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Implementing Content Review

Implementing Content Review. Beth Smith, Grossmont College Chair, Curriculum Committee David Morse, Long Beach College Curriculum Committee. Current Status of Prerequisite Change. Brief history of why we want to change to content review

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Implementing Content Review

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  1. Implementing Content Review Beth Smith, Grossmont College Chair, Curriculum Committee David Morse, Long Beach College Curriculum Committee

  2. Current Status of Prerequisite Change • Brief history of why we want to change to content review • Brief review of proposed regulations to allow for content review as the means to establish prerequisites • Reminder: change local board policy, status of Model District Policy, enrollment considerations, prepare curriculum committees

  3. Why Content Review? • Title 5 regulations already require content review when establishing any prerequisite (unless required for health and safety or a university also requires the prereq) • Based on faculty expertise and professionalism • Unbiased and focused on student learning • Documentable, easy to track, levels of accountability

  4. What is Content Review? • A documented process • Based on elements in the Course Outline of Record • Compares the skills and knowledge students must have prior to the course and where (courses and experiences) students might learn the information • Recommendations by discipline faculty must be approved by the curriculum committee

  5. What Are Elements of a Rigorous Content Review Process? • Faculty • Discipline • Basic skills • Curriculum Committee • CORs • Documented Process • Data to initiate and follow up

  6. How Do You Know That a Prerequisite is Necessary? • Faculty gut-check • Are faculty teaching to the COR? • Data • Student success rates • SLO assessments • Disaggregated • Longitudinal, not short term • All sections of a course

  7. Interactive Exercise

  8. Implementation Considerations • Enrollment Management • Hold Harmless Efforts • Improved Assessment for Placement • Curriculum Development for Alternatives to Full Length Courses, accelerated formats, etc. • Adherence to the COR by all faculty teaching the course

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