Useful Information - ASCCC

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Useful Information

MESSAGE BOARD

Messages for attendees can be received at the conference registration desk during open hours, and will be posted on the designated message board. Ensure you check for messages at least once a day.

BADGE IDENTIFICATION

Name badges must be worn during the conference, as they are your ticket for entrance to conference sessions and social events. So that you can readily recognize conference attendees, ribbons will be avail-able with various designations including presenters and executive committee members.

SPECIAL DIETS

If you are vegetarian or require a special diet, these meal preferences will be notated by a large colored sticker on the front of your name badge. Vegetarians have a GREEN sticker. Vegans have a BLUE sticker. Gluten free have a YELLOW sticker. All other dietary restrictions will have a RED sticker. Please alert the banquet staff of the type of meal you have and show him/her your sticker. Notify Senate staff at the registration desk if you do not have a special meal sticker and require one or if your dietary needs are not met.

More information on the inside of the back cover

Table of Contents

L E G E N D

WEDNESDAY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Pre-Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

THURSDAY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Welcome and General Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Breakout Session One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Luncheon and General Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Breakout Session Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Breakout Session Three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

FRIDAY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Breakout Session Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Breakout Session Five . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Luncheon and General Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Breakout Session Six . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Breakout Session Seven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

SATURDAY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Breakout Session Eight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

General Session Nine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

BASICS STRAND NONCREDIT STRAND

GE/PATHWAYS STRAND CTE STRAND

STATEWIDE ISSUES STRAND EFFECTIVE PRACTICES STRAND

STUDENT SUCCESS/EQUITY STRAND

1

Welcome to the 2017 Curriculum Institute . . .

On behalf of the ASCCC Curriculum Committee, welcome to the 2017 Curricu-lum Institute. The past year has been unprecedented in the world of curricu-lum, with a flurry of initiatives, pathways, and streamlining projects looking at methods to improve curriculum processes for all on the part of the 114 Cali-fornia Community Colleges, the California Community Colleges Chancellor’s Office, and the external stakeholders for whom curriculum is important. The theme of this year’s institute, “Uncharted Waters: Navigating the Changing World of Curriculum,” reflects the rapid changes that are taking place across our system and remind us that, regardless of modality or discipline, curricu-lum is curriculum is curriculum.

However, we must never lose sight of the fact that the reason for curriculum, and for all that we do, is to enable our students to pursue their educational goals. To that end, this year’s institute once again has strands that focus on particular areas of emphasis — Effective Practices, Noncredit Curriculum, Ba-sics for New Chairs/Specialists/Administrators, Career Technical Education, and the like—to enable attendees to choose the paths that best suit their needs.

No event such as this one can be created in a vacuum, and many people and groups have contributed to the preparation for the institute. First, the Chan-cellor’s Office has once again worked closely with the Curriculum Committee to help plan the institute and will be participating throughout. The California Community Colleges Curriculum Committee (5C) has also helped with the fo-cus and breakout sessions as well as the streamlining workshops that occurred statewide during the past year. The ASCCC staff has worked hard over these past months to make this institute a wonderful experience for all attendees, and our many presenters have given of their time and knowledge to provide you with information and expertise in the many areas of curriculum. Finally, a special thank you is due to the 2016-17 ASCCC Curriculum Committee, whose dedication and expertise have led to this program and the presentations that you will experience over the next few days. Whether you are a seasoned vet-eran of Curriculum Institutes, a first-time attendee, or somewhere in between, we hope that you find the institute informative, enjoyable, and useful.

Dolores Davison, ASCCC Secretary and 2016-17 Curriculum Chair

1

July 12

2:00 p.m. to 5:00 p.m. PRE-SESSIONS

New Curriculum ChairsMR 7

Michael Bowen, Ventura College

Nili Kirschner, Woodland College

Michelle Sampat, Mt. San Antonio College

This session will review the basics for curriculum chairs, including the role of curriculum chairs in the college governance structure, the Brown Act, creating agenda, and the basics for training your committee and hit-ting the ground running in the fall.

WEDNESDAY

2 3

New Curriculum SpecialistsMR 8

Marie Boyd, Chaffey College

David Garcia, Chancellor’s Office

Njeri Griffin, Chancellor’s Office

Marilyn Perry, Sacramento City College

This workshop is intended for new or newer curriculum specialists and provides the basics of the roles and responsibilities of curriculum specialists. The requirements and procedures for submitting curricu-lum to the Chancellor’s Office, including the new Chancellor’s Office Curriculum Inventory (COCI) and the new credit course processes, will also be covered.

New Curriculum AdministratorsMR 9

Karen Daar, Los Angeles Valley College

Michelle Grimes-Hillman, Long Beach City College

Virginia Guleff, Butte College

Michael Wyly, Solano College

Administrators often find themselves overseeing a wide range of cur-riculum issues. With the recent influx of initiatives, the new certifica-tion process at the Chancellor’s Office, and the new Chancellor’s Office Curriculum Inventory, the scope of an administrative job can seem daunting. This session will explore the roles and responsibilities that administrators have when managing and coordinating with faculty on curriculum issues, state mandates, and effective practices.

2 3

8:00 a .m . to 9:00 a .m . Registration and Continental BreakfastRaincross Foyer

9:00 a.m. to 10:15 a.m. WELCOME AND GENERAL SESSION

Exhibit Hall A/B

Dolores Davison, ASCCC 2016-17 Curriculum Chair

Jackie Escajeda, Chancellor’s Office


Pam Walker, Chancellor’s Office

Over the past three years, collaborative efforts involving the California Community Colleges Chancellor’s Office, the ASCCC, and the CIO Board have led to changes in curriculum processes at the local, regional, and state levels. This panel will provide an overview of the changes taking place around the state, both at local colleges and at the Chancellor’s Of-fice, that will enable colleges to be more efficient and streamlined in the approval and submission of curriculum.

July 13THURSDAY

4 5

10:30 a.m. to 11:45 a.m. BREAKOUT SESSION ONE

COR 101: Nuts and Bolts of the Course Outline of RecordMR 7


David Morse, ASCCC Past President

The Course Outline of Record (COR) is central to all aspects of curricu-lum in the California Community Colleges. This breakout will pro-vide everything you need to know about the COR, from the elements required to the elements suggested to ways to develop a solid COR as well as providing models and information from the updated ASCCC paper. BASICS STRAND

Basics of NoncreditMR 8

Cheryl Aschenbach, ASCCC Noncredit Committee Outgoing Chair

John Freitas, ASCCC Noncredit Committee Incoming Chair

Chantée Guiney, Chancellor’s Office

This breakout will examine the noncredit curricular process from idea to submission, including the ways regulations guide noncredit curriculum development and the differences in process and regu-lations between noncredit and credit. Come and learn about these issues and more as you consider developing noncredit courses and programs. NONCREDIT STRAND

4 5

General Education BasicsM9

Diana Hurlbut, Irvine Valley College


Every student that completes a degree is required to complete general education. However, general education varies across the state at both the community colleges and at our transfer institutions. This break-out will discuss general education at the community colleges, CSU, UC, and other transfer institutions, including issues around “double-counting.” GE/PATHWAYS STRAND

Creating and Revising Curriculum—Program ReviewM10

Randy Beach, ASCCC South Representative


Thais Winsome, Mission College

Course and program self-assessment should be at the heart of an academic program review, which can lead faculty to a thoughtful, data-informed evaluation of their courses and course sequences lead-ing to certificates and degrees. In this breakout session, participants will discuss how program review can facilitate those conversations and decisions, what elements should be present in a program review process to make it useful for curriculum review, and how accredita-tion standards are an important consideration. One particular focus will be the role of program student learning outcomes as an impor-tant part of program review. EFFECTIVE PRACTICES STRAND

6 7

Roles of CTE Liaisons and Developing New CTE ProgramsRC A


Jolena Grande, Cypress College

In 2015, the ASCCC passed a resolution calling for all local senates to create a local CTE liaison position. The liaison can be a powerful advocate for CTE and assists in keeping senates and curriculum com-mittees informed on the rapid statewide developments in CTE. In this session, presenters will explore ways faculty can access the academic senate and the shared governance system to better support CTE pro-gram development on each campus.CTE STRAND

Follow up to Opening Panel on Changes to ProcessesRC B





This year has seen significant changes to the curricular processes at the Chancellor’s Office level. If your questions were not answered at the general session panel, or if you would like more information, the members of the streamlining panel will be available for further discussion.STATEWIDE ISSUES STRAND

6 7

Moving from 2- to 4-year Programs at the California Community Colleges

RC C


John Stanskas, ASCCC Vice President

Tiffany Tran, Irvine Valley College

As the baccalaureate program has expanded in the California Com-munity College System, so has interest in how students will transition from a two-year degree to a four-year degree program at the same college or, potentially, at a different community college. This break-out will consider the advantages of this situation and some of the barriers that would prevent effective transitions from happening as well as exploring options for students in this time of exciting oppor-tunities.

The Impact of Curriculum Decisions Beyond the ClassroomRC D

Kelly Fowler, Clovis College

Leandra Martin, Mission College


Many times, curriculum proposals are viewed only in terms of what will occur in the classroom. However, curriculum changes, however seemingly minor, may have unintended impacts on other programs or on the college as a whole, which can lead to disputes that have ad-verse effects for students and faculty. This breakout will explore the importance of evaluating curriculum proposals through the lens of the entire institution. STUDENT SUCCESS/EQUITY STRAND

8 9

Vendor: CCCCO/Education Planning Initiative

COCI Pilot Colleges

CCCCO Academic Affairs

CCCTC Product ManagementRC E

Are you interested in previewing the new Chancellor’s Office Cur-riculum Inventory interface? This interactive breakout session will highlight the new system and provide attendees with information about upcoming additions as well as answer questions about the functionality.

12:00 p.m. to 2:15 p.m. LUNCHEON AND GENERAL SESSION

Exhibit Hall A/B

Reimagining our Model to Focus on Student Completion: The Guided Pathways Approach

Julie Bruno, ASCCC President, Facilitator

Robert Johnstone, Founder and President, National Center for Inquiry and Improvement

The best efforts by some of the best minds in the community college system to significantly improve completion rates have not produced the scaled improvements in outcomes for which we had hoped. This general session will explore how to build on past efforts and evolve our thinking about how students are recruited to, enter, and progress through our colleges so they complete their goals at markedly higher rates.

8 9

2:30 p.m. to 3:45 p.m. BREAKOUT SESSION TWO

Roles and Responsibilities of Administrators in CurriculumMR 7

Stephanie Curry, Reedley College



Curriculum is the purview of the academic senate and therefore of the faculty. However, administrators play a supporting role to faculty in curriculum processes and are responsible for ensuring that cur-riculum is legally compliant and can be supported by the college. Dur-ing this breakout, current CIOs and deans will discuss how they view their roles in supporting the curriculum process. BASICS STRAND

Financial Aid and CurriculumMR 8

Kelly Fowler, Clovis College

Tim Bonnel, Chancellor’s Office


Many curriculum committees are unaware of the implications that curricular changes may have for financial aid, including unit totals, awarding of certificates, financial aid requirements, and the like. This session will cover the major areas of financial aid that can be im-pacted by curriculum and discuss ways to ensure that students have access to the aid that they need to continue their educations. STATEWIDE ISSUES STRAND

10 11

UC Transfer PathwaysMR 9

Ken Barish, University of California, Riverside

Monica Lin, University of California Office of the President


In 2015-16, the University of California announced the creation of new UC Transfer Pathways for each of UC’s 21 most popular majors for transfer students. UC has also initiated a pilot program for par-ticipating in C-ID. This breakout will provide an overview of the UC Transfer Pathways and the progress towards achieving their intended goal of expanding access to the University of California for CCC stu-dents. GE/PATHWAYS STRAND

Curriculum and Public Documents (Catalogs, Class Schedules)MR 10

Ginni May, ASCCC Area A Representative



Colleges must follow state and accreditation requirements pertain-ing to public availability of curriculum and course offerings. In this breakout, presenters will discuss the relationship between curricu-lum and the college catalog, class schedule, and campus publications as well as the need for accuracy and consistency among public docu-ments. The session is intended to share information, facilitate dia-logue, and allow attendees to learn from each other. New curriculum chairs, administrators, curriculum committee members, curriculum specialists, or those simply in need of a refresher may find this break-out to be of interest. EFFECTIVE PRACTICES STRAND

10 11

Using Design Standards in Online Education to Address Equity Gaps

RC A

Cheryl Aschenbach, ASCCC North Representative

Cynthia Reiss, West Valley College

LeBaron Woodyard, Educational Programs and Professional Development, CCCCO

Colleges are expected to identify and address equity gaps among their students. Addressing equity gaps in distance education presents spe-cial challenges, but also opportunities, due to the nature of the online education. This breakout explores equity issues in distance education and how sound instructional design standards can be used as a means to help a college address distance education equity issues. STUDENT SUCCESS/EQUITY STRAND

Follow Up to General Session on PathwaysRC B

Julie Bruno, ASCCC President

Robert Johnstone, National Center for Inquiry and Improvement

This follow up to the general session on Pathways with Rob Johnstone will allow attendees to ask more in-depth questions about the Guided Pathways Approach. STUDENT SUCCESS/EQUITY STRAND

12 13

OER and Zero Textbook Cost DegreesRC C

Julie Adams, ASCCC Executive Director

Alex Mata, San Diego Miramar College

Mara Sanft, San Diego Miramar College

Duane Short, San Diego Miramar College

This session will cover the ways Open Educational Resources (OER) can promote equity by cutting costs, enhance learning by utilizing more diverse materials, and free faculty from the grind of using a traditional textbook. Presenters will discuss specific examples of how they have uti-lized OER in their own classrooms while maintaining compliance with copyright laws, curriculum processes, and articulation agreements.

Collaborative Programs and CTE CurriculumRC D



Kim Schenk, Diablo Valley College

Lorraine Slattery-Farrell, ASCCC South Representative

Collaborative programs between colleges and districts in a region can serve as a way to expand CTE degree and certificate options for stu-dents who may not otherwise have access to the courses needed for completion. This breakout explores models and effective for estab-lishing collaborative programs. CTE STRAND

3:45 p .m . to 4:00 p .m . Coffee BreakRaincross Foyer

12 13

4:00 p.m. to 5:15 p.m. BREAKOUT SESSION THREE

Placing Courses in DisciplinesMR 7

John Freitas, ASCCC Treasurer

Craig Rutan, ASCCC 2017-18 Curriculum Chair

Placing courses into disciplines is one of the most confusing tasks that curriculum committees face, and it becomes even more difficult when no corresponding discipline title can be found in the Disciplines List. This breakout will cover the requirements and the major ques-tions to ask when placing courses in a discipline. BASICS STRAND

Explaining Faculty Purview to External Stakeholders and Boards

MR 8




Collegial Consultation regarding curriculum is one of the 10+1 areas of faculty purview under Title 5. However, many local board members and other interested parties may not be fully versed in the details of the California community college governance structure and there-fore may find themselves questioning faculty’s role. This breakout will focus on communicating the role, rights, and responsibilities of faculty to board members and other interested parties. STATEWIDE ISSUES STRAND

14 15

Local Degrees, Graduation Requirements, and GE PatternsMR 9



Erik Shearer, Napa Valley College

With the implementation of SB 1440 (2010, Padilla) and SB 440 (2013, Padilla), which require colleges to create and offer associate degrees for transfer (ADTs), many colleges are questioning the reason for keeping their local degrees, as well as the purpose of other local requirements. This breakout will examine the purposes local degrees can serve, whether they should be eliminated in the wake of the ADTs, and what kinds of questions should colleges be asking about local degrees.GE/PATHWAYS STRAND

Creating a Path to Success: Inmate Education and Formerly Incarcerated Students

MR 10




This breakout will explore the need to educate California’s prison popu-lations, how community colleges are currently creating educational programs for incarcerated and formally incarcerated students, and how local colleges can begin to build capacity to serve this growing Cal-ifornia population. Participants will hear from individuals who have benefited from a California community college education as well as learn which services are critical for this student population to success-fully transition from prison to a contributing member of society. Come and learn how you can begin the discussions on your campus about serving this population of students who are already on our campuses.STUDENT SUCCESS/EQUITY STRAND

14 15

CTE Curriculum BasicsRC A

Dianna Chiabotti, Napa Valley College


Curriculum is curriculum, regardless of discipline, but career techni-cal education (CTE) courses and programs can have additional steps within the curricular process. Learn the important elements to con-sider when moving new CTE curriculum from concept to completion. CTE STRAND

Beginning Noncredit Programs and Moving from Credit to Noncredit

RC B


Ginni May, ASCCC North Representative

Jan Young, Glendale College

With the recent equalization of Career Development and College Prep-aration (CDCP) noncredit apportionment with that of credit courses, interest has increased at many colleges in creating or expanding non-credit offerings. Come to this breakout to learn about noncredit pro-grams and what is involved in the creation of a noncredit program.NONCREDIT STRAND

16 17

Creating Curriculum HandbooksRC C




This session will examine what a curriculum handbook is and what it is good for. Attendees will learn about the benefits of a curriculum handbook and the “how-to” of creating a curriculum handbook for their colleges. EFFECTIVE PRACTICES STRAND

Achieving the Balance Between Academic Freedom and Compliance

RC D



Monica Zarske, Santa Ana College

Title 5 §55002 requires that all instructors follow the official Course Outline of Record (COR) across all course sections taught. Additionally, the COR is the basis for many important processes: establishing articu-lation and transfer agreements, C-ID approval, creating degrees and certificates, and establishing and reviewing prerequisites. Clearly the integrity of the COR is imperative, but likewise important is that each faculty member be allowed to determine the ways his or her courses will be taught. Join us for a discussion of the relationship between the COR and academic freedom and of ways to ensure that the two do not conflict. EFFECTIVE PRACTICES STRAND

5:15 p .m . Dinner on your own

16 17

8:00 a .m . to 9:00 a .m . Continental BreakfastRaincross Foyer

9:00 a.m. to 10:15 a.m. BREAKOUT SESSION FOUR

Training the Curriculum CommitteeMR 7




For the curriculum committee to function well, its members need to know the guidelines and standards of their local curriculum process, relevant Title 5 and education code regulations and statutes, where their authority rests, and the roles and responsibilities of each mem-ber of the committee. This breakout explores the basic information that every curriculum committee member needs to know in order to be an effective participant in this committee. Participants will be able to use this presentation as the basis for similar presentations to their local curriculum committees. BASICS STRAND

July 14FRIDAY

18 19

Curriculum and AccreditationMR 8

Stephanie Curry, Reedley College;

Stephanie Droker, Accrediting Commission for Community and Junior Colleges


Curriculum is a key component of the accreditation standards, and the relationship between curriculum and accreditation is essential for understanding the accreditation process. In this breakout, learn about the interplay of curriculum requirements in relation to the requirements of accreditation and changes occurring in the accredi-tation process going forward. STATEWIDE ISSUES STRAND

Working with Your Regional ConsortiaMR 9


Julie Pekhonen, Riverside City College


Deputy Sector Navigators (DSNs) are supposed to help a college iden-tify which CTE programs are needed in a region. This breakout will examine the program review process for CTE and the roles of regional consortia and advisory boards. Presenters will discuss how to effec-tively work with your regional consortia, advisory boards, and DSN.CTE STRAND

18 19

Succession Planning and Attracting New FacultyMR 10



Many local academic senates have a process for recruiting and grooming faculty to prepare them to serve on the academic sen-ate and in leadership roles such as curriculum chair. The depth and breadth of knowledge needed to be an effective curriculum chair is extensive. In this breakout, attendees will have an opportunity to learn about and engage in dialog regarding succession planning for the curriculum chair. BASICS STRAND

Curriculum Development and Serving Students with Disabilities

RC A


LaTonya Parker, ASCCC At-Large Representative

At this breakout, attendees will learn about the requirements, re-sources, and common practices for successfully meeting the needs of students with disabilities through effective curriculum design. Presenters will discuss academic accommodations and ways to assess learning materials and assignments for accessibility as well as re-sources that are available to assist faculty in designing and delivering curriculum that can effectively be used by all students. STUDENT SUCCESS/EQUITY STRAND

20 21

Ensuring Proper Placement of StudentsRC B

Andrew LaManque, Foothill College


From placement tests to high school transcript data, colleges are us-ing various techniques to place students into courses in mathemat-ics, English, and English as a Second Language (ESL). Projects like the Multiple Measures Assessment Project (MMAP) and the Common Assessment Initiative (CAI) have been working hard to develop and re-search new placement tools that will serve the unique student popu-lation of the California community colleges. Join us for a discussion of different measures that can be used to effectively place students into courses and increase the chances of success.STUDENT SUCCESS/EQUITY STRAND

Program ViabilityRC C




The recent focus on the requirements of career technical education (CTE) programs to demonstrate biannually their efficacy to train stu-dents for employment and the implementation of incentive funding for CTE programs has also placed a stronger focus on viability of all programs throughout the college. Whether colleges are developing new programs or evaluating and updating existing ones, each college is required to have a program viability process that is both effective and collegial and addresses all types of programs. This session will provide participants with strategies to consider when reviewing pro-grams using evidence-based analysis. EFFECTIVE PRACTICES STRAND

20 21

Counseling, Articulation, and CurriculumRC D

Dave Degroot, Allan Hancock College



This session will examine the roles counseling faculty and articula-tion officers play in curriculum design and approval processes and ways that involving these key players can make processes more streamlined. Come and learn why and how these faculty members should be an integral part of the college curriculum processes. GE/PATHWAYS STRAND

10:15 a .m . to 10:30 a .m . Coffee BreakRaincross Foyer

10:30 a.m. to 11:45 a.m. BREAKOUT SESSION FIVE

The Credit HourMR 7



The relationship between student learning hours and credit hours or units has been a topic of significant discussion. This breakout will examine definitions of the credit hour, including how it is defined for college programs such as work experience, directed clinical study, and clock hour programs. BASICS STRAND

22 23

Aligning TOP Codes ProjectMR 8

Toni Parsons, San Diego Mesa College


Attempts to compare data with similar programs across the state and determination of when programs at different colleges would lead to similar professions often begin by looking for programs with the same Taxonomy of Programs (TOP) code. Many colleges have found that little to no uniformity exists in the TOP codes used by career technical education programs, which makes comparing similar pro-grams frustrating. Join us for an update on a project involving ASCCC, WestEd, and Centers for Excellence to assist colleges with identifying the best codes for each program. STATEWIDE ISSUES STRAND

Course Substitutions and Reciprocity in Local Degrees and Certificates, ADTs, and General Education

MR 9



The number of requests for course reciprocity among community colleges is increasing throughout the state due to the number of stu-dents that attend more than one college. In this breakout, attendees will learn how to implement effectively a reciprocity process that can eliminate barriers for students while at the same time cut the cost of higher education and reduce the necessity of course repetition. GE/PATHWAYS STRAND

22 23

PrerequisitesMR 10




Questions about prerequisites, co-requisites, and advisories are caus-ing confusion at many colleges, as colleges that use content review to establish prerequisites in reading, written expression, and math-ematics are required to develop an implementation plan that includes assessment of the impact on students, in particular whether or not disproportionate impacts on specific populations of students are ob-served. This breakout explores how the process is working in different settings, the critical steps necessary for local implementation, and tools and resources participants can take back to their campuses to begin the discussion locally. EFFECTIVE PRACTICES STRAND

Effective Practices for Creating and Using CertificatesRC A

Patti Blank, Chancellor’s Office



With the use of certificates as part of the 17% incentivized fund-ing coming through the $200 million in Doing What Matters mon-ies, interest in low unit certificates is at an all time high. Come to this breakout to discuss effective practices for the development and implementation of low unit certificates, including the roles can certificates play in increasing student completion and what kinds of certificates are appropriate. CTE STRAND

24 25

Legislative Issues and CurriculumRC B




In recent years, the legislature has become more involved in trying to change curriculum processes and results through legislation. This breakout will explore what can be done to educate campuses and fac-ulty about concerns regarding these legislative mandates, and what is coming in the next year. Presenters will discuss the upcoming areas of legislative interest in regards to curriculum. STATEWIDE ISSUES STRAND

Curriculum and Emotions: Solving Problems and Resolving Conflicts

RC C




Running an effective meeting and getting work done challenges even the most talented curriculum chair. Chairs must be able to resolve conflict within the committee, ensure that processes are effective and fair, and deal with individuals that might be a challenge. This breakout explores effective practices for communication before, dur-ing, and after curriculum meetings. EFFECTIVE PRACTICES STRAND

24 25

Credit for Prior LearningRC D


Chantée Guiney, Chancellor’s Office

Barbara Illowsky, Online Education Initiative

As more students are arriving at colleges with experience from prior work or military service, colleges are confronting the question of how to award college credit that is appropriate and accurately reflects the prior experience. The Online Education Initiative and the ASCCC, in conjunction with a work group from the Chancellor’s Office, are ex-ploring models whereby students can receive credit without compro-mising the overall integrity of a program. This breakout will update attendees about these efforts, along with a discussion of how colleges may want to begin to look at the question of credit for prior learning. EQUITY STRAND

12:00 p.m. to 2:15 p.m. LUNCHEON AND GENERAL SESSION

Exhibit Hall A/B

The State of the Curriculum: Past, Present, and Future



Partner Presentation: eLumen

26 27

Civic Engagement Across Curriculum: Protecting the Learning Environment


Martin Ramey, Mt. San Antonio College



Academic freedom and academic integrity, both academic and professional matters, celebrate and protect teaching and learning through free inquiry and the exchange of ideas. Our commitment to inclusivity, dignity and respect for our diverse student body, faculty, and staff celebrates and protects the core values of academic free-dom, wherein we may challenge ideas without threat or fear of retali-ation, including actions on the part of the college or the government, regardless of gender identification, sexual orientation, nationality, language, disability, immigration status, ethnicity, or faith. Given the recent national focus on immigration and immigration status as well as attacks on reforms and protections for some of our most vulner-able students, many colleges have worked to engage our communities in civic discourse to safeguard the learning environment. This session will explore various strategies, approaches, and challenges consid-ered by local senates across the state.

26 27

2:30 p.m. to 3:45 p.m. BREAKOUT SESSION SIX

Placing Courses in Disciplines (Repeated from Breakout Three)

MR 7



Placing courses into disciplines is one of the most confusing tasks that curriculum committees face, and it becomes even more difficult when no corresponding discipline title can be found in the Disciplines List. This breakout will cover the requirements and the major questions to ask when placing courses in a discipline. BASICS STRAND

Educational Program Development, AB 1985, the ASCSU QRTF, and Intermediate Algebra Competency—What Are They, What Has Been Done, and What’s ext?

MR 8

Raul Arambula, Chancellor’s Office




Participants will be updated about the latest work of the ASCCC Educa-tional Policies Committee and the Intersegmental Curriculum Workgroup and have an opportunity to join their colleagues in an informed discussion of what lies ahead. Topics will include the state of the paper on Effective Practices for Educational Program Development (Resolution 9.02 Spring 2016), Advanced Placement Examination General Education Credit Policy (AB 1985, Williams, 2016), and the Academic Senate of the California State University Quantitative Reasoning Task Force Report and Recommenda-tions (Resolution 15.01 Fall 2016). GE/PATHWAYS STRAND

28 29

Distance Education Regular and Effective Contact PracticesMR 9



Michael Heumann, Imperial Valley College

Curriculum committees are required to separately approve all pro-posals for distance education courses to ensure that online instruc-tion is delivered through regular and effective contact (Title 5 §55204 and U.S. Department of Education 34 C.F.R. §602.3). This breakout ex-plores effective practices for regular and effective contact and how to train curriculum committees to critically review distance education proposals for instructional methods that ensure regular and effective contact. EFFECTIVE PRACTICES STRAND

Opening Access, Increasing Success, and Confronting Inequity: The Case for Establishing Co-requisites and Multiple Measures Placement in Transfer-level Math and English

MR 10

Tammi Marshall, Cuyamaca College

Joshua Scott, Solano College


In the last several years, co-requisite models and using high school performance as the primary method of multiple-measures place-ment have captured national attention due to their effectiveness in increasing completion of college math and English and decreasing troubling equity gaps in the attainment of these outcomes. Several community colleges in California have also incorporated both mul-tiple measures placement and co-requisite support in their transfer-level composition and math classes, and in doing so they have trans-

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formed the academic trajectory and experience for the majority of their students and significantly decreased disproportionate impact. The presenters will share the rationale for these changes and the re-sults on their campuses. Participants will also learn how the present-ers’ departments successfully navigated these changes through the curriculum committee as well as issues that arose during the process of implementation and scaling. STUDENT SUCCESS/EQUITY STRAND

Follow Up from Civic Engagement PanelRC A




This follow-up breakout session will give attendees the opportunity to dive more deeply into the issues surrounding civic engagement in curriculum and in our classrooms. STUDENT SUCCESS/EQUITY STRAND

Local Plans and Curriculum DesignRC B




Of the $200 million in Strong Workforce funding, 60% is allocated to colleges to invest in coordinated efforts to increase career technical education (CTE) enrollments and to improve the quality of CTE pro-grams. This session will provide an overview of local planning efforts around curricular design and the important role curriculum commit-tees play in ensuring the process is faculty-driven. CTE STRAND

30 31

Curriculum Specialists Roles and ResponsibilitiesRC C

Raul Arambula, Chancellor’s Office




Curriculum specialists play an essential role in the college curricu-lum process, and the work can be daunting for those new to this role. In this breakout, the role of a curriculum specialist is reviewed and helpful information on how to not only survive but to thrive in this position is provided by seasoned curriculum specialists. BASICS STRAND

The Guided Pathways Program for California Community Colleges

RC D


Darla Cooper, Research and Planning Group

Theresa Tena, Chancellor Office

The Guided Pathways Program is designed to support all 113 com-munity colleges in implementing an overarching framework for institutional transformation to dramatically increase the number of students who successfully achieve their educational goals. The roll out of the program is expected to begin in late summer and early fall. This breakout will provide background and context for the Guided Pathways Program, as well as information about the program going forward.

30 31

Vendor: Succeeding on Purpose: Binding Academic Pathways to SLO & Curriculum Management

RC EMatt Coombs, eLumen

Whether it’s designing curriculum to support program learning out-comes and professional standards or moving assessment from an ad-hoc, intermittent process to a course-embedded activity more closely aligned to teaching and learning, today’s program and institutional accreditation demands require more and better student performance data. One of the emerging opportunities for using this data is in map-ping where a student is on their outcomes journey to where the cur-riculum expects them to be—then taking appropriate actions. In this talk we’ll use the California Community College DLA (Directed Learning Activity) model as a practice that can be made more useful and far more scalable when Curriculum and Assessment are integrated and used to support student learning, rather than just measure it.

3:45 p .m . to 4:00 p .m . Coffee BreakRaincross Foyer

4:00 p.m. to 5:15 p.m. BREAKOUT SESSION SEVEN

Curriculum Basics for AlliesMR 7



Curriculum must be a continuous priority on every campus and should involve the input and attention of faculty and administration, espe-cially those who are not part of the curriculum committee. This ses-sion will focus on the communication links and processes necessary to ensure a smooth and balanced curriculum process on campus.BASICS STRAND

32 33

Chancellor’s Office Curriculum InventoryMR 8

Mark Cohen, Butte Technology Center



The new Chancellor’s Office Curriculum Inventory is finally in place and active. This breakout will examine the current capabilities of the inventory and what colleges will be able to look forward to in the future. STATEWIDE ISSUES STRAND

Distance Education Curriculum IssuesMR 9




Attendees of this breakout will be informed about the requirements regarding curriculum for teaching courses in a distance education modality and will consider some examples of processes for approving courses to be offered via distance education. Discussion will include where course modality fits in the curriculum development and ap-proval process, why distance education courses undergo a separate curriculum approval process, and what elements are important in that process that may not be a part of the normal development and approval process. EFFECTIVE PRACTICES STRAND

32 33

Cultural Competency Across the CurriculumMR 10




Having a sense of students’ capacity as learners and knowing that stu-dents learn and demonstrate their learning better in culturally sensi-tive learning environments is central to an institutional framework of equity and inclusion necessary for closing the success and persistence gaps for disproportionally impacted student populations. In a cultural-ly-sensitive environment, students’ prior learning and experiences are central to the design of their instruction. While this type of environ-ment is laudable, faculty sometimes struggle with strategies to create it. In this breakout, practitioners will provide models and examples to consider when working to make progress in this area locally. STUDENT SUCCESS/EQUITY STRAND

ApprenticeshipRC A



LeBaron Woodyard, Chancellor’s Office

Apprenticeship programs have increasingly garnered more attention from both the state and national governments as a means by which to provide paid workforce experience to students while they complete a role of study. Curriculum design and review plays an important role in the development of apprenticeship programs that will meet the needs of industry and the colleges. This breakout will provide the op-portunity to dialog about effective practices for colleges in support-ing rigorous and appropriate apprenticeship programs. CTE STRAND

34 35

Course Objectives to SLOS/PLOs/GELOsRC B




Student learning outcomes are expected to be statements of the im-pact of curriculum and teaching on students, as they measure what a student can do after experiencing curriculum developed by faculty. Yet, faculty still are challenged to see outcomes as a curriculum mat-ter and more than ancillary to the course outline. In this breakout, presenters help connect the dots between objectives and outcomes at the course and program level in order to help faculty find more mean-ing and value in assessing outcomes. EFFECTIVE PRACTICES STRAND

Pathways and Ramping up to Career Technical Education (CTE)

RC C


Kim Harrell, Cosumnes River College


As part of the Doing What Matters campaign, the CTE Enhancement Funds of 2014, and the new Strong Workforce Funding, colleges need to work regionally to provide training programs that meet labor mar-ket demand. This breakout will present how the North and Far North region utilized research and collaboration to develop and support programs at three community colleges in one healthcare sector. These educational programs not only meet the cross-training needs of healthcare providers but actually feed enrollment between colleges.

34 35

Dual Enrollment and High School ArticulationRC D

Donna Greene, College of the Desert



With the passage of AB288 (Holden, 2015), changes to Title 5, and sub-sequent legislation, many colleges became interested in expanding their offerings to high schools. While this process was occurring, sev-eral groups, including the ASCCC and the Chancellor’s Office, partici-pated in workgroups designed to create effective practices and work with colleges to assist in developing dual enrollment opportunities as well as more streamlined high school articulation agreements. This breakout will update participants on the status of dual enrollment programs around the state, both CCAP and non-CCAP programs, and the high school articulation Title 5 changes and will provide informa-tion and advice for those thinking about working more closely with their local high schools. GE/PATHWAYS STRAND

6:00 p .m . Foundation ReceptionUpper Concourse Foyer

The Academic Senate Foundation for California Community Colleges invites you to join us for a no-host bar with light refreshments.

36 37

8:00 a .m . to 9:00 a .m . BreakfastRaincross Foyer

9:00 a.m. to 10:15 a.m. BREAKOUT SESSION EIGHT

The Credit Hour (Repeated from Session Five)

MR 7



The relationship between student learning hours and credit hours or units has been a topic of significant discussion. This breakout will examine definitions of the credit hour, including how it is defined for college programs such as work experience, directed clinical study, and clock hour programs. BASICS STRAND

July 15SATURDAY

36 37

Questions and Answers with the Chancellor’s Office StaffMR 8

Chancellor’s Office Staff

Have a burning question that you want to ask a member of the Chan-cellor’s staff? The team from Academic Affairs and Student Services will be available to answer questions and field inquiries. STATEWIDE ISSUES STRAND

Pathways and Ramping into CreditMR 9

Cheryl Aschenbach, ASCCC 2016-2017 Noncredit Committee Chair

John Freitas, ASCCC 2017 – 2018 Noncredit Committee Chair


Noncredit courses and programs can be used to create access for under-served populations. As an entry point, noncredit can lead to employment, but it can also lead to credit coursework in general studies, transfer studies, and technical education studies. This break-out will explore the ways in which noncredit can be used as part of a pathway toward credit or career, whether at a college that is explor-ing the formal structure of guided pathways or one just looking for a way to invite more students into credit. NONCREDIT STRAND

38 39

Career Technical Education (CTE) Hot TopicsMR 10

Dianna Chiabotti, Napa Valley College


Many hot topics are appearing around the 17% Committee, including college level data-driven planning for program development with respect to the Strong Workforce Program and the need to involve faculty and CIOs. This breakout will consider how to involve the nec-essary stakeholders in CTE discussions and other issues and rumors regarding CTE curriculum. CTE STRAND

General Education Bloat and SequencingRC A



Faculty at all colleges should take a serious look at their general edu-cation course offerings and the sequencing of their course offerings. This breakout will provide information on requirements and good practices for course scheduling, which must be considered when de-termining general education course offerings and course sequencing. EFFECTIVE PRACTICES STRAND

38 39

Where the CBA Meets CurriculumRC B


Troy Myers, Sacramento City College


The design and vetting of curriculum and the assigning of the ap-propriate unit value to a course is appropriately at the heart of any curriculum approval process. Yet, discord can occur where student and faculty load meet, and thus faculty workload considerations are a matter not just for curriculum design discussions but also for bar-gaining units. This breakout will highlight the effects of curriculum design on faculty workload and explore ways local curriculum com-mittees might address issues related to faculty workload with union and administrative partners. EFFECTIVE PRACTICES STRAND

Breaking the Codes: TOP, CIP, SAM, CB, Oh My!RC C



Courses and programs have required data elements that appear to be complex. Join us for an explanation of the mysteries of the coding universe. STATEWIDE ISSUES STRAND

40 41

Updates on the PCAH and Title 5RC D



The 6th edition of the Program and Course Approval Handbook (PCAH) is available. This breakout will cover the changes that are encompassed in the new PCAH along with the Title 5 changes necessary to support it.

10:30 a.m. to 11:45 a.m. GENERAL SESSION NINE

Exhibit Hall A/B

Training on Chancellor’s Office CertificationMR 7



Virginia Guleff, Vice President of Instruction, Butte College


Now that streamlining curriculum is taking place at the Chancellor’s Office, local curriculum committees, specialists, and administra-tors must be aware more than ever of their roles and responsibilities within the curricular process. This session, which will feature the in-troduction of a training template, will provide chairs, specialists, and administrators with the information they need to ensure that their committees are ready to take on the responsibilities of local approval when the fall terms starts.

11:45 a .m . Closing Remarks


40 41

Presenters List


Raul Arambula, Specialist, Chancellor’s Office

Cheryl Aschenbach, ASCCC North Representative, Lassen College

Ken Barish, University of California, Riverside

Randy Beach, ASCCC South Representative, Southwestern College

Patti Blank, Program Assistant, Chancellor’s Office

Tim Bonnel, Chancellor’s Office



Julie Bruno, ASCCC President, Sierra College

Dianna Chiabotti, Dean of Career and Technical Education and Economic Workforce Development, Napa Valley College

Mark Cohen, Product Manager, California Community Colleges Technology Center

Darla Cooper, Interim Executive Director, Research and Planning Group


Karen Daar, Vice President of Academic Affairs, Los Angeles Valley College

Dolores Davison, ASCCC Secretary and 2016-17 Curriculum Chair, Foothill College


Stephanie Droker, Vice President, ACCJC

Jackie Escajeda, Dean of Academic Affairs, Chancellor’s Office

Kelly Fowler, Vice President of Instruction and Student Services, Clovis Community College

John Freitas, ASCCC Treasurer, Los Angeles City College

David Garcia, Analyst, Chancellor’s Office


Donna Greene, College of the Desert

42 43

Njeri Griffin, Program Assistant, Chancellor’s Office

Michelle Grimes-Hillman, Dean of Academic Services, Long Beach City College

Chantée Guiney, Specialist, Chancellor’s Office

Virginia Guleff, Vice President of Instruction, Butte College

Kim Harrell, Dean of Careers and Technology, Cosumnes River College



Barbara Illowsky, Chief Academic Affairs Officer, Online Educational Initiative

Robert Johnstone, Founder and President, National Center for Inquiry and Improvement


Andrew LaManque, Associate Vice President of Instruction and Institutional Research, Foothill College

Monica Lin, University of California Office of the President

Tammi Marshall, Cuyamaca College

Leandra Martin, Vice President of Instruction, Mission College

Alex Mata, San Diego Miramar College

Ginni May, ASCCC North Representative, Sacramento City College

David Morse, ASCCC Past President, Long Beach City College

Troy Myers, Sacramento City College

LaTonya Parker, ASCCC At-Large Representative


Julie Pekhonen, Director, Career and Technical Education Projects, Riverside City College




Craig Rutan, ASCCC Area D Representative and 2017-18, Santiago Canyon College


Mara Sanft, San Diego Miramar College

Kim Schenk, Senior Dean of Curriculum and Instruction, Diablo Valley College

42 43

Joshua Scott, Solano Community College

Erik Shearer, Interim Vice President of Instruction, Napa Valley College

Duane Short, San Diego Miramar College

Lorraine Slattery-Farrell, ASCCC South Representative, Mt. San Jacinto College

John Stanskas, ASCCC Vice President, San Bernardino Valley College

Theresa Tena, Vice Chancellor of Institutional Effectiveness


Pam Walker, Vice Chancellor of Educational Services, Chancellor’s Office

LeBaron Woodyard, Dean, Educational Programs and Professional Development, Chancel-lor’s Office


Michael Wyly, Solano Community College

Jan Young, Glendale College


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to close the loop, you can make burdensome processes sustainable,

and engage your faculty at their level and on their

terms. eLumen allows you to accomplish what you

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PARKING

For ASCCC guests staying at the Riverside Marriott the parking rates are, $10.00 per day with in and out privileges, please advise the Front Desk upon check-in, that you are an overnight guest.

For ASCCC guests staying at the Mission Inn Self-Parking is $16.00 a day and valet is $22.00 a day.

Riverside Convention Center:

City Garage Parking Fees: First 90 minutes FREE

Hourly: $1.00 per half hour with an $8.00 maximum

INTERNET CONNECTION

Riverside Convention Center has limited shared bandwidth of 3 MBPS throughout the convention center allowing access for text and email/web browsing services.

Mission Inn internet is complimentary in all of the guest sleeping rooms.

Riverside Marriott internet is complimentary in all of the guest sleep-ing rooms.

AREA INFORMATION

Please consult the brochures in your room or request information at the hotel registration desk regarding the Riverside area.

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