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Cul de Sac? PROGRAM REDUCTION AND DISCONTINUANCE

Learn to distinguish, explain, and develop a principled program discontinuance policy at the 2010 ASCCC Curriculum Institute. Understand the processes, principles, and key components involved, guided by experts Julie Bruno, Sidney Burks, and Lesley Kawaguchi.

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Cul de Sac? PROGRAM REDUCTION AND DISCONTINUANCE

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  1. Cul de Sac? PROGRAM REDUCTION AND DISCONTINUANCE • Julie Bruno, Sierra College • Sidney Burks, Chaffey College • Lesley Kawaguchi, Santa Monica College 2010 ASCCC Curriculum Institute Santa Clara Marriott • July 8-10, 2010

  2. Participant Learning Outcomes • After attending this session, participants should be able to: • Distinguish between Program Review and Program Discontinance • Explain the principles and key components of a Program Discontinance Policy • Develop a principled Program Discontinance Policy

  3. A PRINCIPLED VIEW AND THE ROLE OF THE CURRICULUM COMMITTEE

  4. DEFINING PROGRAMS • Title 5 §55000(g): An educational program is “an organized sequence of courses leading to a defined objective, a degree, a certificate, a diploma, a license, or transfer to another institution of higher learning.”

  5. TITLE 5 §51022 • Requires California community colleges to have policies for the establishment, modification, or discontinuance of courses or programs

  6. TITLE 5 §78016 • Requires that districts form advisory committees for vocational education [career technical education] programs.

  7. Education Code Section 78016 • Requires that occupational programs undergo a review every two years

  8. EXAMINING PROGRAMS: PROCESSES • 1. PROGRAM REVIEW: • Self Study: • What the program is doing well • The resources needed to improve, including the use of Student Learning Outcome assessment results to highlight needs • Opportunity to show program quality and success • Opportunity to build a plan of correction • The emphasis is on improvement

  9. PROCESSES, continued • 2. PROGRAM VIABILITY PROCESS: • EXAMPLE: Los Angeles Pierce College • See http://www.asccc.org/Events/Curriculum/2009/Curric2009.htm • Two handouts under “Natural Lifecycle of a Program”

  10. PROCESSES, continued • 3. Program Vitality/Discontinuance Policy

  11. PRINCIPLES TO CONSIDER • ASCCC POSITION: • Discontinuance policy is “distinct” from program review • Include collective bargaining representative(s). • Focus on saving or improving a program • Local senate should take lead and process should be collegial • Curriculum should reflect the missions of the community colleges

  12. GETTING A POLICY • Curriculum Committee role

  13. ELEMENTS TO CONSIDER

  14. KEY COMPONENTS OF A PROGRAM DISCONTINUANCE POLICY • WARNING: Do not write a policy during the current budget climate!

  15. POLICY PURPOSE: • Needs to be clearly stated

  16. INDICATORS • What conditions or events “trigger” a vitality or discontinuance review are identified, such as • Significant decline in enrollment • Significant facility and/or equipment issues • Availability of qualified faculty • Failure to meet state mandates or accreditation standards • Significant changes in the labor market • Program no longer supports existing fulltime faculty

  17. CONSIDERATIONS • Accreditation Standard II.A.6.b: • “When programs are eliminated or program requirements are significantly changed, the institution makes appropriate arrangements so that enrolled students may complete their education in a timely manner with a minimum of disruption.”

  18. CONSIDERATIONS: • Impact on students • Impact on faculty • Impact on community • Impact on local/regional employers • Keep in mind: Curriculum and the multiple CCC missions

  19. DEFINE THE PROCESS • Who initiates the process? • What are the steps? • Who has the input? • Is there a timeline? • What data do you need? • How is the final decision made? • How is shared governance addressed?

  20. QUESTIONS?

  21. Thank you! • Please fill out the evaluation form!

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