Transcript AA and AS Degrees in Caif. Community Colleges

What is the meaning of a Calif.
Community College Degree?
To students, the community, the
workplace, the policymakers
The ASCCC paper (www.asccc.org)
New Clarity:
A.A. Versus A.S.
A.S.=
STEM disciplines (science, technology,
engineering, mathematics and some CTE
A.A.= everything else
 Local determination, e.g. graphic design
 BoG approved; but. . .
AB 440 (“Transfer Degrees”)
The ASCCC positions
What’s under discussion
Where it started & ended up
What’s next
The Pragmatics
Creating New Degrees
• What happens locally
• What happens in the Chancellor’s
Office
• New Forms
• Approval process
• PCAH3
Tips (from PCAH3)
 Download and use new forms (Rev. March 2009)
 Submit correct number of copies
•original and one copy of 2-page credit program
applications
•original only for 1-page applications
 Submit course outlines with new program and substantial
change applications
 Labor market data (CTE) must be specific to your college
service area, metropolitan service area, county or region
 State and/or national data is not enough!
 Employer survey
Components of a degree
 All proposals for associate degrees must include
program requirements, including number of units
for:
•
•
•
•
General Education (local, or IGETC or CSU GE)
Major or Area of Emphasis
Competencies
Local Requirements
 Transfer students should be advised to complete
• CSUGE, IGETC, or university-specific GE pattern
• Transferable courses for electives
POP QUIZ
Major or Area of Emphasis
. . . must consist of:
a. A single discipline
b. A minimum of 18 semester
(or 27 quarter) units
c. No more than 3 disciplines
d. Lower division and upper division courses
e. None of the above
Major or Area of Emphasis:
components
18 units (or 27 quarter units)
Major: Concentration in a single discipline or
related disciplines. If transfer-oriented
degree, then the major will prepare students
for a specific baccalaureate major.
Area of Emphasis: Broader grouping of
courses. Prepares students for a field of study
or for a specific major at UC or CSU or may be
as broad as social sciences or theme-based
interdisciplinary coursework (e.g., Gender
Studies).
Local Requirements
Represents areas of importance to the
institution and local community
For example:
•
•
•
•
Physical education course
Information competency
Computer literacy
Cultural pluralism/ethnic or gender studies
Associate Degree Approvals
 723 associate degrees were approved in 2008
 244 associate degrees have been approved in 2009
 2008 approved degrees by T.O.P. category
•
•
•
•
•
•
•
T.O.P. 49
T.O.P. 22
T.O.P. 11
T.O.P. 10
T.O.P. 05
T.O.P. 21
T.O.P. 15
Interdisciplinary Studies – 527
Social Sciences – 58
Foreign Language – 35
Fine & Applied Arts – 31
Business & Management – 27
Public & Protective Services – 26
Humanities (Letters) – 22
Something Else New!
Certificate of Achievement in recognition of
completion of general education transfer
patterns established by:
 CSU GE-Breadth
 IGETC
 Accredited public postsecondary institutions in
adjacent states which award the baccalaureate
degree
T5, §55070
Pop Quiz
Recent changes to Title 5 affecting the
associate degree include all of the
following EXCEPT:
a. Allowing colleges to tailor degrees using areas of
emphasis
b. Strengthening competencies in written
expression and mathematics
c. Requiring coursework in information literacy
d. Strengthening the grade requirement for all
courses in the major or area of emphasis
e. Adding a certificate of achievement option in
transfer general education patterns
Opportunities. . .
 Well-designed degree with a major
 Well-designed degree with an area of emphasis
 Certificate of Achievement: General Education Transfer Pattern
 Opportunity to re-examine your associate degrees to ensure
quality, academic integrity, and purpose.
 Are your degrees meeting a compelling need?
• Transfer prep
• Career prep
• Community need
• Academic interest
Pre-requisites
 ASCCC resolutions (positions)
 APG recommendations
•
APG status
 Pilot
•
Task Group
•
Chair: Richard Mahon
[email protected]
Minimum Qualifications
 Changes to Disciplines List
 Under discussion: Should there be “no
equivalency” to an AA for all disciplines?
 Course Identification Number System
 Collaboration with UC & CSU
 Your role
CB 21 Coding
 Where it started
 Progress (credit & noncredit)
 Next steps
19
Background: CB 21
 CB 21: Courses Prior to College/Transfer
• A = one level below
• B= two levels below
• C = three levels below
• Y = four or more or transfer
 There was no statewide review to examine
curriculum – Are 4 levels enough? Does everyone
identify the same course as college?
Background: CB 21
 Course Prior to College/Transfer – different for
every college, even within districts
 Levels not comparable
 CB 21 coding not well understood
 Basic Skills levels and student pathways not
defined
 Three levels inadequate for current basic skills
needs
What is “Course Prior to
Transfer Level”?

The course “level” in terms of number of levels prior to
transferrable level – a bright line

Primarily for basic skills/remedial courses, not transferrable
courses

Can be used for noncredit and credit – degree-applicable
and non degree-applicable

Used for English, writing, ESL, reading, or mathematics in a
sequence

NOT used for:
•
non-sequential courses such as study skills, Citizenship
or
ESL Civics
CB 21 Rubrics Created to Describe
Levels Courses Prior to TRANSFER
22
Discipline
Credit
Noncredit
Likely bridge to
credit
Math
Four levels CB 21 A, B,
C, D
Six levels CB 21
A, B, C, D, E, F
Levels C & D
English
Four levels CB 21 A, B,
C, D
Seven levels CB 21
A, B, C, D, E, F, G
Level B or C
Reading
Four levels CB 21
A, B, C, D
Five levels CB 21
A, B, C, D, E
Level A or B
ESL
6 levels ESL Reading CB 21 8 levels ESL
A, B, C, D, E, F
Integrated CB 21
A,B,C,D,E, F, G, H
6 levels ESL Writing CB 21
A, B, C, D, E, F
6 levels ESL Speaking &
Listening CB 21
A, B, C, D, E, F
Most noncredit end
2 levels prior to
English 1 A at Level
B
Includes vocational
and Cultural skills
Student Success Conference 2009
Things to Consider
 If you code every basic skills class at 4+ levels
below, you will have few improvements
 It pays to have a full “ladder” using as many
levels as possible-- to show differentiation
 Noncredit - perfect solution for 30 unit limit on
basic skills in Title 5…be cognizant of where the
noncredit ladder “ties in” with credit
 Progression into credit levels also shows progress
Things to Consider
 Levels must mean the same thing across
campuses
 Student movement does not preclude you from
getting credit for success elsewhere…
 …provided your neighbor is coding properly and
uniformly as well
Things to Consider
If your “ladder” has more than 4 steps:
 Keep as many as you can, but some may have to be
compacted
 You may have 7 levels of ESL, your neighbor has 3
• If we allow everyone to code their own number of levels,
colleges would be advantaged/disadvantaged based
solely on their curricular segmentation—not good
 Research indicates too many steps are a barrier to
progress
 There are TIPPING POINTS
Resources
 Data Element Dictionary
http://cccco.edu » Chancellor's Office
» Divisions
» Tech. Research & Info.
» MIS
» Data Element Dictionary (right links)
 T.O.P. Manual –
http://cccco.edu » Chancellor's Office
» Divisions
» Academic Affairs
» Taxonomy of Programs (TOP), 6th Edition (left
links)
 CB 21 coding –
http://www.cccbsi.org/bsi-rubric-information
Webinar Training for
CB 21 coding
 Nov 17 10:00 -11:15
 Nov 18 2:00-3:15
 Dec. 3 10:00-11:15
ASCCC events (Register asap)
 Fall Plenary Session November 12 – 14 Ontario
 (Teaching Institute) Equity & Diversity Feb 19-20
Anaheim
 Voc. Leadership Mar 11-13 Napa
 Accreditation Mar 19-20 Newport Beach
 Spring Plenary Session Apr 15-17 SFO
 Faculty Leadership June 17-19 San Diego
 Curriculum July 8-10 Santa Clara