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The ABC’s of Prerequisites, Corequisites and Advisories

The ABC’s of Prerequisites, Corequisites and Advisories . Presented by Chini Johnson Academic Senate President Los Angeles Trade-Technical College. Why Establish Prerequisites?.

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The ABC’s of Prerequisites, Corequisites and Advisories

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  1. The ABC’s of Prerequisites, Corequisites and Advisories Presented by Chini Johnson Academic Senate President Los Angeles Trade-Technical College

  2. Why Establish Prerequisites? • Prerequisites indicate that the courses, skills, or body of knowledge are essential for student success in the course and it is highly unlikely the student not meeting the prerequisite will receive a satisfactory grade. • When required by law, statue or regulation • Students are aware of expected skill level • Fewer under prepared students • More effective and efficient educational programs

  3. Overview of Policies and Procedures • Appropriate parties should define pre and corequisites, and limitations on enrollment according to Title 5 55200 (a-f) • Determine curriculum review process • Establish a Challenge Process • Maintain consistent implementation and review ensuring necessity and appropriateness.

  4. Best Practices • The Prerequisite Team should include: • Curriculum Committee Chair • Chief Instructional Officer • Matriculation Coordinator • Institutional Researcher • Counseling Faculty • MIS professional

  5. Levels of Scrutiny • Content Review • Equivalent prerequisites at 3 UC/CSU’s • Data Collection and Analysis

  6. Establishing Co-requisites • Requires same levels of scrutiny used to establish prerequisites. • The concurrent attainment of skills in this course are necessary for the successful completion of the Target course. • Maintains that student not taking the co-requisite requirement is highly unlikely to receive a satisfactory grade in the course or program in which the corequisite is being established • Ex. Lecture and Lab • Title 5 55201(c)(3)

  7. Corequisites, con’t • Documentation to curriculum committee may include: • Narrative style rationale • Listing in course outline that shows the relationship between the prerequisite, corequisite and student learning outcomes

  8. Advisories • The skills in this course will enhance knowledge in the target course, but are not necessary for success • Requires Content Review • Included in course outline

  9. Health and Safety Prerequisites • Requires content review by faculty to consider: • Skills • Concepts • Possible health and safety hazards • Mechanism used to acquire the skills and college verification process.

  10. Four Approaches to Health & Safety Prerequisites: • Teach the skills within the course and delay hazardous situations or content until skills are demonstrated. • Teach the skills as a separate course or unit within an existing course and make it a prerequisite to the target course • Teach the skills in a separate course which becomes a program prerequisite • Provide skill information in a different format (video, brochure) then assess skills Use of math and English prerequisite as a health and safety prerequisite are generally not allowed and requires the highest level of scrutiny.

  11. Steps for a Content Review Process • Should be driven by discipline faculty • Examination of the course outline, course syllabi, texts, tests, and other grading criteria • Document necessary and appropriate skills or body of knowledge in “target” course • Identify course which develops skills, then review it for exit skills and knowledge • Document skills required in the target course and developed or measured in the proposed prerequisite

  12. Vocational Discipline Sequence in Discipline Transferable Course Non-course requirement (i.e. Recency) Content Review Only Content Review Only Content + 3 UC/CSU Content Review + Data Analysis Target Course Level of Scrutiny

  13. English & Math pre/corequisite Requires the assessment or placement process Content Review and Data analysis Content Review Approved instrument Validated cut scores Multiple Measures Disproportionate impact study Target Course Level of Scrutiny

  14. Imposed by law or contract Performance Course Honors Courses Admission determined by governing board Other sections are available to meet certificate/degree requirements + disproportionate impact study Other sections are available to meet certificate/degree requirements Other Limits on Enrollment

  15. Establishing Program Prerequisites • Requires same levels of scrutiny as course prerequisites.

  16. Prerequisite Timeline • Prerequisites, corequisities and advisories should be reviewed every six years as part of the Program Review process.

  17. Using Assessment Instruments • Instrument must be on State Chancellor’s Office List of approved instruments • Requires local validation of cut scores • Multiple Measures are to be considered • Monitor and check for disproportionate impact on historically underrepresented groups • Title 5 §55202(c)

  18. Challenge Process • The college must identify and publicize the process to challenge an identified pre or corequisite or other limitation on enrollment. • The challenge must be resolved in five (5) working days • If space is not available in the class and the challenge is upheld, the college must provide enrollment in a subsequent semester

  19. Grounds for Prerequisite Challenge • Specified in Title 5 §55201(f) • Not established following the district’s policy • Not established in accord with Title 5 • Is discriminatory or applied in a discriminatory manner • The student can demonstrate knowledge equivalent to the prerequisite

  20. Additional Grounds for Challenge • Student not allowed to enroll in a course involving: • Intercollegiate competition • Public performance • Courses limited to a cohort of students • Health and safety prerequisite, only when they can demonstrate they would not pose a threat to themselves or others *Student would be allowed to enroll if non-enrollment would delay their attainment of a degree or certificate indicated in their SEP

  21. Resources • Good Practice for the Implementation of Prerequisites, State Academic Senate, Adopted Spring, 1977 • Model District Policy, Community College Chancellor’s Office • Prerequisites, Corequisites, Advisories and Limitations on Enrollment, Chancellor’s Office, Fall, 1997 (In Q&A format) • Standards, Policies and Procedures for the Evaluation of Assessment Instruments Used in the California Community Colleges • Matriculation Unit- Documents and Regulations http://www.cccco.edu/divisions/ss/matriculation/matriculation.htm

  22. Additional Resources • Scroggins, Bill, Are Prerequisites Really That Hard to Establish • Assessment Instrument Approval Status Summary, February, 2004 • Matriculation Evaluation: Phase III Local Research Options • Matriculation Advisory Committee (MAC) • Arnold Bojorquez, Matriculation Coordinator, State Chancellor’ Office abojorqu@cccco.edu (916) 323-0799

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