accordance with sections 53200 to 53204, approved by the Chancellor as part of the district matriculation plan required under section 55510, and that is conducted by faculty to identify the necessary and appropriate body of knowledge or skills students need to possess prior to enrolling in a course, or which students need to acquire through simultaneous enrollment in a corequisite course. In other words, content review is a process that determines what skills or knowledge are required for success in a given course and how that preparation can be obtained in order to advise or require students to acquire the necessary preparation prior to enrolling in (prerequisite) or while taking (corequisite) a given course. It is more than reviewing the traditional “exit and entrance skills” and involves examining how the course is taught and all components of the Course Outline of Record (COR). Prerequisites are conditions of enrollment that students are required to meet prior to enrollment in particular courses and programs. The assignment of a prerequisite to a course signifies that the course skills, or bod of knowledge described in the prerequisite, are essential to the success of the student in that course and that it is highly unlikely that a student who has not met the prerequisite will receive a satisfactory grade in the course for which the prerequisite has been established. Corequisites also signify that a body of knowledge or course skills is essential to the success of a student in a course. However, this body of knowledge or course skills can be acquired or developed concomitantly with the primary course. Therefore, a student is required to enroll in a corequisite simultaneously with (or, in some cases, may be allowed to enroll in the corequisite prior to) the primary course. Advisories signify that acquisition of a bod of knowledge or course skills will be of great advantage to a student prior to enrollment in a specific course. However, enrollment in a course to acquire this knowledge or skills is not required, merely recommended.

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Modesto Junior College Curriculum Committee

Prerequisite based on content review only

This process is to be used when requesting prerequisite within a different discipline Only applicable for communication or computational skills - Not for sequential courses

PREREQUISITE PROPOSAL CHECKLIST

1. Is a new course needed? <OR> Is it time for the 5-year review? a. Evaluate offerings at other community colleges and within CSU/UC systems. b. Evaluate needs of the community and local industries.

2. Discipline/department faculty create or review a. C-ID course descriptors (if applicable) b. outcomes c. objectives d. content e. entry and exit skills f. appropriate texts g. typical assignments h. potential alignment with industry needs or CSU/UC i. repeatability guidelines j. course impact on current/future degrees and certificates

3. Analysis of requisite skills Discussion within the discipline/department, with curriculum representatives, and with faculty who teach courses containing the prerequisite entry-level skills. The MJC Foundational Skills Cross-Reference and Appendix B of Implementing Content Review for Communication and Computation Prerequisites (ASCCC 2011) http://asccc.org/sites/default/files/Content-Review-Spring-2011.pdf to be used in guiding the discussions. a. Review and Discuss the Curriculum Guide to Determine Prerequisites b. Review syllabi, sample assignments, texts, course outline of record and overall

course rigor c. Determine entry skills required to pass the course with a satisfactory grade across all

sections of the course d. Determine which courses contain those entry skills – entry level skills must apply to

all sections of the course e. Consult with discipline faculty who teach the potential prerequisite course(s) f. Consider potential effects on enrollment if prerequisites are put in place

http://asccc.org/sites/default/files/Content-Review-Spring-2011.pdf

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g. Discuss the ability of students without the prerequisite skills to find courses to take within the program.

4. Determine Appropriate Level of Course This should directly reflect the level of rigor required in the course a. 1-49 Pre-college level courses b. 50-99 Courses that count toward associate’s degree credit only c. 100–299 Courses demonstrating critical thinking through composition or

computation. Appropriate for baccalaureate or associate’s degree credit d. 300-399 Vocational courses appropriate for associate’s degree credit, but not

baccalaureate degree credit e. 900-999 Basic education (Non-degree applicable)

5. Evaluate Linkages to External Groups Some courses may be intended for both transfer and industry a. For CTE courses, discussion with Advisory Committees is recommended b. For transfer courses, discussion with Articulation officer is recommended

6. LAUNCH COURSE TO CURRICUNET

7. Check your email/voicemail regularly As course moves through the curriculum stream, be on the lookout for feedback on your requested prerequisite from interested parties. Addressing issues and answering questions in a timely manner will help your course(s) move through the approval process. Interested parties include: a. Division Curriculum Committee representative for the course b. Division Curriculum Committee representative for the prerequisite c. Division Deans d. Technical Review Committee e. Curriculum committee members

8. Curriculum Committee Meeting It is highly recommended that course authors attend the curriculum committee meeting in case there are further questions on the course. At a minimum, the Division Representative should be in attendance.

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MJC Curriculum Guide to Determine Appropriate Prerequisites

English: Required Course objectives

MJC Curriculum Guide to Determine Appropriate Prerequisites

English 50

Articulate the main idea and supporting elements of a reading selection.

Identify the major types of discourse: description, narration, exposition, and argument.

Make and support reasonable inferences about the attitudes and thoughts of a writer based on evidence provided.

Identify the principle techniques a writer uses to construct an effective piece of writing (e.g. organization, coherence, diction, etc.).

Utilize various invention and pre-writing strategies.

Include appropriate details and examples to develop main points in paragraphs.

Write fully developed essays that provide coherence within and between paragraphs and are controlled by a clear unifying theme, perception, or thesis.

Demonstrate ability to use a variety of sentence structures, maintain sentence boundaries, and use appropriate diction.

Examine and analyze his or her own writing and that of other students with a view towards improving the effectiveness of the writing (e.g. overall clarity, coherence, and correctness).

English 101

Read and think critically (e.g. distinguish supporting ideas from main ideas, distinguish between student's own thoughts and thoughts of writer, and draw inferences and make judgments about a writer's thoughts and attitudes).

Write papers that demonstrate the use of expository and argumentative or persuasive forms of writing.

Write papers that demonstrate competent control over written language, including syntax, punctuation, grammar, and spelling.

Write papers that show evidence of drafting, revising, and editing to reflect an academic style and tone.

Use scholarly sources in a legitimate way, a. summarizing and paraphrasing source material, b. synthesizing multiple sources, c. integrating source ideas with his or her own ideas, and d. avoiding plagiarism by documenting sources according to MLA conventions.

Evaluate and articulate the credibility of print and online sources.

Write papers that are correctly formatted according to MLA conventions

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Reading: Required Course objectives

Mathematics: Course objectives commonly considered as possible prerequisites for other MJC courses.

Reading 184

Identify the mode of discourse and approach the reading in a manner appropriate for the

particular mode,

Identify author's purpose as determined by mode and context,

Identify method of development and use this information to express thesis with greater accuracy,

Appraise the author’s word choice and explain the denotative and connotative meanings of words as used in assigned readings and express the effect of these word choices on the

reader's reaction to the piece,

Identify an author's use of slanted language and express the effect on the meaning,

Identify the use of figurative language (personification, similes, metaphors) in assigned readings and explain the quality or trait being exposed or emphasized by the author,

Identify and evaluate the author's tone (including irony) and point of view,

Distinguish among the various ironic stances (wit, satire, cynicism, sarcasm),

Identify special effects used by authors, specifically: understatement, hyperbole, alliteration, repetition, and unusual sentence structure,

Analyze an author's argument and the unstated assumptions on which the argument rests,

Interpret the author's bias and authority,

Analyze the appeals an author makes in presenting his argument,

Appraise logical fallacies present in arguments,

Identify and describe key aspects of the plot: 1.setup 2. suspense 3. Climax 4. denouement 5. resolution

Trace the development of characters through their actions and motivations,

Explain any character or action which is meant to be symbolic,

Identify and express the story's theme,

Reading 82 Identify context clues and utilize them to define unknown words.

Transfer appropriately efficient reading techniques such as pre-reading and questioning to a wide variety of reading materials.

Distinguish between general and specific sentences.

Identify the topic sentence of a paragraph.

Predict the content of a paragraph utilizing the topic sentence.

Infer unstated main ideas of both paragraphs and longer selections.

Distinguish details which support the main idea from those which do not.

Translate the author's main idea into student's own words.

Apply reading transition devices to aid comprehension.

Identify different methods of development in a variety of readings.

After identifying method of development, apply appropriate strategies and outline major and minor points.

Identify the functions of the paragraph within an article or essay.

Select which paragraphs should be read carefully and which may be skimmed.

Outline information to show its organization.

Analyze author's language and word choices with the understanding that words suggest positive or negative attitudes.

Make inferences based upon reading.

Locate figurative language and assess its meaning.

Infer the author's purpose by considering style and intended audience. *

Infer author's point of view. *

Judge the value and accuracy of reading material. *

Assess author bias. *

Evaluate author's assumptions as valid or specious. *

Determine any value judgments made by author. *

Evaluate reading material and formulate valid conclusions

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MJC Curriculum Guide to Determine Appropriate Math Prerequisites Below are the course objectives of Math courses commonly considered as possible prerequisites for other MJC courses.

Math 70

Solve linear equations in one variable

Solve and graph linear inequalities in one variable

Determine the slope of a line from either the graph

or the equation and explain its meaning

Graph linear equations and inequalities in one

variable

Write the equation of a line describing the

relationship between two variables

Solve systems of linear equations in two variables

Add, subtract, multiply, and divide polynomials

Factor polynomials

Solve quadratic equations by factoring, completing

the square, or the quadratic formula

Multiply and divide rational expressions

Add and subtract rational expressions

Simplify radicals and expressions involving radicals,

including fractional exponents

Solve equations involving radical expressions

Sketch the graphs of simple parabolas from their

equations

Create mathematical models of applications

described in words, including those involving

linear, quadratic, rational and radical expressions

Convert numbers to and from scientific notation

and apply the rules of exponents to these numbers

Math 89 and 90

Graph lines and find the equation of a line, given sufficient

information

Graph linear, quadratic, absolute value, and simple cubic

functions

Solve systems of equations in two or three variables by

choosing the most effective method for the given problem

Solve linear and quadratic inequalities

Graph quadratic functions by determining and using the vertex

and the stretching constant

Add, subtract, multiply, and divide complex numbers

Add, subtract, multiple, divide, or compose two given

functions

Solve exponential and logarithmic equations

Simplify expressions using the properties of logarithms

Identify the equations for and sketch the graphs of conic

sections

List a requisite number of terms of a given arithmetic,

geometric, or recursive sequence

Determine the general term of a given arithmetic or geometric

sequence

Determine the sum of a fixed number of terms of an

arithmetic or geometric series, and determine the sum of an

infinite geometric series when it exists

Math 90 only

Solve problems involving permutations, combinations, and

probability

Solve absolute value and rational inequalities

Use transformations for graphing

Matrices and Gauss-Jordan Elimination

Determinants and Cramer’s Rule

Yosemite Community College District • Policies and Administrative Procedures

4260 Prerequisites and Corequisites Page 1 of 10

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4260 Prerequisites and Corequisites 5

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The Yosemite Community College District requires that the establishing, reviewing, and challenging of 7

prerequisites, corequisites, advisories on recommended preparation, and certain limitations on 8

enrollment be done in a manner consistent with law and good practice. The District recognizes that 9

these prerequisites, corequisites, advisories, and limitations must be established carefully to ensure they 10

do not become obstacles to student access. The District also recognizes that it is important to have 11

prerequisites where they are a vital factor in maintaining academic standards and student success. 12

Procedures are to be established which reflect these principles and which conform to standards set out 13

in Title 5. 14

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References: 16

Title 5, Section 55000 and 55003 et seq. 17

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Adopted: June 28, 2004 19

Revision Adopted: February 11, 2009 20

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Yosemite Community College District Policies and Administrative Procedures No. 4260

Policy

http://government.westlaw.com/linkedslice/default.asp?SP=CCR-1000



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4260 Prerequisites and Corequisites 2

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(Including Advisories on Recommended Preparation, and Limitations on Enrollment) 4

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The following provides for the establishing, reviewing, and challenging of prerequisites, co-requisites, 6

advisories on recommended preparation, and certain limitations on enrollment in a manner consistent 7

with law and good practice. If prerequisites, co-requisites, advisories, and limitations are established 8

unnecessarily or inappropriately, they constitute unjustifiable obstacles to student access and success. 9

Therefore, this procedure calls for caution and careful scrutiny in establishing them. Nonetheless, it is as 10

important to have prerequisites in place where they are a vital factor in maintaining academic standards 11

as it is to avoid establishing prerequisites where they are not needed. For these reasons, the District has 12

sought to foster the appropriate balance between these two concerns. 13

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I. Information in the Catalog and Schedule of Classes. 15

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The college shall provide the following explanations both in the college catalog and in the 17

schedule of classes: 18

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A. Definitions of prerequisites, co-requisites, and limitations on enrollment including the 20

differences among them and the specific prerequisites, co-requisites, and limitations on 21

enrollment that have been established. 22

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B. Procedures for a student to challenge prerequisites, co-requisites, and limitations on 24

enrollment and circumstances under which a student is encouraged to make such a 25

challenge. The information about challenges must include, at a minimum, the specific 26

process including any deadlines, the various types of challenge that are established in law, 27

and any additional types of challenge permitted by the college. 28

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C. Define advisories on recommended preparation, the right of a student to choose to take a 30

course without meeting the advisory, and circumstances under which a student is 31

encouraged to exercise that right. 32

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II. Challenge Process 34

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A. Any student who does not meet a prerequisite or co-requisite or who is not permitted to 36

enroll due to a limitation on enrollment but who provides satisfactory evidence may seek 37

entry into the class as follows: 38

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1. If space is available in a course when a student files a challenge to the prerequisite 40

or co-requisite, the District shall reserve a seat for the student and resolve the 41

challenge within five (5) working days. If the challenge is upheld or the District fails 42

to resolve the challenge within the five (5) working-day period, the student shall be 43

allowed to enroll in the course. 44

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2. If no space is available in the course when a challenge is filed, the challenge shall be 46

resolved prior to the beginning of registration for the next term and, if the challenge 47

Administrative Procedure



is upheld, the student shall be permitted to enroll if space is available when the 1

students registers for that subsequent term. 2

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B. Grounds for challenge shall include the following: 4

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1. Those grounds for challenge specified in Title 5, Section 55201(f). 6

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2. The student seeks to enroll and has not been allowed to enroll due to a limitation on 8

enrollment established for a course that involves intercollegiate competition or 9

public performance, or one or more of the courses for which enrollment has been 10

limited to a cohort of students. The student shall be allowed to enroll in such a 11

course if otherwise he or she would be delayed by a semester or more in attaining 12

the degree or certificate specified in his or her educational plan. 13

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3. The student seeks to enroll in a course that has a prerequisite established to protect 15

health and safety, and the student demonstrates that he or she does not pose a 16

threat to himself or herself or others. 17

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4. The student has the obligation to provide satisfactory evidence that the challenge 19

should be upheld. However, where facts essential to a determination of whether 20

the student's challenge should be upheld are, or ought to be, in the college's own 21

records, then the college has the obligation to produce that information. 22

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C. Curriculum Review Process 24

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1. The curriculum review process shall at a minimum be in accordance with all of the 26

following: 27

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a) Establish a curriculum committee and its membership in a manner that is 29

mutually agreeable to the college administration and the Academic Senate. 30

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b) Establish prerequisites, co-requisites, and advisories on recommended 32

preparation (advisories) only upon the recommendation of the Academic 33

Senate except that the Academic Senate may delegate this task to the 34

curriculum committee without forfeiting its rights or responsibilities under 35

Section 53200-53204 of Title 5. Certain limitations on enrollment must be 36

established in the same manner. 37

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c) Establish prerequisites, co-requisites, advisories on recommended 39

preparation, and limitations on enrollment only if: 40

i) The faculty in the discipline or, if the college has no faculty member 41

in the discipline, the faculty in the department do all of the 42

following: 43

44

- Approve the course; and, 45

46

- As a separate action, approve any prerequisite or co-47

requisite, only if: 48

49



> The prerequisite or co-requisite is an appropriate 1

and rational measure of a student's readiness to 2

enter the course or program as demonstrated by a 3

content review including, at a minimum, all of the 4

following: 5

6

+ Involvement of faculty with appropriate 7

expertise; 8

9

+ consideration of course objectives set by 10

relevant department(s). The curriculum 11

review process should be done in a manner 12

that is in accordance with accreditation 13

standards; 14

15

+ be based on a detailed course syllabus and 16

outline of record, tests, related instructional 17

materials, course format, type and number 18

of examinations, and grading criteria; 19

20

+ specification of the body of knowledge 21

and/or skills which are deemed necessary at 22

entry and/or concurrent with enrollment; 23

24

+ identification and review of the prerequisite 25

or co-requisite which develops the body of 26

knowledge and/or measures skills identified 27

under iv; 28

29

+ matching of the knowledge and skills in the 30

targeted course (identified under iv.) and 31

those developed or measured by the 32

prerequisite or co-requisite (i.e., the course 33

or assessment identified under v.); and 34

35

+ maintain documentation that the above 36

steps were taken. 37

38

> The prerequisite or co-requisite meets the scrutiny 39

specified in one of the procedures for review of 40

individual courses (see below), and specify which. 41

42

- Approve any limitation on enrollment that is being 43

established for an honors course or section, for a course 44

that includes intercollegiate competition or public 45

performance, or so that a cohort of students will be 46

enrolled in two or more courses, and, in a separate action, 47

specify which. 48

49



- Approve that the course meets the academic standards 1

required for degree applicable courses, non-degree 2

applicable courses, non-credit courses, or community 3

service respectively. 4

5

- Review the course outline to determine if a student would 6

be highly unlikely to receive a satisfactory grade unless the 7

student had knowledge or skills not taught in the course. If 8

the student would need knowledge or skills not taught in 9

the course itself, then the course may be approved for 10

degree applicable credit only if all requirements for 11

establishing the appropriate prerequisite have been met 12

excepting only approval by the curriculum committee. 13

14

- Review the course outline to determine whether receiving a 15

satisfactory grade is dependent on skills in communication 16

or computation. If receiving a satisfactory grade is 17

sufficiently dependent on such skills, then the course may 18

be approved for degree applicable credit only if all 19

requirements have been met for establishing a prerequisite 20

or co-requisite of not less than eligibility for enrollment to a 21

degree-applicable course in English or mathematics, 22

respectively. 23

24

ii) A course which should have a prerequisite or co-requisite as 25

provided in (5) or (6) but for which one or more of the requirements 26

for establishing a prerequisite have not been met may only: 27

28

- Be reviewed and approved pursuant to the standards for 29

non-degree applicable credit, non-credit, or community 30

service; or 31

32

- Be revised and reviewed as required to meet the criteria for 33

establishing the necessary prerequisites or co-requisites. 34

35

iii) The curriculum committee also reviews the course and prerequisite 36

in a manner that meets each of the requirements specified above. 37

38

iv) If the District chooses to use content review as defined in Title 5 of 39

the Code of California Regulations Section 55000 to define 40

prerequisites and corequisite in reading, written expression, or 41

mathematics for courses that re degree applicable and are not in a 42

sequence, it must adopt a plan consistent with Title 5 of the Code of 43

California Regulations Section 55003. 44

45

d) Program Review: As a regular part of the program review process or at least 46

every six years, the college shall review each prerequisite, co-requisite, or 47

advisory to establish that each is still supported by the faculty in the 48

discipline or department and by the curriculum committee and is still in 49



compliance with all other provisions of this policy and with the law. Any 1

prerequisite or co-requisite that is still supported shall be reviewed 2

promptly thereafter to assure that it is in compliance with all other 3

provisions of this policy and with the law. 4

5

e) Implementing Prerequisites, Co-requisites, and Limitations on Enrollment. 6

Implementation of prerequisites, co-requisites, and limitations on 7

enrollment must be done in a consistent manner and not left exclusively to 8

the classroom instructor. Every attempt shall be made to enforce all 9

conditions a student must meet to be enrolled in the class through the 10

registration process so that a student is not permitted to enroll unless he or 11

she has met all the conditions or has met all except those for which he or 12

she has a pending challenge or for which further information is needed 13

before final determination is possible of whether the student has met the 14

condition. 15

16

f) Instructor's Formal Agreement to Teach the Course as Described. Each 17

college shall establish a procedure so that courses for which prerequisites or 18

co-requisites are established will be taught in accordance with the course 19

outline, particularly those aspects of the course outline that are the basis for 20

justifying the establishment of the prerequisite or co-requisite. The process 21

shall be established by consulting collegially with the local Academic Senate 22

and, if appropriate, the local bargaining unit. 23

III. Review of Individual Courses: 24

25

If the student's enrollment in a course or program is to be contingent on his or her having met 26

the proposed prerequisite(s) or co-requisite(s), then such a prerequisite or co-requisite must be 27

established as follows. If enrollment is not blocked, then what is being established is not a 28

prerequisite or co-requisite but, rather, an advisory on recommended preparation and must be 29

identified as such in the schedule and catalog. Establishing advisories does not require all the 30

following steps. 31

32

A. Prerequisites and Co-requisites 33

34

1. Levels of Scrutiny. Prerequisites and co-requisites must meet the requirements of at 35

least one of the following subsections: 36

37

a) The Standard Prerequisites or Co-requisites: The college may establish 38

satisfactory completion of a course as prerequisite or co-requisite for 39

another course provided that, in addition to obtaining the review of the 40

faculty in the discipline or department and the curriculum committee as 41

provided above, the college specifies as part of the course outline of record 42

at least three of the campuses of the University of California and the 43

California State University which reflect in their catalogs that they offer the 44

equivalent course with the equivalent prerequisite(s) or co-requisite(s). Any 45

combination of University of California campuses and California State 46

University campuses is acceptable in satisfaction of this requirement. 47

48



b) Sequential Courses Within and Across Disciplines: A course may be 1

established as a prerequisite or co-requisite for another course provided 2

that, in addition to the review by faculty in the department or discipline and 3

by the curriculum committee as described above, skills, concepts, and/or 4

information taught in the first course are presupposed in the second course, 5

and a list of the specific skills and/or knowledge a student must possess in 6

order to be ready to take the second course is included in its outline of 7

record. 8

9

c) Courses in Communication or Computation Skills: Prerequisites establishing 10

communication or computational skill requirements may not be established 11

across the entire curriculum unless established on a course by course basis. 12

A course in communication or computation skills, or eligibility for 13

enrollment in such a course, may be established as a prerequisite or co-14

requisite for any course other than another course in communication or 15

computation skills if, in addition to the review by the faculty in the discipline 16

or department and by the curriculum committee as provided above, the 17

following is also done: 18

19

i) A list of the specific skills a student must possess in order to be 20

ready to take the course is included in the course outline of record; 21

and 22

23

ii) Research is conducted as provided above. 24

25

d) The prerequisite or co-requisite may be established for a period of not more 26

than two years while the research is being conducted provided that a 27

determination is made that a student who lacks the particular skills is highly 28

unlikely to receive a satisfactory grade because a sufficient percentage of 29

the grade is directly dependent on these skills. This determination must be 30

approved both by the faculty in the discipline and by the curriculum 31

committee as provided above and must be based on a review of the syllabus 32

as well as samples of tests and other assignments on which the grade is 33

based. 34

35

e) Cut Scores and Prerequisites: Whether or not research is required to 36

establish a prerequisite, data collected to validate assessment instruments 37

and cut scores is always relevant to reviewing the prerequisites for the 38

associated courses. If such data are insufficient to establish the cut scores, 39

any course prerequisites established for the same course or courses may 40

not be printed in subsequent catalogs and schedules nor enforced in 41

subsequent semesters until the problems are resolved, and sufficient data 42

exist to establish the cut scores. In such a case, the collection of these data 43

shall be done in the manner prescribed above in addition to other 44

requirements of law. Such a prerequisite may be changed to an advisory on 45

recommended preparation while the problems are being resolved. 46

47



f) Programs: In order to establish a prerequisite for a program, the proposed 1

prerequisite must be approved as provided for a course prerequisite in 2

regard to at least one course that is required as part of the program. 3

4

g) Health and Safety: A prerequisite or co-requisite may be established 5

provided that, in addition to the review by faculty in the department or 6

division and by the curriculum committee as provided above: 7

8

i) The course for which the prerequisite is proposed is one in which 9

the student might endanger his or her own health and safety or the 10

health and safety of others; and 11

12

ii) The prerequisite is that the student possesses what is necessary to 13

protect his or her health and safety and the health and safety of 14

others before entering the course. 15

16

h) Recency and Other Measures of Readiness: Recency and other measures of 17

readiness may be established as a prerequisite or co-requisite only if, in 18

addition to the review by the faculty in the discipline or department and by 19

the curriculum committee as provided above, the following is also done: 20

21

i) A list of the specific skills a student must possess in order to be 22

ready to take the course is included in the course outline of record. 23

24

ii) Data are gathered according to sound research practices in at least 25

one of the following areas: 26

27

i) The extent to which students, those currently enrolled in the course or 28

those who have completed it, believe the proposed prerequisite or co-29

requisite is necessary. 30

31

j) Comparison of the faculty members' appraisal of students' readiness for the 32

course to whether students met the proposed prerequisite or co-requisite. 33

The faculty appraisal could be done at any time in the semester that the 34

college determined was appropriate and based on independent 35

assignments, quizzes and exams, participation in classes or other indicators 36

that the student was or was not ready to take the course. 37

38

k) Comparison of students' performance at any point in the course with 39

completion of the proposed prerequisite or co-requisite. 40

41

l) Comparison of student performance in the course to their scores on 42

assessment instruments in the manner required to validate an assessment 43

instrument and cut scores for the course in question as described above. 44

45

i) The standard for any comparison done shall be that a student is 46

highly unlikely to receive a satisfactory grade in the course unless 47

the student has met the proposed prerequisite or co-requisite. The 48

research design, operational definitions, and numerical standards, if 49



appropriate, shall be developed by research personnel, discipline 1

faculty, and representatives of the Academic Senate. If the evidence 2

fails to meet the standard established, each college may establish 3

the proposed prerequisite or co-requisite as a recommended 4

preparation and may seek to establish it as a prerequisite or co-5

requisite only by following the process described in this policy and 6

any applicable college policies. 7

8

ii) If the curriculum committee has determined as provided in these 9

procedures that a new course needs to have a prerequisite or co-10

requisite, then the prerequisite or co-requisite may be established 11

for a single period of not more than two years while research is 12

being conducted and a determination is being made, provided that: 13

14

- All other requirements for establishing the prerequisite or 15

co-requisite have already been met; and 16

17

- Students are informed that they may enroll in the course 18

although they do not meet the prerequisite. However, 19

students who lack the prerequisite may not constitute more 20

than 20% of those enrolled in any section of the course. 21

22

iii) Prerequisites and co-requisites that are exempt from review at the 23

time they are, or were, established are not eligible for this 24

exception, and the research must be conducted during the six years 25

before they must be reviewed. 26

27

2. Additional Rules. Title 5, Section 55202 specifies additional rules, which are to be 28

considered part of this document as though reproduced here. 29

30

B. Advisories on Recommended Preparation: The college may recommend that a student 31

meet a standard of readiness at entry only if recommended by the faculty in the discipline 32

or department and by the curriculum committee as provided in above. This process is 33

required whether the college used to describe such recommendations in its catalog or 34

schedule as "prerequisites," or "recommended," or by any other term. 35

36

C. Limitations on Enrollment: The types of limitation on enrollment specified below may only 37

be established through the curriculum review process by the discipline or department 38

faculty and the curriculum committee specified above including the requirement to review 39

them again at least every six years; for example, as part of program review. The following 40

requirements must also be met in order to establish these particular limitations on 41

enrollment. 42

43

1. Performance Courses. The college may establish audition or try-out as a limitation 44

on enrollment for courses that include public performance or intercollegiate 45

competition such as but not limited to band, orchestra, theater, competitive speech, 46

chorus, journalism, dance, and intercollegiate athletics provided that: 47

48



a) For any certificate or associate degree requirement which can be met by 1

taking this course, there is another course or courses which satisfy the same 2

requirement; and 3

4

b) The college includes in the course outline of record a list of each certificate 5

or associate degree requirement that the course meets and of the other 6

course or courses which meet the same requirement. 7

8

2. Limitations on enrollment established as provided for performance courses shall be 9

reviewed during program review or at least every six years to determine whether 10

the audition or try-out process is having a disproportionate impact on any 11

historically under-represented group and, if so, a plan shall be adopted to seek to 12

remedy the disproportionate impact. If disproportionate impact has been found, the 13

limitation on enrollment may not be printed in subsequent catalogs or schedules 14

nor enforced in any subsequent term until such a plan has been endorsed by the 15

department and the college administration and put into effect. 16

17

3. Honors Courses. A limitation on enrollment for an honors course or an honors 18

section of a course may be established if, in addition to the review by the faculty in 19

the discipline or department and by the curriculum committee as provided above, 20

there is another section or another course or courses at the college which satisfy 21

the same requirements. If the limitation is for an honors course and not only for an 22

honors section, the college must also include in the course outline of record a list of 23

each certificate or associate degree requirement that the course meets and of the 24

other course or courses which meet the same associate degree or certificate 25

requirement. 26

27

4. Blocks of Courses or Sections. Blocks of courses or blocks of sections of courses are 28

two or more courses or sections for which enrollment is limited in order to create a 29

cohort of students. Such a limitation on enrollment may be established if, in 30

addition to review by the faculty in the discipline or department and by the 31

curriculum committee as provided above, there is another section or another course 32

or courses that satisfy the same requirement. If the cohort is created through 33

limitations on enrollment in the courses rather than limitations on specific sections 34

of courses, then the college must include in the course outline of record a list of 35

each certificate or associate degree requirement that the course meets and of the 36

other course or courses which satisfy the same associate degree or certificate 37

requirement. 38

39

40

References: 41

Title 5, Section 55200 et seq. 42

43

Procedure Last Revised: March 12, 2008 44

http://government.westlaw.com/linkedslice/default.asp?SP=CCR-1000

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