Minimum Qualifications and Equivalencies Regional Meetings

1. Minimum Qualifications and Equivalencies Regional Meetings Santa Rosa Junior College March 9, 2017 Chaffey College March 10, 2017

2. Thank You! Institutions and Organizations • ACHRO/EEO • CCCCIO • Chancellor’s Office • ASCCC Staff • Chaffey College • Santa Rosa Junior College The Planning Group • Julie Adams • Sam Foster • Jolena Grande • Don Hopkins • Sarah Hopkins • Rita Levy • Eric Narveson • Meridith Randall • Mary Kay Rudolph • Stacey Searl-Chapin • Lorraine Slattery-Farrell • Kathleen Welch • LeBaronWoodyard

3. And a special thank you to… All of the staff at Santa Rosa Junior College and Chaffey who made these meetings possible.

4. Today’s Agenda 9:00 – 9:15 Welcome and Introductions 9:15 – 10:15 Qualifications for Faculty in the CCCs: Minimum Qualifications and Equivalency 10:15-10:30Break 10:30 – 11:30 Group Discussion 1 – Local Equivalency Processes 10:30 – 11:00 Part 1 - Small groups by role at college 11:00 - 11:30 Part 2 – “Mixed” small groups (faculty, CIO, HR) 11:45 – 12:00 Report-out and Discussion 12:00 - 12:30 Lunch 12:30 – 1:15 “Tales from the (Equivalency) Crypt” 1:15 – 2:00 Group Discussion 2 – Equivalency Application ScenariosEquivalency Toolkit Ideas 2:00 – 2:30 Discussion Report-Out 2:30 – 3:00 Next Steps, Questions and Answers, Wrap-up 3:00 Meeting ends

5. Today, we will… • Provide an overview of what the disciplines list is and how it’s revised. • Review minimum qualifications requirement. • Discuss equivalency principles and criteria with a focus on CTE. • Engage in discussions between colleagues about local equivalency processes and equivalency application scenarios. • Have fun!

6. Navigating Minimum Qualifications AND Equivalency.

7. Some Questions • Why do we have faculty minimum qualifications (MQs) and equivalency? • Are MQs or equivalency used as the sole basis for faculty hiring, or are they a component of the faculty hiring process?

8. Some Context • The Strong Workforce Task Force recommendations include addressing barriers to hiring CTE faculty, in particular hiring industry experts to be faculty. • There is legislative pressure to address issues with faculty MQs and local equivalency processes that are perceived to be barriers to hiring industry experts to teach CTE classes who may not meet current MQs…and there are issues that need to be addressed.

9. An Important Principle “The Academic Senate believes that faculty members must exemplify to their students the value of an education that is both well-rounded and specialized.” Equivalence to Minimum Qualifications, adopted by the ASCCC, Spring 2016

10. Faculty Must Meet Minimum Qualifications • Degrees and credits from accredited institutions (Title 5§53406). • Any accreditor recognized by USDE or CHEA (not restricted to regional accreditors). • Basic MQs for instructional faculty, counselors, and librarians are defined in Title 5§53410, with discipline-specific credentials defined in the Disciplines List. • Specific MQs for health service professionals, noncredit, DSPS, learning assistance, EOPS, work experience, and apprenticeship defined in other Title 5 sections. • An occupational license or certificate may required in certain instances (Title 5§53417). • A district may hire a person who possesses qualifications equivalent to those listed on the disciplines list (Ed Code §87359/Title 5 §53430)

11. Minimum Qualifications “Hierarchy” • “Basic MQs” for credit instructors, counselors, and librarians are the minimum degree and experience requirements specified in Title 5 §53410. • Discipline-specific MQs in the Disciplines List • Define the fields of study or professional experience to required to fit within a discipline. • Must conform to the degree and experience requirements of §53410.

12. Minimum Qualifications “Hierarchy” Basic MQ Master’s degree Bachelor’s degree plus two years professional experience, Associate’s degree plus six years professional experience Discipline-Specific MQ Humanities - Master’s in Humanities Biotechnology - Bachelor’s in biological sciences, chemistry, biochemistry or engineering, plus two years of professional experience Bookbinding – any bachelor’s degree plus two years/associate’s degree plus six years professional experience

13. Local Qualifications May Exceed State MQs • A district may establish additional qualifications that are more rigorous than the state-established MQs. • However, local MQs cannot be less rigorous than the state-established MQs. • Local decisions to exceed state MQs should be made based on sound pedagogical and curricular reasons, not “just because.” • Beware of unintended consequences! • The point is to get the broadest possible pool of minimally qualified candidates!

14. Discipline MQs and the Disciplines List http://californiacommunitycolleges.cccco.edu/Portals/0/Reports/2016-Minimum-Qualifications-Report-ADA.pdf

15. What is a Discipline? • Faculty must meet the MQs for the discipline of the faculty member’s assignment. • A “discipline” is defined as a grouping of courses that share common academic or vocational preparation, which are typically defined by a degree or degrees (MFA, MA, BA, AS, etc.), or specific professional preparation. • Discipline is from the perspective of faculty preparation. • Not the same as local departments or subject areas. • The Disciplines List specifies the minimum qualifications for each discipline.

16. Organization of the Disciplines List • Disciplines Index (New for 2016!) A-Z reference list of all disciplines, including associated Ed Code and Title 5 citations as appropriate, and the page number where found. There is no longer the ”blended list” that shows all MQs together. • Disciplines requiring a Master’s Degree, including relevant MQs for EOPS, DSPS, health services, and learning assistance/learning skills faculty. • Disciplines requiring a specific Bachelor’s or Associate’s degree plus the requisite professional experience, including noncredit MQs from Title 5. • Professional experience is always required, even with a master’s degree or higher. • Disciplines requiring any Bachelor’s or Associate’s degree plus the requisite professional experience. • Professional experience is always required, even with a master’s degree or higher. • All relevant Ed Code and Title 5 language on MQs, including for academic administrators.

17. Example (from 2014 Disciplines List)

18. Revising the Disciplines List • Revisions can be proposed by: • Local senates…should be initiated by faculty discipline experts. • Faculty through discipline or professional organizations. • Proposals require consultation with statewide discipline organizations. • Proposals must have a second from a senate from another district! • Reviewed and revised annually– Proposals are submitted and received by September 30. • Proposals received after September 30 are held until the next revision cycle. • Vote at spring plenary session. • ASCCC consults with CCC constituencies and makes recommendations to BOG. • BOG shall rely primarily on the ASCCC – Ed Code §87357.

19. Assigning Courses to Disciplines –Where Curriculum and MQs Meet • Identified in Title 5 section 53200 as an academic and professional matter within curriculum: (c) “Academic and professional matters” means the following policy development and implementation matters: (1) curriculum, including establishing prerequisites and placing courses within disciplines; • Determines the minimum qualifications necessary to teach a course. • Determined by local process, but local senates have regulatory authority. • Local process should include discipline faculty expertise with review and oversight by local Curriculum Committee, Senate, or both. • Curriculum Committee is often charged with overseeing this process, but other models exist. • Assigning courses to disciplines is not equivalency. • For more information, read “Who Gets to Teach That Course? The Importance of Assigning Courses to Disciplines” (ASCCC Rostrum, September 2016)

20. Before AB 1725 vs. After AB 1725: Easier, Harder, or Different?

22. Equivalency - Questions to Ponder Why is equivalency permitted? What are the benefits of equivalency? Should we embrace equivalency or fear it?

23. Don’t Fear the Reaper Equivalency! (Just give it more cowbell!)

24. Equivalent Defined Equal in value, amount, function, meaning, etc. (Does this define the means by which the definition is met?) Origin - Late Middle English (describing persons who were equal in power or rank): via Old French from late Latin aequivalent- ‘being of equal worth’, from the verb aequivalere, from aequi- ‘equally’ + valere ‘be worth’. (https://en.oxforddictionaries.com/definition/equivalent)

25. Equivalency • Governing boards may grant faculty equivalency to the minimum qualifications. • Every district must have an equivalency process, with process, criteria, and standards by which the governing board determines that faculty possess qualifications at least equal to the minimum qualifications (Ed Code §87359). • “The process, as well as criteria and standards…shall be developed and agreed upon jointly by …representatives of the governing board and the academic senate, and approved by the governing board” and “the process shall include reasonable procedures that ensure that the governing board relies primarily upon the advice and judgment of the academic senate…” (Ed Code §87359/Title 5 §53430). • Beyond that, there are no other specific requirements in Ed Code or Title 5.

26. Equivalency Principles • Equivalent to the minimum qualifications means equal to the minimum qualifications, not nearly equal, and not provisional. • The applicant must provide evidence he or she has attained the skills and knowledge equal to the degree and/or any required professional experience: • Evidence of required specialized coursework and/or requisite professional experience required for the degree listed in the Disciplines List. • Evidence that he or she has attained the breadth of coursework or experience equal to the general education component of an earned associate’s or bachelor’s degree. • For non-master’s disciplines, evidence that the requisite professional experience is equivalent to the required full-time experience required for the discipline.

27. Equivalency Process • Procedures established by agreement between local senates and boards of trustees for each district. • In multi college districts, the criteria for equivalency must be the same at all colleges in the district. • Discipline faculty can help determine discipline-specific equivalency criteria. • Equivalency should be used to broaden the pool of qualified applicants, not restrict it. • Burden of proof belongs to the applicant, but… • Process needs to be clear, fair, and equitably applied.

28. Equivalency Process – Role of HR • Helping applicants navigate the process. • Collecting and forwarding equivalency applications to the senate or equivalency committee (local processes may vary). • Ensuring completeness of applications in accordance with the requirements of the local equivalency process. • Recording the outcomes of equivalency actions. • Help ensure continuity of process – institutional memory!

29. Equivalency Processes -Recommendations from the CCCCO CTE Minimum Qualifications Task Force • Explain equivalency to potential applicants – • Provide clear, understandable descriptions of what equivalency is and what applicants must do to demonstrate equivalency to the minimum qualifications for a faculty position. • Make equivalency processes and applications easily accessible • Post the equivalency process and application online. Include links to equivalency processes and applications in job announcements. • Ensure that the process is timely • Schedule equivalency meetings in close coordination with hiring timelines Source: Guidance Document for Career Technical Education Minimum Qualifications and Equivalency(distributed January 31, 2017)

30. Single Course Equivalency?

31. Single Course Equivalency Is Not Permitted • Ed Code and Title 5 refer to qualifications in terms of disciplines not courses or subject areas within a discipline (Ed Code §87357; Title 5 §53410 and §53430). • Legal Opinion L 03-28, Chancellor’s Office Legal Division reinforces that single course equivalency is not permitted. • Faculty are hired to teach within disciplines and are therefore deemed qualified to teach all courses assigned to that discipline.

32. But that doesn’t mean that disciplines shouldn’t be made more flexible… Resolution 10.02 S16 (adopted spring 2016) Resolved, That the Academic Senate for California Community Colleges work with discipline faculty and other interested stakeholders to explore the possibility of creating within existing CTE disciplines more narrowly defined disciplines when discipline faculty deem such a discussion to be potentially beneficial. • Disciplines and discipline faculty need to be identified to start this effort. • Can you think of a possible construct from the master’s degree list?

33. There’s more than just A.A. and A.S. • Should individuals with these associate’s degrees be required to undergo equivalency? • What does Title 5 require for earned degrees to be valid? • What can you do if you aren’t sure a degree is valid? Associate of Applied Business (A.A.B.) Associate of Applied Science (A.A.S.) Associate of Applied Technology (A.A.T.) Associate of Arts in Teaching (A.A.T.) Associate of Business Administration (A.B.A.) Associate of Electrical Engineering Technology (A.E.E.T.) Associate of Electronics (A.E.) Associate of Engineering (A.E./A.Eng.) Associate of Engineering Technology (A.E.T./A.Eng.T.) Associate of Forestry (A.F.) Associate of General Studies (A.G.S.) Associate of Industrial Technology (A.I.T.) Associate of Nursing (A.N.)/Associate Degree Nurse/Nursing (A.D.N.) Associate of Occupational Studies (A.O.S.) Associate of Science in Computer Assisted Design (A.S.-C.A.D.) Associate of Technology (A.T.) Source: www2.ed.gov/about/offices/list/ous/international/usnei/us/associate.doc

34. Title 5 §53406 –Requirement for Accredited Degrees and Units; Definition of Accredited Institution. “All degrees and units used to satisfy minimum qualifications shall be from accredited institutions, unless otherwise specified in this Article. For purposes of this Subchapter, “accredited institution” shall mean a postsecondary institution accredited by an accreditation agency recognized by either the U.S. Department of Education or the Council on Postsecondary Accreditation*. It shall not mean an institution “approved” by the California Department of Education or by the California Council for Private Postsecondary and Vocational Education. Determination of equivalency of foreign degrees shall be according to district rule.” • Be careful! Accreditors may not allow the “CHEA option.” (The Council on Postsecondary Accreditation is now called the Council for Higher Education Accreditation or CHEA).

35. What is Equivalent to a Bachelor’s Degree or Associate’s Degree? • Depth in the discipline - has the applicant… • Completed coursework equivalent to the subject-specific coursework for the degree? Or… • Through professional experience gained the skills and knowledge equivalent to that gained through required coursework? • Breadth (GE) - has the applicant… • Completed coursework equivalent to the GE component of a degree? Or… • Through professional experience gained the skills and knowledge equivalent to the GE component of an earned bachelor’s or associate’s degree?

36. Equivalent to an Associate Degree? Title 5 Section 55063 defines the components of the Associate’s degree as follows: • Competency in reading. • Competency in written expression at the level of Freshman Composition. • Competency in mathematics at the level of Intermediate Algebra. • At least 18 units of major preparation. • At least 18 units of general education in the areas of • Natural sciences • Social and behavioral sciences • Humanities • Language and rationality. • Are there methods of assessing equivalence to this for applicants who have not completed formal education? Could they be developed?

37. Discussion time –Equivalency Methods for Associate’s Degree Prime directive – Boldly think where no one* has boldly thought before! Focusing on CTE, what methods or tools, other than reviewing transcripts, could you use to determine equivalency to the associate’s degree? What tools would be needed to implement these ideas? *Or the equivalent.

38. Small Group Activity –Sharing and Comparing Equivalency Processes • Exchange copies of your equivalency policies and procedures with colleagues from other colleges in your group. • Take 5 minutes to read through the equivalency policy. • Discuss each other’s equivalency policies. • Answer the questions provided at the tables and record the answers. • Report out on the results of your discussions.

39. Round 1 Questions for Report Out • How clearly defined were the equivalency processes? • In general, how were the perspectives of faculty,( including discipline faculty if applicable), academic administrators, and HR professionals addressed in equivalency processes and how effective was the collaboration between groups? • What were some examples of equivalency processes (or components of EQ processes) that you believe work well? • Cite any examples of exemplary or innovative approaches to equivalency in CTE areas.  • What were some challenges you found in the equivalency processes examined?

40. Round 2: This round of questions should be considered in terms of the application of equivalency processes to CTE programs at your college. • After examining other equivalency processes, what are the strengths of the process your college/district uses? • What (if any) aspects of your equivalency processes for CTE specifically could be improved by making some modifications? • Were you able to identify components of other equivalency processes that might work at your institution?

41. Lunch Time!

42. Small Group Activity –Equivalency Application Scenarios Instructions: Please review the provided equivalency application scenarios and discuss them within your groups, using the following questions to guide your conversations. At the end of the activity you will report out the results of your discussions. • What are the minimum qualifications for the discipline? • What is the applicant using as the basis for seeking equivalency? (e.g. academic preparation, work experience, eminence) • Given the particular applicant, what information would you need to assess whether or not the applicant’s preparation or experience is equivalent to the MQs for the discipline? • What information would you need to be confident that the applicant could teach all of the courses assigned to the discipline for which equivalency is being sought? • Given this discussion, and the earlier discussions about equivalency processes, are there improvements that could be made to your equivalency process?

43. Case #1 – Business Administration (Marketing courses) Summary of case review: • Degree Requirement: Candidate received a Bachelor’s degree from Stanford University. On her application she states that her major/minor was East Asian Studies (Economics). The transcripts identify the degree goal as ”East Asia.” Coursework was completed in Economics, the units are limited and there is no indication that she received either a major or minor in this area. On her equivalency application, but not her application nor her resume, she indicates she also has coursework from BBDO College of Advertising, American Association of Advertising Agencies Institute of Advanced Advertising Studies, but there is no documentation. Thus the candidate holds no Master’s degree and her Bachelor’s was not in a relevant area. • Work Experience Requirement: Candidate’s work experience is truly remarkable. Thus the potential for the rarely used category of eminence was appropriate to consider. While it might be possible if she had a master’s degree in any discipline or a relevant Bachelor’s degree, this is not the case. • We cannot grant a single course equivalency; candidate would have to be able to teach any class in the discipline. • This case was challenged and the committee’s decision was overridden by the President/Superintendent. The committee did not wish to challenge that decision.

44. Case #2 - Computer Studies (Software/Social Media courses) Summary of case review: • Candidate completed GE requirements for an AA degree, but did not complete degree requirements and therefore did not possess a degree • Owned a small business & used social media to advertise and promote her business (possessed less than 6 years of full-time equivalent experience at time of initial committee review; department chair submitted additional information to support candidate’s experience) • We cannot grant a single course equivalency; candidate would have to be able to teach any class in the discipline. • Committee denied this case due to lack of degree and required minimum experience

45. Case #3 – Culinary Arts Summary of case review: • Committee denied this case due to lack of GE requirements since candidate did not possess a degree (he had more than enough experience, but no degree)

46. Case #4 – Kinesiology, Athletics & Dance (full range of courses) Summary of case review: • Candidate had BA in a related field and 12 units towards MA required for minimum quals • Significant high school teaching experience • Owned personal trainer business • Committee approved case based on experience and eminence (football player experience)

47. Questions?Possible Next Steps?

48. Discussion - “Tool kit” Ideas Instructions – Consider some potential tools below t to be made available for colleges to help them improve or enhance their local equivalency work: • Model equivalency policy and procedure. • Curriculum mapping to applicant experience – discipline specific • Curriculum mapping to applicant experience – general education • Evaluating equivalency tools – oral interviews • Evaluating equivalency tools - applicant portfolios • Reciprocity and portability of equivalency

49. Our Contact Information Sam Foster –sfoster@fullcoll.edu John Freitas – freitaje@lacitycollege.edu Lorraine Slattery-Farrell –lfarrell@msjc.edu Thank you!

50. Resources • Equivalence to Minimum Qualifications, ASCCC, adopted Spring 2016 • Memorandum Regarding Career Technical Education Minimum Qualifications and Equivalency (January 31, 2017) • Guidance Document for Career Technical Education Minimum Qualifications and Equivalency(January 31, 2017) • Minimum Qualifications for Faculty and Administrators in the California Community Colleges, Chancellor’s Office (2016) • Disciplines List Revision Handbook, ASCCC (2014) • CCCCO Legal Opinion L 03-28 on single-course equivalencies. • Additional Disciplines List resources, including an archive of past Disciplines Lists are found at http://asccc.org/disciplines-list.