Julie Bruno, Facilitator, Sierra College Kale Braden, Cosumnes River College

1. Avoiding Unintended Consequences:Student and Student Services Perspective on Prerequisite Implementation Julie Bruno, Facilitator, Sierra College Kale Braden, Cosumnes River College Charles Stevens, Student Senate for CCC Yvonne Valenzuela, Golden West College

2. Presentation Overview • Brief overview Title 5 prerequisites regulations and resources for implementation • ASCCC recommendations • Considerations for local colleges when creating a plan to implement the new regulations • Question and Answer

3. Prerequisite Regulations • New Title 5 regulations adopted by the Board of Governors on March 8, 2011 (Section 55003) • Allows establishment of prerequisites or corequisites in English, reading, or mathematics using solely content review or a combination of content review and statistical validation • Chancellor’s Office guidelines, developed in consultation with SACC and MAC released in February 2012

4. ASCCC Recommendations • Rostrum Article: Implementing Prerequisites: A Response to SSTF Recommendation 3.4 (April 2012) • Prerequisites that are thoughtfully and judiciously established through a content review process are the best response to Student Success Task Force Recommendation 3.4: “Community colleges will require students to begin addressing basic skills needs in their first year and will provide resources and options for them to attain the competencies needed to succeed in college-level work as part of their education plan.” http://asccc.org/content/implementing-prerequisites-response-sstf-recommendation-34

5. ASCCC Resolution • 09.03 Implementing Prerequisites for Enhancing Student Success (Spring 2012) • Resolved, That the Academic Senate for California Community Colleges urge local colleges to begin discussions of prerequisite implementation and to implement appropriate prerequisites in a timely manner in order not only to respond to Student Success Task Force Recommendation 3.4 but also to enhance student success throughout the curriculum.

6. Time to examine the process at your college and district!

7. The Content Review Process & the Course Outline of Record (COR) • Content review begins with the COR • COR delineates: • course content, • competencies the student is expected to achieve, • assignments to be completed, and • assessments to measure student performance • COR is examined to identify the skills and knowledge a student needs in order to succeed in the course • The guidelines outline a process for conducting content review

8. Reporting the Establishment of Prerequisites to the Chancellor’s Office • Section 55003(i): • Requires that districts establishing prereqs, coreqs, or advisories report to the CCCCO new prereqs or coreqs established during the year as part of annual MIS data collection cycle • Required by August 1st of each year • Data from the Curriculum Inventory will be used for evaluation

9. Monitoring the Impact of Prerequisites & Corequisites • Section 55003(l): • Requires that districts monitor whether or not the prerequisites or corequisites have a disproportionate impact on particular groups of students • Section 55003(l)(2): • Ties the establishment of prerequisites with the student equity plan

10. Academic Senate Perspective • Prerequisites will increase student success if applied prudently. • Not everything needs a prerequisite • Each prerequisite must be the correct one for the specific class. • Colleges must plan to apply prerequisites in a logical sequence—not all at one time. • Colleges must ensure that enough sections of the required classes are available.

11. Considerations: Dialogue • Which stakeholders should be involved in the discussion? • Discipline Faculty and Counseling Faculty • A&R • Students • Curriculum Committee members • Administration • IT • Create a committee to develop a plan, to monitor the process, or both? • Committee may wish to review data on Advisory skill level vs. Prerequisite validation

12. Unintended Consequences?

13. Considerations: Dialogue • Will there be regional issues to consider? • Local area colleges with or without similar prerequisites? • Student migration from course with prerequisite to courses without? • Impact on other courses at the college • Student migration to other colleges? • Could potentially lose or gain students due to prerequisites in place at one local college, but not another.

14. Consider the Impact on: • Students: • Need early and clear communication about changes to prerequisites • Counseling • Get your Counseling Faculty involved in the conversations • Notification early so they can advise students appropriately • A&R • Resources for clearing prerequisites • This may be an issue for Counseling as well • Faculty • Programs • Special admission timelines • Facilities • Institution

15. Student Perspectives

16. Student Perspectives • Communicate clearly WHY prerequisite was established • Inform Counseling Faculty about this process as well • Provide alternatives and options

17. Transition Time… • Executive / Administrative support is key • Temporary dip in enrollment in coursework with prerequisites • Commitment from administration that coursework with new prerequisites be given sufficient time to rebound. • Increased demand for prerequisite courses • Scheduling appropriately • Interdisciplinary conversations

18. Case Study:Los Rios Community College District

19. Resources • Establishing Prerequisites PowerPoint from Curriculum Institute 2012http://asccc.org/events/2012/07/curriculum-institute • Student Success: The Case for EstablishingPrerequisites Through Content Review (Fall 2010) http://www.asccc.org/sites/default/files/Prerequisite-review-fall2010.pdf • Implementing Content Review for Communication and Computation Prerequisites (Spring 2011)http://www.asccc.org/sites/default/files/Content-Review-Spring-2011.pdf • Chancellor’s Office Guidelines for Title 5 Regulations Section 55003 http://extranet.cccco.edu/Divisions/AcademicAffairs/WhatsNew.aspx

20. Questions?

21. Thank You!