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We'll go ahead and get started.

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Looks like our numbers are slowing down just a little bit.

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Um, again, good afternoon.

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My name is Michelle Grimes Hillman, uh, we are here today.

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We have a, a large group to present to you today on

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a common course numbering.

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Um, we were here a year ago

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having a conversation about phase one,

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and we've, y'all have done a lot of work since then.

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So let's go ahead and get started.

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Just a couple of housekeeping slides to begin.

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Um, if you need technical support during this webinar,

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you see the email there, conferences@foundationccc.org.

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Please send any questions there.

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It's also been placed in the chat.

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Uh, if please click the close caption tab

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to read live captions.

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Um, you will be muted with your camera off

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during the entire webinar.

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Please use the q and a feature to ask any questions.

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We will be answering them live.

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Um, we will be collecting the information, um,

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should we need to do any follow up after the webinar.

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Uh, next slide.

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Again, click the q and a tab to enter questions.

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We will, uh, try to answer them both live and in the chat.

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And we'll also try to be able to, anything

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that we can't answer today, we will try to, uh, provide

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that information directly to the colleges.

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This today, this session is recorded.

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Once we have finished this webinar

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and everything has been remediated, it will be posted

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to the common course numbering webs page.

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Next slide. I want to thank our panel for joining us today.

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We have, uh, the Vice Chancellor, uh, for academic affairs,

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the president for as ccc, the, uh, current CCN director.

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Uh, we have the tech center represented as well

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as our curriculum.

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Dean. We have the uc, uh, uh, partner here today.

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And we have two students with us today,

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for which we're very grateful to have them present.

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We also have people in the background

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also answering questions.

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Next slide, please, uh, thank our support panel

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for joining us today and answering all the questions

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that you possibly can have.

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Um, and we do welcome your questions, so thank you.

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Next slide. It is with great pleasure

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that I turn the webinar over to Dr. James Todd,

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the Vice Chancellor of Academic Affairs

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for California Community Colleges, and Dr.

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Latanya Parker Parnell, who is the president

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of the Academic Senate for California Community Colleges.

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These are our hosts today,

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and I just wanna thank you for joining us,

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and I am going to turn it over to you. So thank you.

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Thank you for that, Michelle.

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Good afternoon system partners,

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and thank you for joining us

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for today's common course number and webinar.

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As President of the Academic Center

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for California Community Colleges, I do want

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to express my appreciation

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for your engagement in this important conversation.

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The work we are undertaking together has the potential

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to shape the future of how our students experience

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and navigate our colleges assembly.

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Bill 1111 brought us a powerful opportunity,

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opportunity to think differently.

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The California Community Colleges were called upon

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to create a new student-centered course numbering system,

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A bold and transformative step designed

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to support students weren't clearly

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on their educational journeys.

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While the law focused on streamlining transfer,

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it entrusted this important responsibility to our system.

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And together we have risen to the occasion.

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Every college has contributed

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to this effort accomplishing an extraordinary amount

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of work, while also addressing the demands

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of other major legislation.

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More importantly, this collaboration ensures

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that our students will experience a clearer,

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more supportive pathway

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as they pursue their educational goals.

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As we celebrate the student-centered progress,

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we must also take a moment

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to honor the tremendous effort it has required from

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so many across our colleges.

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Now is the time to extend grace

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to ourselves and to one another.

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This work has required us to navigate complex changes

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and is important to recognize the deep dedication

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and expertise that our curriculum specialists,

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discipline faculty, curriculum chairs

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and articulation officers have brought to this process.

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Their thoughtful and careful efforts reflect their

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collective commitment to our students

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and to honoring the diverse perspectives

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and strengths within our system.

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And now, James Todd will recognize some of the other efforts

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with some of our chief administrators throughout our system.

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Yes, uh, thank you latanya.

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We also extend our gratitude

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to our chief instructional officers, our chief student

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services officers, and our academic senate,

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especially the A-S-C-C-C for stepping up

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and continuing to center students in every decision

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together, we're building a stronger

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and more equitable path forward.

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Over a hundred thousand community colleges,

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students in California transfer annually,

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but about 60,000 equally capable students with intent

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to transfer Do not.

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California needs 1.65 million more degrees

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by 2030, primarily back bachelor's degrees.

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And that will not be possible without dramatically improving

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community college to CSU

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and community college to uc transfer efficiency.

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And as we know, transfer success is oftentimes slow,

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and it's oftentimes inequitable.

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According to the Public Policy Institute of California,

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only 19% of students with a stated transfer goal do

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so within four years, only 28% of, uh, do so Within six

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are latine students who are about 51% of those

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with transfer goals,

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but just 35% of those who transfer within four years.

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African American students represent 7% of students

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with transfer goals,

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but only 5% who transfer, um, in that timeframe.

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And so we need to collectively come

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together to do this work.

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We can do it together, we can trans

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and transfer reform is for the common good,

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and we trust that all segments of higher education, um,

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that we can create systems that enable our students

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to transfer in seamless ways.

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So welcome to this webinar,

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and thank you for taking the time to be here with us.

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And I'll turn it back over to Michelle.

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Thank you, Dr. Todd

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and Dr. Parker Parnell, thank you for your time today.

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Uh, the next slide, please.

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So this is what we're going to be covering today.

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We're gonna just give you a little

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bit of background and context.

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We think it's always important to start out, to make sure

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that we're all on the same foundation.

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Talk a little bit about the vision and goals.

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Uh, we'll provide you the chunk

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of time on our implementation update.

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We have our students joining us today

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to help us further understand

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how articulation impacts their ability to transfer

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and to have the that Credit mo mobility.

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Uh, we'll finish up today talking about the next steps

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around sustainability planning and provide some resources.

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Uh, I now turn it over to Cheryl Achenbach

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to talk a little bit about the background, um, and vision.

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Great. Next slide, please. Thank you, Michelle.

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Good afternoon, everybody. I'm Cheryl Achenbach.

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I'm past president of the Academic Senate

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and now officially in the role

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as CCN faculty program director.

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And, uh, glad to be able to do this work.

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We still have much to do,

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and, uh, that doesn't though, uh,

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set aside the incredible work that's been done

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and really, really for us, a relatively short amount

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of time, both in our segment

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and in the con ongoing conversations

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with our inner segmental partners.

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Um, Michelle, I think

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we're gonna see the video first, correct?

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Yes. We're gonna keep our fingers crossed here, so, um,

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Go for it.

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Definitely. I would love that. Yeah, definitely.

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Of course. Yeah, definitely. Of course,

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California Community Colleges are rolling out a new

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program to help simplify

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and support your higher education journey.

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It's called Common Course Numbering.

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So whether you are enrolled in a class at a campus in

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Northern California or down in sunny SoCal,

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most course numbers will be the same.

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This can help you in planning your academic path

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and could prevent you from losing credits

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by duplicating classes along the way.

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If you plan to transfer, you can easily take your credits

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to your next community college,

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which can help you complete your program faster.

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And if your goal is to transfer to a four year university,

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commonly numbered courses can help you save time

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and money while supporting a smoother path

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to earning your Bachelor's degree ready

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to unlock your potential.

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Get started at I can go to college.com.

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Fiber helps you. So I want us to just share

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with you all that.

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Um, uh, thank our comms team for putting together the video.

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Uh, we do have a number of, um, branding

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and marketing tools available on the common

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course numbering website.

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We encourage you all to go there

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and utilize them, um,

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at your local colleges and share them with others.

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So, thank you, uh, Cheryl, I'll turn it back over to you.

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Thank you, Michelle. Next slide, please.

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So you've seen, if you've attended any of these webinars

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or breakouts at a number of different conferences.

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You've seen a slide really that is similar to this, uh,

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just a acknowledging the origins

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of the common course numbering effort.

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It is not our first effort in this, uh, system, uh,

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nor across segments.

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In fact, it is the fourth, uh, CID being the most recent

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and, and really designed

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to achieve something slightly different than

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what we're aiming to achieve with common course numbering.

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Uh, but this work, uh, bill passed in 2021.

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The work began with the, the convening

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of a task force in September 22.

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That task force, including Intersegmental Partners, uh,

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produced a report in December 23

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that then guided the implementation efforts That started in

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February of 2024.

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And we are still deep into those implementation efforts, uh,

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really in so many ways, iterating

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and creating as we go, uh, partly

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because of the urgency of

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what our students need from this project,

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and also the legislative, uh, interest in us, uh,

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achieving the outcomes of this effort.

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Uh, that last bullet,

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I think is the most important in the sense

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that this isn't about common numbering.

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It's about having system level articulation so

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that we can use these templates

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to help our students be more mobile with their units

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and not have to lose

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or retake units, uh, at transfer, whether that's

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between community colleges or between community colleges

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and, and four year colleges and universities.

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We really want that more equitable approach,

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more consistent transferability of courses, uh,

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and honoring of, of completed coursework.

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So, next slide, please. You are likely familiar

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if you've, uh, again, attended a webinar

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or started working on your own course revisions,

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and that's an increasing number of discipline faculty.

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Uh, you're likely familiar with these course templates.

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Uh, this is, uh, a recommendation that came out

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of the original task force effort as a way to, uh,

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walk the fine line between, uh, common curriculum.

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We don't want to go that direction

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and tell our faculty everything that should be in a course,

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but at the same time, recognizing that in order

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to have consistent articulation from our 115 credit granting

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colleges, uh, to the, the four year universities, we need

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to have more consistency in content

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and outcomes across our co across our colleges.

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And so this template was an initial effort to pull the, uh,

263
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items seen as most critical for articulation review,

264
00:11:51.815 --> 00:11:52.955
uh, into one place.

265
00:11:53.545 --> 00:11:56.085
And, uh, some of them having identical fields so

266
00:11:56.085 --> 00:11:58.965
that we will all share subject code, course number,

267
00:11:59.025 --> 00:12:02.405
course title, and then parts of the rest of it

268
00:12:02.405 --> 00:12:05.165
where we have an identical section like inde description

269
00:12:05.165 --> 00:12:08.765
course content and, uh, outcomes objectives, uh, as well

270
00:12:08.765 --> 00:12:11.805
as the ability to, uh, add to

271
00:12:12.025 --> 00:12:14.485
or clarify in our course outlines of record,

272
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some additional local pieces.

273
00:12:16.825 --> 00:12:21.045
Uh, these are, um, still the, we're working with

274
00:12:21.045 --> 00:12:22.565
what we originally started, and

275
00:12:22.705 --> 00:12:25.045
as we'll talk a little bit later, uh, if we were to,

276
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to revise what fields are in these course templates, uh,

277
00:12:28.165 --> 00:12:30.565
that will be a little bit later down the road as we continue

278
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to get feedback on the phase one course submissions, uh,

279
00:12:33.665 --> 00:12:34.685
to the universities.

280
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Uh, I think important to note on this, uh,

281
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worth reminding is

282
00:12:38.725 --> 00:12:40.285
although it says part one identical for methods

283
00:12:40.305 --> 00:12:41.805
of evaluation and textbooks,

284
00:12:42.465 --> 00:12:44.525
what's in those fields in the templates is meant

285
00:12:44.525 --> 00:12:46.525
to be in your course outlines of record identically.

286
00:12:46.945 --> 00:12:50.085
But those are representative samples you may choose and,

287
00:12:50.085 --> 00:12:51.725
and have work with a slightly different

288
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list on your own campuses.

289
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We're definitely not trying

290
00:12:54.145 --> 00:12:56.485
to tell anybody which text to use.

291
00:12:56.485 --> 00:12:58.965
That remains your choice. Next slide, please.

292
00:12:59.805 --> 00:13:02.005
I think it's also, as that changes, I'll also point out

293
00:13:02.005 --> 00:13:04.765
that, you know, those are just a subset of the, the elements

294
00:13:04.765 --> 00:13:06.725
that are required, as well

295
00:13:06.725 --> 00:13:08.885
as recommended on course outlines of record.

296
00:13:09.305 --> 00:13:10.605
So there's still many fields

297
00:13:10.605 --> 00:13:12.725
that you're completing in your local course outlines

298
00:13:12.915 --> 00:13:16.285
that fill out the fuller, uh, creation of, of

299
00:13:16.285 --> 00:13:17.565
what is in a course and,

300
00:13:17.565 --> 00:13:20.365
and helps to communicate that to your faculty as well

301
00:13:20.365 --> 00:13:22.085
as if your Coors are public to the,

302
00:13:22.105 --> 00:13:23.565
to students and the greater public.

303
00:13:25.295 --> 00:13:27.925
We've been doing this, uh, in the implementation phase

304
00:13:27.925 --> 00:13:29.085
with all of you a year.

305
00:13:29.425 --> 00:13:32.245
Uh, and Michelle mentioned last September, uh,

306
00:13:32.265 --> 00:13:33.725
was the big kickoff and launch

307
00:13:33.785 --> 00:13:36.205
and really common course numbering month at the chancellor's

308
00:13:36.205 --> 00:13:37.245
office and across our system.

309
00:13:37.905 --> 00:13:40.325
Uh, but we're doing this implementation quickly,

310
00:13:40.425 --> 00:13:42.085
and right now we have three stacked

311
00:13:42.105 --> 00:13:43.205
phases we're working with.

312
00:13:43.745 --> 00:13:47.525
Uh, and each phase has a, a Porsche, a a period of time

313
00:13:47.525 --> 00:13:48.845
that is about template development.

314
00:13:49.145 --> 00:13:50.605
The academic Senate has been asked

315
00:13:50.625 --> 00:13:52.205
to facilitate those efforts,

316
00:13:52.625 --> 00:13:54.165
and we are doing that, reaching out

317
00:13:54.165 --> 00:13:57.325
to our intersegmental faculty partners, uh, at the ucs,

318
00:13:57.325 --> 00:14:00.165
the CSUs and independent, uh, institutions in California

319
00:14:00.345 --> 00:14:02.805
and historically black colleges and universities.

320
00:14:03.475 --> 00:14:04.845
Once templates are developed

321
00:14:04.865 --> 00:14:07.285
and turned over to the chancellor's office,

322
00:14:07.345 --> 00:14:09.885
the Chancellor's office, uh, puts 'em into a format

323
00:14:10.035 --> 00:14:11.685
that then can be shared publicly.

324
00:14:12.025 --> 00:14:14.125
And that second part of each phase begins

325
00:14:14.125 --> 00:14:17.005
where you at our local colleges are making the course

326
00:14:17.205 --> 00:14:20.085
revisions necessary to align with common course numbering,

327
00:14:20.305 --> 00:14:23.005
to, to include those identical elements into your course

328
00:14:23.005 --> 00:14:26.805
outlines to decide what, if any, part two enhancements need

329
00:14:26.805 --> 00:14:28.685
to be included or details, uh,

330
00:14:28.705 --> 00:14:30.765
and then you're taking those through your own curriculum

331
00:14:30.925 --> 00:14:33.085
revision processes, including your board,

332
00:14:33.145 --> 00:14:35.685
and ultimately resubmission to the Chancellor's office.

333
00:14:36.345 --> 00:14:38.205
The third part of this effort,

334
00:14:38.265 --> 00:14:40.525
or in each phase, is that review

335
00:14:40.645 --> 00:14:43.325
by University California partners, as well

336
00:14:43.385 --> 00:14:45.485
as California State University Partners.

337
00:14:45.925 --> 00:14:47.485
A ICUs are also doing this,

338
00:14:47.505 --> 00:14:50.485
but we know we have much more extensive articulations, uh,

339
00:14:50.545 --> 00:14:53.045
at the system level and the local level with our,

340
00:14:53.065 --> 00:14:55.645
our public higher education partners you see in CSU.

341
00:14:56.105 --> 00:14:58.125
Uh, and so these are ongoing efforts.

342
00:14:58.265 --> 00:14:59.405
And if you look down,

343
00:14:59.465 --> 00:15:01.885
we did phase three template development this summer.

344
00:15:01.915 --> 00:15:03.205
That effort continues.

345
00:15:03.545 --> 00:15:06.125
Uh, I'll talk in a moment about open surveys, uh,

346
00:15:06.185 --> 00:15:10.285
and, uh, we won't see those, uh, finished templates, uh,

347
00:15:10.285 --> 00:15:13.005
until the earliest at some point in the spring semester.

348
00:15:13.425 --> 00:15:16.205
Uh, at the same time that we're continuing to get review,

349
00:15:16.745 --> 00:15:20.645
uh, decisions from the phase one submissions to uc and CSU.

350
00:15:21.065 --> 00:15:24.205
And you're working locally on your phase two course

351
00:15:24.605 --> 00:15:27.485
revisions, uh, to get those ready for fall 2026

352
00:15:28.145 --> 00:15:29.485
or fall 2027,

353
00:15:29.515 --> 00:15:32.245
depending on whether they're part two A or part two B.

354
00:15:32.665 --> 00:15:35.925
Um, but this is one of the complicated parts of the reality

355
00:15:35.925 --> 00:15:39.525
of trying to do a project like this so quickly, is we are,

356
00:15:39.585 --> 00:15:41.925
uh, managing multiple phases at the same time, trying

357
00:15:41.925 --> 00:15:44.845
to learn from the earlier parts of a phase, uh,

358
00:15:44.845 --> 00:15:46.045
and trying to iterate, uh,

359
00:15:46.045 --> 00:15:48.005
without creating unintended consequences

360
00:15:48.465 --> 00:15:50.285
and trying to move along so that we can get this

361
00:15:50.305 --> 00:15:53.245
as requested or expected by the legislature, uh,

362
00:15:53.245 --> 00:15:57.165
public facing as many courses as as we can by fall 2027.

363
00:15:58.035 --> 00:15:58.765
Next slide, please.

364
00:16:03.255 --> 00:16:04.255
Michelle, I think you start this one.

365
00:16:07.815 --> 00:16:10.285
Thank you, Cheryl. Um, all right.

366
00:16:10.285 --> 00:16:14.485
So we know that there's been, um, some Cal Getsy denials

367
00:16:15.375 --> 00:16:18.085
along, um, from phase one.

368
00:16:18.365 --> 00:16:22.165
I, I would say the majority of courses did not get denied

369
00:16:22.225 --> 00:16:23.445
for Cal Gety approval,

370
00:16:23.465 --> 00:16:24.965
but there were colleges also that did

371
00:16:25.845 --> 00:16:28.125
multiple submissions from multiple Cal Getsy areas.

372
00:16:28.305 --> 00:16:29.765
And so that always takes a little time.

373
00:16:29.945 --> 00:16:32.485
I'm not sure that the final list is completely published.

374
00:16:32.565 --> 00:16:36.485
I would defer to, um, our panel support if they wish

375
00:16:36.505 --> 00:16:37.605
to a address that.

376
00:16:38.185 --> 00:16:39.365
Uh, but it is important

377
00:16:39.365 --> 00:16:42.245
that if a college has had Cal Geti denied, um,

378
00:16:42.645 --> 00:16:45.725
specifically in the English C 1001 course,

379
00:16:45.725 --> 00:16:47.125
which is the Critical Thinking

380
00:16:47.425 --> 00:16:50.925
and Writing course, uh, you'll need to resubmit

381
00:16:50.985 --> 00:16:54.085
to assist this mid-December, you'll need

382
00:16:54.085 --> 00:16:58.765
to include a part two on your course outlines, um, to, uh,

383
00:16:59.115 --> 00:17:03.285
make some revisions that, uh, provide the, whatever the, um,

384
00:17:04.465 --> 00:17:05.605
the, uh,

385
00:17:05.825 --> 00:17:08.485
Cal Getsy reviewers have said is missing from the course.

386
00:17:09.265 --> 00:17:10.285
And we do know,

387
00:17:10.345 --> 00:17:12.965
and I'm going to also look to Cheryl to address this,

388
00:17:12.985 --> 00:17:15.005
but we do know that that particular

389
00:17:15.325 --> 00:17:16.485
template needed some adjustment.

390
00:17:16.485 --> 00:17:18.965
There's probably a couple of templates that need adjustment,

391
00:17:19.265 --> 00:17:21.725
and I believe that they as CCC will be, uh,

392
00:17:21.725 --> 00:17:22.885
having those conversations

393
00:17:22.905 --> 00:17:25.165
and doing those revisions in the spring,

394
00:17:25.515 --> 00:17:27.645
this coming spring, I think that is correct. So,

395
00:17:27.645 --> 00:17:28.645
Yeah, I think that's the intention.

396
00:17:28.705 --> 00:17:30.925
We still are gathering information from the phase

397
00:17:30.945 --> 00:17:32.125
one submissions and reviews.

398
00:17:32.755 --> 00:17:37.085
Okay? So, so we do want to encourage you, we, we know that

399
00:17:37.115 --> 00:17:39.725
that is a pain point for a small number of colleges.

400
00:17:40.145 --> 00:17:43.205
Um, but it is still, uh, a challenge

401
00:17:43.325 --> 00:17:47.725
because, uh, that English C 1001 Critical Thinking course

402
00:17:48.305 --> 00:17:50.365
is a very important course for our students.

403
00:17:50.945 --> 00:17:54.005
And we wanna make sure that your articulation is maintained.

404
00:17:54.345 --> 00:17:58.885
It is our understanding, the CSU and uc r um, reaching out

405
00:17:59.025 --> 00:18:00.285
and doing what they can

406
00:18:00.285 --> 00:18:02.605
to help colleges do those adjustments.

407
00:18:02.785 --> 00:18:06.245
Um, and we're happy to have any conversations you need.

408
00:18:06.305 --> 00:18:08.365
But this, we also encourage you to go

409
00:18:08.365 --> 00:18:12.085
to the CCN Office hours by the, that are being put on

410
00:18:12.085 --> 00:18:14.365
by the Senate to have these conversations.

411
00:18:14.515 --> 00:18:17.245
Your articulation officers are gonna be crucial in these

412
00:18:17.245 --> 00:18:18.965
conversations, and we really

413
00:18:18.965 --> 00:18:20.205
look to them for their guidance.

414
00:18:20.825 --> 00:18:22.925
The other thing that we've learned in this first phase

415
00:18:22.925 --> 00:18:24.245
that we wanted to bring forward

416
00:18:24.265 --> 00:18:27.685
to the community colleges are some inconsistencies

417
00:18:27.685 --> 00:18:29.085
that have been noted in assist.

418
00:18:29.665 --> 00:18:31.045
You know, when you submit something

419
00:18:31.045 --> 00:18:33.965
to the Chancellor's office curriculum inventory, the data's,

420
00:18:33.965 --> 00:18:35.965
the, the identical data's locked down.

421
00:18:36.705 --> 00:18:38.685
Um, but that is not the case in Assist.

422
00:18:38.705 --> 00:18:40.445
And so there's been a couple, not a lot,

423
00:18:40.465 --> 00:18:43.245
but a few things where the data in assist doesn't

424
00:18:43.455 --> 00:18:45.125
match the templates.

425
00:18:45.585 --> 00:18:48.485
And so, you know, as Cheryl's noted, identical is identical.

426
00:18:48.705 --> 00:18:52.805
And it's really crucial that colleges use the subject

427
00:18:53.545 --> 00:18:57.165
and the prefix and the numbering system as it's intended.

428
00:18:57.305 --> 00:18:59.125
The numbering system has to be the same.

429
00:18:59.225 --> 00:19:00.885
It has to be the same on your course outline.

430
00:19:00.905 --> 00:19:03.765
It has to be the same on transcripts, uh,

431
00:19:03.765 --> 00:19:06.325
because the four year universities will be looking

432
00:19:06.425 --> 00:19:10.405
for these numbers, and we have to act as an, as a system,

433
00:19:10.505 --> 00:19:13.325
so they have confidence in the information

434
00:19:13.325 --> 00:19:16.285
that we're supplying to them is in fact, identical

435
00:19:16.545 --> 00:19:19.925
and consistent across all 115 colleges

436
00:19:20.365 --> 00:19:21.445
participating in this project.

437
00:19:22.345 --> 00:19:25.965
So, um, the hyperlink there would take you to the taxonomy.

438
00:19:25.965 --> 00:19:27.725
Just as a reminder, um,

439
00:19:28.025 --> 00:19:32.365
if you are locally using a subject prefix, that's fine,

440
00:19:32.505 --> 00:19:34.765
but please refer to the memos

441
00:19:34.765 --> 00:19:36.125
that talk about the numbering system.

442
00:19:36.825 --> 00:19:39.285
Um, a c in the middle

443
00:19:39.305 --> 00:19:42.605
of the taxonomy represents a commonly numbered course.

444
00:19:43.025 --> 00:19:46.685
And so your local course cannot use that C um,

445
00:19:46.795 --> 00:19:50.125
even if you're using a similar numbering

446
00:19:50.225 --> 00:19:53.165
or prefixes, that c really is intended

447
00:19:53.165 --> 00:19:54.885
to tell students it's a commonly numbered course.

448
00:19:55.505 --> 00:19:58.645
So take a look, there's, again, only a few colleges that,

449
00:19:58.645 --> 00:20:01.285
that seem to, maybe there's either a misunderstanding

450
00:20:01.305 --> 00:20:04.005
or maybe there's a technology problem at that local college,

451
00:20:04.385 --> 00:20:06.765
and the chancellor's office is going to be reaching out to

452
00:20:06.765 --> 00:20:08.485
that, those small number of colleges

453
00:20:08.485 --> 00:20:10.405
and seeing what assistance we can provide.

454
00:20:11.185 --> 00:20:14.405
Um, these, uh, these courses, um, remember

455
00:20:14.405 --> 00:20:17.005
that they can have long term, um,

456
00:20:17.065 --> 00:20:18.925
or they can have implications for students

457
00:20:19.585 --> 00:20:23.365
if they're not received, uh, by the four year institutions

458
00:20:23.595 --> 00:20:25.085
with the understanding that these are

459
00:20:25.085 --> 00:20:26.245
the commonly numbered courses.

460
00:20:27.105 --> 00:20:30.085
And finally, the last thing we just wanna share is that, um,

461
00:20:30.145 --> 00:20:31.885
if you're, if you're using the honors

462
00:20:31.885 --> 00:20:34.245
and embedded support templates, they're not required.

463
00:20:34.945 --> 00:20:36.485
Um, but we do expect that

464
00:20:37.185 --> 00:20:39.165
the local colleges will add a part two

465
00:20:39.185 --> 00:20:41.445
to really distinguish them from the parent course.

466
00:20:42.065 --> 00:20:45.245
And one of the things we did discover in a couple of cases,

467
00:20:45.985 --> 00:20:48.965
um, colleges, uh, submitted honors

468
00:20:49.025 --> 00:20:50.605
and an admitted support template,

469
00:20:50.945 --> 00:20:54.645
but did not submit the parent course for

470
00:20:55.025 --> 00:20:56.805
to be commonly numbered in assist.

471
00:20:57.185 --> 00:20:59.165
So that was kind of a, an unusual thing.

472
00:20:59.165 --> 00:21:01.085
And again, it's there. These are very, very,

473
00:21:01.115 --> 00:21:02.805
very small numbers, two or three colleges.

474
00:21:03.025 --> 00:21:06.805
So we'll be reaching out directly, um, to try

475
00:21:06.805 --> 00:21:07.965
to help support colleges

476
00:21:07.965 --> 00:21:10.365
that may need some additional ass assistance.

477
00:21:10.825 --> 00:21:12.805
Um, again, I think Cheryl touched on this.

478
00:21:12.945 --> 00:21:15.845
We are still, uh, waiting to, uh,

479
00:21:16.245 --> 00:21:18.845
finalize the phase one articulation update.

480
00:21:18.855 --> 00:21:22.805
We've had multiple conversations in her segment since, gosh,

481
00:21:22.945 --> 00:21:27.045
almost over a year now, um, in having conversations about

482
00:21:27.075 --> 00:21:29.125
what it looks like for phase one and phase two.

483
00:21:29.225 --> 00:21:31.565
And we are collecting information, uh,

484
00:21:31.565 --> 00:21:36.085
because we are having these overlap, um, of, of processes.

485
00:21:36.385 --> 00:21:38.325
Cheryl, do you wanna add anything around that?

486
00:21:38.385 --> 00:21:40.845
And I also wanna open up to any of our support.

487
00:21:41.425 --> 00:21:43.925
Um, we have people here from the CSU

488
00:21:44.105 --> 00:21:46.405
and from Cal gai if they would like to add anything.

489
00:21:52.305 --> 00:21:54.225
Michelle, I'm in the q and a, so if, uh,

490
00:21:54.315 --> 00:21:55.785
other partners wanna speak up, they can

491
00:21:56.455 --> 00:21:59.795
Darl dar.

492
00:22:01.395 --> 00:22:04.085
Okay. So we'll go ahead and go to the next slide, please.

493
00:22:07.105 --> 00:22:10.685
So I'm now gonna turn it to Raul Ambul to, uh,

494
00:22:10.765 --> 00:22:12.365
give us a update on koki.

495
00:22:12.385 --> 00:22:13.525
And so Raul, thank you,

496
00:22:13.525 --> 00:22:15.165
and I'm gonna go ahead and turn this over to you.

497
00:22:16.135 --> 00:22:17.205
Thank you, Michelle.

498
00:22:17.305 --> 00:22:19.445
Um, RA Ramala, uh, Dean

499
00:22:19.445 --> 00:22:21.445
of curriculum instruction at the Chancellor's Office.

500
00:22:22.115 --> 00:22:23.285
Good to be here with everyone.

501
00:22:24.105 --> 00:22:26.525
Uh, unfortunately Rachel Stamp couldn't be with us today,

502
00:22:26.545 --> 00:22:27.965
so I'm gonna cover her slides.

503
00:22:27.965 --> 00:22:31.005
Hopefully I can do her justice as well as she would.

504
00:22:31.025 --> 00:22:33.205
So we're gonna cover the big updates

505
00:22:33.275 --> 00:22:35.525
that have been happening, uh, with N-C-O-C-I

506
00:22:35.525 --> 00:22:38.565
for the last year, specifically to common course numbering,

507
00:22:38.665 --> 00:22:41.485
uh, but other, some updates to follow in line

508
00:22:41.485 --> 00:22:43.525
with the recent, uh, title V passages

509
00:22:43.525 --> 00:22:44.645
from the Board of Governors.

510
00:22:45.705 --> 00:22:48.685
Uh, so let's just jump in. Can we go to the next slide?

511
00:22:49.575 --> 00:22:52.315
The first slide is just really to show everyone

512
00:22:52.935 --> 00:22:54.275
how much work everyone's been doing.

513
00:22:54.675 --> 00:22:57.675
I mean, if you look at programs, submitted,

514
00:22:57.675 --> 00:23:00.635
new courses submitted 5,000, over 5,000 new courses,

515
00:23:01.265 --> 00:23:03.315
over 5,000 programs,

516
00:23:04.295 --> 00:23:07.075
30 common course templates, active now.

517
00:23:07.655 --> 00:23:08.675
It has been a lot of work.

518
00:23:09.015 --> 00:23:11.515
Um, and all the colleges should be very proud of

519
00:23:11.575 --> 00:23:12.915
how hard everyone's been working.

520
00:23:13.495 --> 00:23:14.755
Uh, 'cause these are huge numbers.

521
00:23:15.015 --> 00:23:19.515
Uh, and again, these are just from August, July.

522
00:23:19.855 --> 00:23:21.955
Uh, so we are not even at the end of the year, uh,

523
00:23:21.955 --> 00:23:24.675
but it just shows again, how hard our colleges work.

524
00:23:25.135 --> 00:23:28.675
So we really appreciate it. Next slide, please.

525
00:23:30.015 --> 00:23:33.345
Here are the two releases. Uh, hopefully everyone remembers.

526
00:23:33.345 --> 00:23:36.545
The big release was last December 4.2,

527
00:23:36.565 --> 00:23:39.345
and that was the initial release for the templates.

528
00:23:39.525 --> 00:23:40.785
Uh, for the first eight,

529
00:23:40.985 --> 00:23:45.065
I believe there were eight templates in the COCI that,

530
00:23:45.575 --> 00:23:47.205
again, allowed for the common courses

531
00:23:47.465 --> 00:23:48.805
to be actually submitted.

532
00:23:49.545 --> 00:23:52.325
At that time, though, you could not submit part two,

533
00:23:52.705 --> 00:23:55.645
and you had a, uh, either add a PDF

534
00:23:55.645 --> 00:23:59.015
or Excel spreadsheet for part two, uh, that it wa

535
00:23:59.195 --> 00:24:01.655
and that changed with the recent update.

536
00:24:02.135 --> 00:24:06.775
A 4.3, 4.3 came out last month in August.

537
00:24:07.555 --> 00:24:09.535
And that one was another big one, uh,

538
00:24:10.115 --> 00:24:11.375
for the common course numbering.

539
00:24:11.395 --> 00:24:13.295
It actually added the fields for part two.

540
00:24:14.315 --> 00:24:16.815
But now, uh, hopefully everyone remembers that.

541
00:24:16.915 --> 00:24:20.335
Now, all the information from A COR must be

542
00:24:20.935 --> 00:24:23.055
directly inputted into COCI.

543
00:24:23.755 --> 00:24:26.495
So there's no more allowance of A PDF

544
00:24:27.155 --> 00:24:29.615
update into as the core.

545
00:24:30.715 --> 00:24:34.655
All that information has to go directly into COCI,

546
00:24:35.695 --> 00:24:37.195
so that, that's big for colleges.

547
00:24:37.695 --> 00:24:40.035
But again, one of the major reasons we're doing that is

548
00:24:41.415 --> 00:24:44.225
reporting, uh, actually having that information available

549
00:24:45.205 --> 00:24:47.065
for when the legislature acts for it.

550
00:24:47.325 --> 00:24:51.265
And, and it allows, again, more for CLCI

551
00:24:51.265 --> 00:24:53.305
to be more supportive of our system

552
00:24:53.305 --> 00:24:55.425
and what we need, uh, especially when it comes to data.

553
00:24:57.435 --> 00:25:00.925
Also big, uh, the requirement for zip codes now for courses

554
00:25:01.995 --> 00:25:03.605
that wasn't obviously there before.

555
00:25:04.265 --> 00:25:06.525
And so that is now a huge addition

556
00:25:06.665 --> 00:25:08.605
and that we would expect colleges to follow.

557
00:25:10.015 --> 00:25:11.235
And we go to the next slide,

558
00:25:11.835 --> 00:25:14.075
'cause that's when we go talk about the, the fields.

559
00:25:14.215 --> 00:25:18.755
Now all these fields are required fields into COCI

560
00:25:19.595 --> 00:25:21.205
that falls in line with common course

561
00:25:21.205 --> 00:25:22.405
numbering requirements.

562
00:25:22.825 --> 00:25:26.525
And then, like I said, uh, the passage of the new updates

563
00:25:26.745 --> 00:25:30.885
to the COR in, uh, title V regulations that passed the Board

564
00:25:30.885 --> 00:25:31.965
of Governors in January.

565
00:25:32.985 --> 00:25:36.845
Uh, so these are now, they're required fields, uh, again,

566
00:25:37.825 --> 00:25:41.605
uh, no longer is the ability to upload the PDF of the core.

567
00:25:43.655 --> 00:25:47.545
Next slide, please. And then going back to the zip codes,

568
00:25:48.945 --> 00:25:53.255
if the zip code hasn't been attached yet,

569
00:25:53.435 --> 00:25:56.815
or not sure what zip code to use yet, uh,

570
00:25:56.815 --> 00:26:01.135
obviously you can use the unknown 99.999, um,

571
00:26:01.505 --> 00:26:04.095
until a SIP code is given to the course.

572
00:26:05.925 --> 00:26:08.425
And hopefully everyone knows that, uh,

573
00:26:09.665 --> 00:26:12.485
SIP codes do not have a data element, so you do not have

574
00:26:12.485 --> 00:26:14.205
to worry about, uh, substantial changes.

575
00:26:14.985 --> 00:26:18.355
But again, when you go through your local process,

576
00:26:18.695 --> 00:26:21.875
please try to assign those zip codes, um, as you go through

577
00:26:21.875 --> 00:26:22.995
that process when you can.

578
00:26:23.695 --> 00:26:24.995
And if, if not available,

579
00:26:25.305 --> 00:26:28.235
just use the nine 9.99, uh, unknown number.

580
00:26:28.695 --> 00:26:31.215
Um, but those are the big changes.

581
00:26:31.555 --> 00:26:36.295
And also big, if there are any questions when directly in

582
00:26:36.295 --> 00:26:38.375
through any information to COCI,

583
00:26:38.715 --> 00:26:41.615
the tech center has a drop in every Monday

584
00:26:41.675 --> 00:26:45.405
and Wednesday, so you can drop in, talk to Rachel Mondays

585
00:26:45.405 --> 00:26:47.965
and Wednesdays, I believe, from 11 to 1130.

586
00:26:48.585 --> 00:26:51.685
Uh, so please go ahead and, uh, use her as a resource.

587
00:26:52.025 --> 00:26:54.685
And if not, you can always reach out to me and my staff.

588
00:26:56.425 --> 00:26:57.645
And I believe that is it.

589
00:27:01.005 --> 00:27:02.005
Thank you everyone.

590
00:27:06.775 --> 00:27:09.125
Thank you, Raul. I'm gonna go ahead

591
00:27:09.305 --> 00:27:11.045
and turn this over to Cheryl,

592
00:27:11.145 --> 00:27:13.565
who I'm sure is rapidly answering questions in

593
00:27:13.565 --> 00:27:14.885
the, in the chat.

594
00:27:15.465 --> 00:27:17.485
Um, so we wanna talk a little bit about what's

595
00:27:17.485 --> 00:27:18.645
happening with phase three.

596
00:27:20.775 --> 00:27:21.865
Yeah, thank you, Michelle.

597
00:27:22.045 --> 00:27:25.425
So, uh, again, working with phases, the, the courses

598
00:27:25.455 --> 00:27:27.105
that got launched to students this fall,

599
00:27:27.105 --> 00:27:29.585
which is really exciting, are those first six courses

600
00:27:30.365 --> 00:27:32.665
of phase one, in addition to embedded support

601
00:27:33.005 --> 00:27:35.105
and honors versions of those first six courses.

602
00:27:35.605 --> 00:27:37.185
Uh, I don't know about you, but it's exciting

603
00:27:37.185 --> 00:27:39.345
to see those in calendars or in schedules rather.

604
00:27:39.615 --> 00:27:41.065
It's exciting to teach one of those courses,

605
00:27:41.345 --> 00:27:43.385
although it means a lift trying to update many

606
00:27:43.385 --> 00:27:46.265
of my course documents to have a new course number and name.

607
00:27:46.805 --> 00:27:48.145
Um, but that's part of the process.

608
00:27:48.525 --> 00:27:49.945
It also, uh, triggers a good chance

609
00:27:49.945 --> 00:27:51.505
to review everything about my course

610
00:27:52.085 --> 00:27:54.105
and hope you're, you're taking that opportunity the same.

611
00:27:54.125 --> 00:27:57.385
But the course list for, um, phase two,

612
00:27:57.385 --> 00:27:58.865
which have been released by the Chancellor's Office,

613
00:27:58.925 --> 00:28:01.825
you can see those on their website, um, are available.

614
00:28:02.285 --> 00:28:03.785
The course list for phase three, so

615
00:28:03.785 --> 00:28:07.425
that you can see what's in progress is on this community,

616
00:28:07.525 --> 00:28:10.185
is on the academic Senate CCN webpage,

617
00:28:10.185 --> 00:28:13.345
which I will drop into the chat right now for everybody.

618
00:28:13.845 --> 00:28:15.785
If you haven't seen it before, we encourage you

619
00:28:15.785 --> 00:28:17.865
to bookmark it and keep going back to that.

620
00:28:17.865 --> 00:28:18.985
If you look under phase three,

621
00:28:18.985 --> 00:28:20.865
you'll see the full list of phase three courses.

622
00:28:21.665 --> 00:28:23.865
I will say there are a few courses, uh,

623
00:28:23.975 --> 00:28:27.025
that were held from phase two B, uh, including anatomy

624
00:28:27.085 --> 00:28:30.385
and physiology and, uh, three chemistry courses that,

625
00:28:30.445 --> 00:28:32.665
you know, once they are finally released, uh,

626
00:28:32.665 --> 00:28:34.065
those will be considered phase three.

627
00:28:34.065 --> 00:28:36.785
They were just developed initially as part of phase two.

628
00:28:37.285 --> 00:28:39.585
Um, we do have draft feedback surveys.

629
00:28:39.585 --> 00:28:43.625
This, uh, if you aren't yet too familiar with the process,

630
00:28:43.845 --> 00:28:46.865
we pull, we invite faculty from the community college

631
00:28:46.865 --> 00:28:48.065
system, the uc system,

632
00:28:48.085 --> 00:28:51.385
and the CSU systems, as well as independents and HBCUs.

633
00:28:51.885 --> 00:28:54.065
And I did see the question in the chat about noticing

634
00:28:54.065 --> 00:28:55.545
that there weren't many, uh,

635
00:28:55.575 --> 00:28:57.945
four year faculty on this summer's work groups.

636
00:28:58.325 --> 00:29:00.105
We certainly made the effort to invite,

637
00:29:00.125 --> 00:29:02.425
we just didn't get many responses from them.

638
00:29:02.805 --> 00:29:05.625
And we're continuing to do work with our partners to try

639
00:29:05.625 --> 00:29:06.865
to, uh, improve that.

640
00:29:07.245 --> 00:29:09.585
That's for the actual convenings where a group

641
00:29:09.585 --> 00:29:10.665
of faculty sits down

642
00:29:10.665 --> 00:29:13.945
and considers the feedback inputs from their colleagues.

643
00:29:14.245 --> 00:29:17.025
Uh, in the spring, it was a pre-con convening, uh, survey.

644
00:29:17.245 --> 00:29:20.145
So, uh, first opportunity for input into

645
00:29:20.145 --> 00:29:23.225
what those 4 44 courses should look like.

646
00:29:23.635 --> 00:29:27.025
Right now, it's reviewing draft versions of the templates.

647
00:29:27.215 --> 00:29:29.505
They have evolved from, in most cases,

648
00:29:29.605 --> 00:29:33.065
the original CID descriptor, uh, based on what was needed

649
00:29:33.165 --> 00:29:37.105
for Cal Gety, for uc, transferability, uh, for, uh,

650
00:29:37.545 --> 00:29:38.465
American institutions in the

651
00:29:38.505 --> 00:29:40.025
CSU if applicable to the course.

652
00:29:40.485 --> 00:29:42.925
Uh, as well as based on faculty feedback

653
00:29:42.925 --> 00:29:44.085
in the initial surveys.

654
00:29:44.105 --> 00:29:46.965
So you now have draft surveys

655
00:29:47.155 --> 00:29:48.645
that need a new round of feedback.

656
00:29:48.745 --> 00:29:51.325
And, uh, they've been open about three and a half weeks now.

657
00:29:51.355 --> 00:29:53.685
They will remain open until September 29th.

658
00:29:54.145 --> 00:29:58.365
Uh, we do have, uh, good responses, good number of responses

659
00:29:58.365 --> 00:30:01.085
so far, but really believe we can always have more,

660
00:30:01.085 --> 00:30:04.125
particularly across all of the disciplines.

661
00:30:04.185 --> 00:30:07.445
And so if you are in one of the disciplines, uh, that is,

662
00:30:07.785 --> 00:30:10.885
uh, has survey open, uh, please go in

663
00:30:10.885 --> 00:30:12.685
and then share the survey link with your colleagues.

664
00:30:12.985 --> 00:30:15.085
If you don't teach every course in there, that's okay.

665
00:30:15.345 --> 00:30:16.485
If it's in your discipline,

666
00:30:16.485 --> 00:30:18.925
you should still somehow have some awareness of it,

667
00:30:19.185 --> 00:30:22.005
or you can skip through those, um, those particular courses.

668
00:30:22.225 --> 00:30:24.125
But your feedback is very important.

669
00:30:24.275 --> 00:30:27.565
Also, consider sharing these courses for the surveys

670
00:30:27.635 --> 00:30:29.605
with faculty who teach in disciplines

671
00:30:29.605 --> 00:30:32.405
that rely on those courses for prerequisites, uh,

672
00:30:32.405 --> 00:30:33.725
and anatomy, anatomy and physiology.

673
00:30:33.745 --> 00:30:36.885
For example. I've heard nursing faculty really wanna give

674
00:30:36.885 --> 00:30:38.205
some input into that, uh,

675
00:30:38.205 --> 00:30:40.365
because they wanna make sure that course has what's needed

676
00:30:40.585 --> 00:30:44.085
for the, um, the n any of our nursing program.

677
00:30:44.345 --> 00:30:46.005
So keep that in mind as well.

678
00:30:47.485 --> 00:30:50.445
C-C-N-F-W or common course numbering faculty work groups.

679
00:30:50.545 --> 00:30:52.965
And that's the mechanism, uh, of small groups

680
00:30:52.965 --> 00:30:54.205
of faculty that we pull together.

681
00:30:54.785 --> 00:30:57.085
Uh, the Chancellor's office being we, I'm sorry,

682
00:30:57.085 --> 00:30:58.605
the academic Senate with the support

683
00:30:58.605 --> 00:31:00.805
of the Chancellor's Office pulling together, uh,

684
00:31:00.825 --> 00:31:01.925
to have those conversations

685
00:31:01.925 --> 00:31:03.445
around the feedback that we're getting.

686
00:31:04.025 --> 00:31:06.245
And, uh, we are reconvening those groups.

687
00:31:06.265 --> 00:31:08.325
The surveys close on the 29th of this month,

688
00:31:08.545 --> 00:31:12.325
and we are reconvening those groups, uh, in October, uh,

689
00:31:12.345 --> 00:31:15.885
to review all of that feedback and, and make more revisions.

690
00:31:16.225 --> 00:31:19.965
Um, we then clean them up, uh, within the academic Senate

691
00:31:20.025 --> 00:31:22.125
and prepare to hand them over to the Chancellor's office.

692
00:31:22.625 --> 00:31:24.925
Uh, and this is where I'll go ahead and share with Michelle,

693
00:31:25.345 --> 00:31:26.565
or have Michelle share with you

694
00:31:26.565 --> 00:31:28.245
that there's an additional step this time

695
00:31:28.555 --> 00:31:31.285
that we're really pushing forward between when we've,

696
00:31:31.435 --> 00:31:34.405
when the Chancellor's Office receives those templates from

697
00:31:34.405 --> 00:31:36.685
the academic Senate or when we finish with them, uh,

698
00:31:36.685 --> 00:31:39.645
and when they're released to you, aiming to have a review

699
00:31:40.105 --> 00:31:42.325
for system level transferability for uc,

700
00:31:42.465 --> 00:31:46.485
and then Cal getsy with the, um, uc and CSU partners.

701
00:31:46.485 --> 00:31:47.805
So Michelle, you wanna talk about that? Sure.

702
00:31:48.105 --> 00:31:49.485
Um, thank you.

703
00:31:49.945 --> 00:31:53.805
Uh, so, so we know that for phase one

704
00:31:53.805 --> 00:31:57.925
and phase two colleges, taking the time to align

705
00:31:57.995 --> 00:32:00.125
with the curriculum, submitting it into,

706
00:32:00.485 --> 00:32:03.525
and then having to submit those course outlines, uh,

707
00:32:03.875 --> 00:32:07.565
into assist, and then going through the process of,

708
00:32:08.665 --> 00:32:12.485
of articulation agreements, again,

709
00:32:12.785 --> 00:32:14.805
can be challenging specifically for courses

710
00:32:14.915 --> 00:32:16.885
that have had articulation agreements.

711
00:32:16.885 --> 00:32:19.365
So it does make it challenging to determine, you know,

712
00:32:19.385 --> 00:32:21.845
do we need to add a part two, do we use just part one?

713
00:32:21.845 --> 00:32:23.245
You know, how, how does that work out?

714
00:32:23.425 --> 00:32:25.005
And additionally, on the receiving end,

715
00:32:25.345 --> 00:32:29.325
we really are really, um, hoping to get to a place

716
00:32:29.325 --> 00:32:32.485
where we can do templates first, specifically

717
00:32:32.665 --> 00:32:36.285
for U-C-T-C-A transferability and for Cal Geti

718
00:32:36.785 --> 00:32:38.925
before we release the templates to the college.

719
00:32:39.075 --> 00:32:41.325
That was always the task force recommendation,

720
00:32:41.745 --> 00:32:43.885
and that has been pretty consistent with the council.

721
00:32:44.705 --> 00:32:47.485
So, um, while we've been having these inner segmental

722
00:32:47.485 --> 00:32:50.965
conversations, um, we believed that we had consensus

723
00:32:50.965 --> 00:32:51.965
to do templates first,

724
00:32:52.025 --> 00:32:55.565
but we understood that the timeline that we have, uh,

725
00:32:55.575 --> 00:32:57.885
based on legislation could be problematic

726
00:32:58.145 --> 00:32:59.325
for the universities.

727
00:32:59.745 --> 00:33:02.885
Um, we've been trying to work with, uh, different timelines,

728
00:33:03.185 --> 00:33:04.325
uh, scenarios.

729
00:33:04.865 --> 00:33:08.285
Uh, but the bottom line is we officially made both a request

730
00:33:08.505 --> 00:33:12.285
to the Inner Segmental Committee on Academic Senates, uh,

731
00:33:12.505 --> 00:33:14.205
Ike, and to the system offices.

732
00:33:14.345 --> 00:33:18.645
We asked for a template first review of phase three,

733
00:33:19.305 --> 00:33:20.845
and this again was specifically

734
00:33:20.865 --> 00:33:24.605
for U-C-T-C-A transferability and for Cal Geti.

735
00:33:25.225 --> 00:33:29.365
Um, I'm going to, uh, say that we do have a, we asked

736
00:33:29.385 --> 00:33:31.245
for a two prong process here.

737
00:33:31.265 --> 00:33:34.405
We asked that there would be a preliminary informal review

738
00:33:34.665 --> 00:33:38.245
of the templates so that information could be fed to the,

739
00:33:38.705 --> 00:33:41.245
uh, as CCC while they were doing their work

740
00:33:41.355 --> 00:33:43.365
with their faculty work groups in October.

741
00:33:43.985 --> 00:33:48.005
And then asking for an official review, um,

742
00:33:48.985 --> 00:33:52.565
by January so that when we released phase three templates

743
00:33:52.625 --> 00:33:56.765
to the colleges, we would know that they had transferability

744
00:33:57.065 --> 00:34:01.445
and or Cal Getsy, um, a approval prior

745
00:34:01.465 --> 00:34:03.085
to releasing 'em to the colleges.

746
00:34:03.665 --> 00:34:06.165
Um, we're not quite there yet,

747
00:34:06.225 --> 00:34:09.045
but we do have an informal preliminary review happening

748
00:34:09.045 --> 00:34:10.365
for U-C-T-C-A.

749
00:34:10.785 --> 00:34:13.525
Um, and I would like to invite either Chase

750
00:34:13.545 --> 00:34:15.605
or Ana to make any comments they'd like

751
00:34:15.605 --> 00:34:16.645
about that at this time.

752
00:34:22.965 --> 00:34:25.075
Good afternoon. Thank you.

753
00:34:25.415 --> 00:34:28.915
Um, I can make a couple brief comments.

754
00:34:29.875 --> 00:34:32.595
I probably won't be able to add much to

755
00:34:32.595 --> 00:34:34.235
what you've heard from Michelle.

756
00:34:35.135 --> 00:34:39.435
Um, but as she shared, there's a sort of pending request

757
00:34:39.465 --> 00:34:41.835
that is currently under discussion at iki.

758
00:34:42.575 --> 00:34:45.595
Um, as that moves forward

759
00:34:45.895 --> 00:34:49.875
and as that, as folks continue to consider that, um,

760
00:34:51.555 --> 00:34:55.495
we are excited actually to have the opportunity to

761
00:34:56.565 --> 00:34:59.695
provide feedback at an early stage

762
00:35:00.275 --> 00:35:01.895
for these phase three templates.

763
00:35:02.155 --> 00:35:06.855
Um, my transfer tick team at UCOP,

764
00:35:07.675 --> 00:35:10.985
uh, kind of jumped at the chance actually,

765
00:35:11.225 --> 00:35:13.665
'cause I think it's something that is,

766
00:35:14.285 --> 00:35:16.305
we can see down the line is really gonna help,

767
00:35:16.605 --> 00:35:18.265
um, all of us.

768
00:35:18.445 --> 00:35:20.825
And so we're excited to be able to provide feedback.

769
00:35:21.365 --> 00:35:24.345
Our goal is to provide feedback on along the same timeline

770
00:35:24.445 --> 00:35:29.305
as the open survey, so that as CC can consider, um,

771
00:35:29.685 --> 00:35:31.985
any notes that we contribute.

772
00:35:32.165 --> 00:35:34.905
So we're gonna do our best to, to keep to that timeline.

773
00:35:35.645 --> 00:35:40.405
Um, and just like you, we will all kind

774
00:35:40.405 --> 00:35:42.365
of stay tuned, um,

775
00:35:42.785 --> 00:35:46.325
and listen for Ike's next Signal.

776
00:35:50.435 --> 00:35:52.265
Thank you, chase. I appreciate that.

777
00:35:52.485 --> 00:35:55.105
Um, so I will say that to be very clear,

778
00:35:55.285 --> 00:35:58.105
we have made an official request, uh,

779
00:35:58.205 --> 00:36:02.385
to both the system office and to the, uh, academic Senate.

780
00:36:03.125 --> 00:36:06.065
Um, but we do not have a formal response.

781
00:36:06.605 --> 00:36:09.425
Uh, we expect that response to happen, um,

782
00:36:09.765 --> 00:36:10.985
before the end of the month,

783
00:36:11.445 --> 00:36:13.305
and then we can figure out where we move from there.

784
00:36:13.645 --> 00:36:15.145
It is the Chancellor's Office intention

785
00:36:15.295 --> 00:36:19.305
that if we are not able to, um, get

786
00:36:20.085 --> 00:36:23.345
the, you know, have some idea whether these courses

787
00:36:23.975 --> 00:36:25.105
meet the criteria

788
00:36:25.765 --> 00:36:28.705
or the templates, excuse me, the templates meet the criteria

789
00:36:28.925 --> 00:36:30.305
for U-C-T-C-A

790
00:36:30.765 --> 00:36:33.625
or Cal GSI eligibility, uh, we would want

791
00:36:33.625 --> 00:36:34.785
to tell you then in advance,

792
00:36:35.005 --> 00:36:37.585
and if we discover through these informal review

793
00:36:37.585 --> 00:36:39.705
that there's any problem with any of the templates,

794
00:36:39.775 --> 00:36:41.465
then we would hold those templates back

795
00:36:41.465 --> 00:36:43.145
and not release them to the colleges.

796
00:36:43.565 --> 00:36:47.065
Uh, we're really committed to with this template first, um,

797
00:36:47.375 --> 00:36:50.505
process, which was always the intention, um,

798
00:36:50.845 --> 00:36:52.745
and really will help streamline

799
00:36:53.005 --> 00:36:55.265
and allow colleges to know where they stand

800
00:36:55.265 --> 00:36:58.825
before submitting colleges would still have to submit, uh,

801
00:36:58.825 --> 00:37:00.425
their course outlines to assist.

802
00:37:00.925 --> 00:37:02.585
Uh, because, you know,

803
00:37:02.585 --> 00:37:03.905
all we're talking about here is

804
00:37:04.185 --> 00:37:05.705
transferability and Cal Getsy.

805
00:37:06.285 --> 00:37:08.505
Um, we're not talking about major prep

806
00:37:08.505 --> 00:37:10.385
or course to course, which is a whole different sort

807
00:37:10.385 --> 00:37:11.705
of different articulation.

808
00:37:12.285 --> 00:37:15.705
Um, so I don't wanna mislead anybody into thinking

809
00:37:15.705 --> 00:37:16.705
that it's a done deal.

810
00:37:16.845 --> 00:37:21.625
It is not, but we did make the formal request. Okay.

811
00:37:23.615 --> 00:37:25.315
Uh, next slide please.

812
00:37:27.985 --> 00:37:29.885
So, um, as we move forward and,

813
00:37:29.905 --> 00:37:31.045
and we do, we're trying

814
00:37:31.045 --> 00:37:32.365
to answer all the questions in the chat,

815
00:37:32.365 --> 00:37:35.405
and whatever time we have left over, we'll, we'll step back

816
00:37:35.405 --> 00:37:36.845
through the trap, the chat

817
00:37:36.905 --> 00:37:40.245
and try to, um, address anything that needs further, um,

818
00:37:40.595 --> 00:37:41.885
further elaboration.

819
00:37:42.545 --> 00:37:44.325
But again, part of the reason we,

820
00:37:44.345 --> 00:37:46.165
we keep talking about articulation is,

821
00:37:46.265 --> 00:37:48.565
is thinking about this from a very practical level.

822
00:37:49.145 --> 00:37:50.685
If a student sees a course

823
00:37:50.755 --> 00:37:53.685
that has a common number across the community college

824
00:37:53.685 --> 00:37:56.325
system, it is reasonable for them to expect that

825
00:37:56.325 --> 00:37:58.965
that course is going to articulate in the same way.

826
00:37:59.905 --> 00:38:02.765
Um, and that may or may not be true.

827
00:38:03.585 --> 00:38:06.305
And what happens now is

828
00:38:06.305 --> 00:38:07.625
that you can have very similar courses

829
00:38:07.695 --> 00:38:11.185
that do not articulate to all the CSUs and ucs,

830
00:38:11.765 --> 00:38:14.025
and there may be a variety of reasons for that.

831
00:38:14.485 --> 00:38:17.665
Uh, but it's essential for students to know what

832
00:38:17.665 --> 00:38:20.225
that number means, or we're actually, you know,

833
00:38:20.275 --> 00:38:22.385
maybe doing a disservice to our students.

834
00:38:23.005 --> 00:38:26.465
Uh, harm is likely if a student thinks it's going to,

835
00:38:27.205 --> 00:38:28.345
uh, transfer.

836
00:38:28.445 --> 00:38:30.785
And then the, of course, the commonly numbered course,

837
00:38:30.805 --> 00:38:33.545
in fact is not, it won't be a problem within our system,

838
00:38:33.605 --> 00:38:36.325
but across our systems, that could potentially be a problem

839
00:38:36.465 --> 00:38:39.005
and may even be more misleading if the number

840
00:38:39.265 --> 00:38:42.005
and the title are the same and the content is similar.

841
00:38:42.865 --> 00:38:47.725
Um, I also, the, the concept here is that that, uh, courses,

842
00:38:48.345 --> 00:38:50.845
um, a, a, uh, you see

843
00:38:50.845 --> 00:38:54.445
or a CSU that does not accept a particular course, um,

844
00:38:55.225 --> 00:38:57.605
it means that all one 15 have

845
00:38:57.605 --> 00:38:59.725
that same response and understanding.

846
00:39:00.345 --> 00:39:02.565
Um, so, so that it doesn't matter

847
00:39:02.675 --> 00:39:04.765
what community college a student goes to,

848
00:39:05.155 --> 00:39:07.645
they have the same opportunity to at least have

849
00:39:07.645 --> 00:39:12.285
that coursework count towards their, um, transfer.

850
00:39:13.025 --> 00:39:17.605
So if it can have these unintended consequences, if,

851
00:39:17.745 --> 00:39:19.885
if we're not able to work out the articulation,

852
00:39:20.235 --> 00:39:21.445
it's really an infrastructure

853
00:39:21.445 --> 00:39:23.765
that we're building here, it's gonna take time.

854
00:39:24.265 --> 00:39:25.845
The bottom line is credit mobility,

855
00:39:26.505 --> 00:39:31.245
and we firmly believe that any institutions

856
00:39:31.395 --> 00:39:33.005
that is serving transfer students,

857
00:39:33.005 --> 00:39:35.125
really the common course numbering is a

858
00:39:35.125 --> 00:39:36.485
foundational parameter.

859
00:39:36.505 --> 00:39:38.565
So we're working quite closely.

860
00:39:39.105 --> 00:39:41.245
Um, you know, some of our conversations are intense,

861
00:39:41.345 --> 00:39:43.245
but I think we're all trying to be good partners

862
00:39:43.245 --> 00:39:45.245
and we believe that the CSU

863
00:39:45.245 --> 00:39:47.605
and uc do have our transfer students at heart,

864
00:39:47.605 --> 00:39:48.765
that they do care

865
00:39:49.425 --> 00:39:53.765
and we are working, um, to, to collectively come up with,

866
00:39:53.795 --> 00:39:57.565
with systems that work, um, and including our Independences

867
00:39:57.565 --> 00:40:00.125
and our HBCUs in these conversations as well.

868
00:40:00.865 --> 00:40:03.765
Um, I now, uh, Cheryl, I'd like to turn it over to you.

869
00:40:04.495 --> 00:40:05.495
Thank

870
00:40:07.025 --> 00:40:08.025
You, Michelle.

871
00:40:08.365 --> 00:40:10.705
Uh, so as Michelle has talked about,

872
00:40:10.705 --> 00:40:12.745
articulation is essential, I think in the,

873
00:40:12.745 --> 00:40:14.145
or very early conversations.

874
00:40:14.245 --> 00:40:17.705
And, uh, definitely, uh, in the couple years sense with

875
00:40:17.725 --> 00:40:20.585
so many of you, we realize this can't be about numbering.

876
00:40:20.585 --> 00:40:22.185
Numbering creates greater confusion

877
00:40:22.185 --> 00:40:24.865
for students if we have different, out different, uh,

878
00:40:25.745 --> 00:40:27.145
transfer results for students.

879
00:40:27.285 --> 00:40:29.265
But of course, that is number the same.

880
00:40:29.725 --> 00:40:32.225
And so it's really about articulation and,

881
00:40:32.225 --> 00:40:33.465
and doing better as a system

882
00:40:33.485 --> 00:40:35.545
and working with our system partners, uh,

883
00:40:35.605 --> 00:40:38.465
to have courses perform in the same ways at transfer.

884
00:40:38.885 --> 00:40:41.905
Uh, and so that's really what the ongoing conversation is,

885
00:40:41.905 --> 00:40:45.065
trying to avoid the inequities of students losing credits

886
00:40:45.485 --> 00:40:47.305
or, uh, having to retake courses

887
00:40:47.305 --> 00:40:49.105
because they took a particular course

888
00:40:49.485 --> 00:40:52.185
for transfer at one course at one college instead

889
00:40:52.185 --> 00:40:54.745
of another, and they had different articulations in place.

890
00:40:54.885 --> 00:40:57.265
And so it's, that's, um,

891
00:40:57.465 --> 00:40:59.145
I know sometimes the really frustrating part

892
00:40:59.145 --> 00:41:01.185
of the ongoing effort because it does take time to work

893
00:41:01.185 --> 00:41:04.185
with three very large educational bureaucracies.

894
00:41:04.685 --> 00:41:07.185
Uh, but it is, uh, the important part

895
00:41:07.185 --> 00:41:08.625
that we're still working on, the meat

896
00:41:08.625 --> 00:41:10.465
of the curricular piece surrounds that.

897
00:41:10.925 --> 00:41:13.865
Um, and so to talk a little bit more about, uh, why

898
00:41:13.865 --> 00:41:15.225
that articulation is so important

899
00:41:15.225 --> 00:41:17.065
and what common course numbering can mean for students,

900
00:41:17.475 --> 00:41:18.665
let's go ahead and next slide.

901
00:41:18.665 --> 00:41:20.105
And I want to introduce, uh,

902
00:41:20.105 --> 00:41:22.585
two outstanding student representatives from the student

903
00:41:22.585 --> 00:41:24.305
Senate for California Community Colleges,

904
00:41:24.475 --> 00:41:26.305
their Vice President Chris Chandler

905
00:41:26.645 --> 00:41:29.705
and their Region eight director, flow al,

906
00:41:33.105 --> 00:41:34.105
Go for a flow. Did we lose

907
00:41:34.105 --> 00:41:37.395
Chris? Probably there.

908
00:41:37.735 --> 00:41:38.995
Um, but I can get started.

909
00:41:39.215 --> 00:41:41.475
Um, hi everyone, my name is Flo Al.

910
00:41:41.975 --> 00:41:44.395
I'm a student from Santiago Canyon College.

911
00:41:45.055 --> 00:41:48.675
I'm also a dual enrollment transfer, um, to UCLA.

912
00:41:48.935 --> 00:41:51.515
So, um, I know like firsthand

913
00:41:51.575 --> 00:41:53.635
how complicated transfer can feel

914
00:41:53.935 --> 00:41:56.635
and, um, I actually call it like a transfer chaos,

915
00:41:57.175 --> 00:41:59.635
not knowing, you know, if your classes are can count.

916
00:42:00.135 --> 00:42:02.035
And it has been part of my own journey.

917
00:42:02.295 --> 00:42:05.915
So I'm here in this space, I wanna share my experience

918
00:42:05.935 --> 00:42:07.875
and, um, to so many of you, um,

919
00:42:08.575 --> 00:42:10.235
or the journey that we've been

920
00:42:10.235 --> 00:42:12.555
through is like very chaotic transfer.

921
00:42:12.655 --> 00:42:15.075
So, um, that's why I'm excited to be here today.

922
00:42:15.495 --> 00:42:17.675
Um, common course numbering is about fixing

923
00:42:17.825 --> 00:42:18.955
that transfer chaos.

924
00:42:19.195 --> 00:42:23.315
I would say as we go through this, um, um, time, um,

925
00:42:23.315 --> 00:42:26.315
we wanna make sure that student success division 2030,

926
00:42:26.315 --> 00:42:29.315
that we keep on saying all throughout, um,

927
00:42:29.315 --> 00:42:31.755
should be embedded in the life of the students,

928
00:42:31.755 --> 00:42:33.355
especially a community college student.

929
00:42:33.775 --> 00:42:35.555
So, um, student success

930
00:42:35.555 --> 00:42:37.395
and student equity is very important,

931
00:42:37.775 --> 00:42:40.195
and that includes having an opportunity

932
00:42:40.335 --> 00:42:44.315
to not repeat courses, not repeat classes that can transfer.

933
00:42:44.575 --> 00:42:48.515
And, um, like 45% of our students, um,

934
00:42:49.725 --> 00:42:53.675
would transfer to either a four year university to like,

935
00:42:53.675 --> 00:42:57.475
either, like they wanna go into, um, a career, um,

936
00:42:57.625 --> 00:43:00.955
that require for them to have the credits, um,

937
00:43:00.985 --> 00:43:03.195
that is needed in the colleges that they wanna go to.

938
00:43:03.615 --> 00:43:06.955
And, um, it's very important that we actually like listen

939
00:43:06.975 --> 00:43:08.115
to the heart of the students

940
00:43:08.115 --> 00:43:10.875
because the pain that y'all are going through

941
00:43:10.875 --> 00:43:13.675
with common course numbering, it's exactly the same pain

942
00:43:13.675 --> 00:43:15.715
that we are experiencing through the AS students

943
00:43:15.825 --> 00:43:19.235
because we are the receiving end of this policy.

944
00:43:19.775 --> 00:43:22.315
And, um, I believe like common course numbering is very

945
00:43:22.315 --> 00:43:23.875
beautiful at hand.

946
00:43:24.215 --> 00:43:27.315
It may be like very hard, you know, like for all of us to,

947
00:43:27.535 --> 00:43:30.915
to navigate through it because there is, it requires time

948
00:43:31.135 --> 00:43:33.435
and like your time dedicated

949
00:43:33.435 --> 00:43:35.395
to this is very important to our students.

950
00:43:35.455 --> 00:43:37.595
So I wanna thank you for that, Chris.

951
00:43:42.045 --> 00:43:44.595
Thank you Flo. And apologies for, uh,

952
00:43:44.595 --> 00:43:46.075
that momentary pause there.

953
00:43:46.455 --> 00:43:48.355
My name's Chris Chandler, I'm the vice president

954
00:43:48.435 --> 00:43:50.795
for the student Senate and Flo, um,

955
00:43:50.795 --> 00:43:52.315
really introed it very well.

956
00:43:52.855 --> 00:43:55.155
Um, this work is critical

957
00:43:55.605 --> 00:43:58.335
because it has real impact on students' lives.

958
00:43:59.555 --> 00:44:02.855
And so when you think about common course numbering,

959
00:44:03.645 --> 00:44:06.865
at least in terms of the technical process of developing it,

960
00:44:06.885 --> 00:44:09.665
you think very much in terms of, okay, we're trying

961
00:44:09.665 --> 00:44:11.265
to number these courses, so there's

962
00:44:11.265 --> 00:44:12.625
consistency across our system.

963
00:44:12.955 --> 00:44:14.345
We're developing templates

964
00:44:14.805 --> 00:44:19.505
and we're trying to implement this system as outlined in,

965
00:44:19.885 --> 00:44:22.425
um, the guidelines that you follow, the phases

966
00:44:22.425 --> 00:44:23.665
that you're working to implement,

967
00:44:24.485 --> 00:44:28.605
but the actual impact, the outcomes

968
00:44:29.275 --> 00:44:34.075
that, uh, students need is creating a process

969
00:44:34.225 --> 00:44:36.475
that allows for more students to transfer.

970
00:44:37.095 --> 00:44:40.195
And we had our vice ch uh, chancellor Todd, um,

971
00:44:40.245 --> 00:44:41.315
speak about that, right?

972
00:44:41.495 --> 00:44:46.315
How we need over a million, um, uh, bachelor degrees, uh,

973
00:44:46.455 --> 00:44:50.435
to be earned, uh, over the course of, uh, the coming years.

974
00:44:50.975 --> 00:44:55.715
And for students right now, the process

975
00:44:56.335 --> 00:44:58.515
is confusing and frustrating, right?

976
00:44:59.505 --> 00:45:03.965
You go to one college and you take a class and you try to,

977
00:45:03.965 --> 00:45:06.045
and you're told throughout your experience that

978
00:45:06.045 --> 00:45:07.965
that class is going to transfer over

979
00:45:08.065 --> 00:45:10.325
to either a CSU or a uc.

980
00:45:11.505 --> 00:45:15.035
But when you actually get into the process, you might,

981
00:45:15.035 --> 00:45:17.635
through talking with your academic counselor, talking with,

982
00:45:18.055 --> 00:45:20.275
um, admissions officials at some

983
00:45:20.275 --> 00:45:21.715
of the schools you're trying to transfer to,

984
00:45:22.515 --> 00:45:24.615
you get informed that they're actually not gonna count

985
00:45:24.615 --> 00:45:26.815
that class, but then you apply to another school

986
00:45:27.275 --> 00:45:28.535
and they are gonna count it.

987
00:45:28.915 --> 00:45:30.775
Or if you're at a different community college,

988
00:45:31.125 --> 00:45:32.695
they'll count that same course.

989
00:45:32.875 --> 00:45:35.575
But in other cl in other community colleges, they won't.

990
00:45:35.635 --> 00:45:38.535
And so you'll be hearing from your friends, oh yeah, I went

991
00:45:38.535 --> 00:45:40.415
to this college and, uh, I was able

992
00:45:40.415 --> 00:45:41.535
to transfer over this course,

993
00:45:42.035 --> 00:45:44.455
but the exact same course in terms of content

994
00:45:44.635 --> 00:45:48.775
and in terms of, um, um, what, uh,

995
00:45:48.805 --> 00:45:49.975
what the course covers,

996
00:45:51.015 --> 00:45:52.945
it's not being accepted in the same way.

997
00:45:53.485 --> 00:45:57.265
Um, and so the larger conversation is about articulation

998
00:45:57.765 --> 00:46:01.505
and the impact it has on students when they're accruing

999
00:46:01.505 --> 00:46:02.905
credits, when they're taking courses

1000
00:46:02.995 --> 00:46:04.905
where they're doing their part,

1001
00:46:06.015 --> 00:46:08.315
but the overall system

1002
00:46:09.085 --> 00:46:11.475
isn't resulting in them transferring on.

1003
00:46:12.135 --> 00:46:16.195
And, you know, when we hear statistics about, um, you know,

1004
00:46:17.105 --> 00:46:20.195
tens even hundreds of thousands of students starting with

1005
00:46:20.195 --> 00:46:23.955
that academic dream of being able to, uh, come

1006
00:46:24.115 --> 00:46:26.355
to the community college system and transfer

1007
00:46:26.695 --> 00:46:29.195
and then end up leaving the system without doing that,

1008
00:46:29.815 --> 00:46:31.715
you know, that's a heartbreaking thing for me.

1009
00:46:32.175 --> 00:46:36.555
And I know for me personally as a student, uh, I came back

1010
00:46:36.815 --> 00:46:39.115
to the community college system with the goal of being able

1011
00:46:39.115 --> 00:46:43.115
to transfer to a four year university so that I can, uh,

1012
00:46:44.035 --> 00:46:45.555
increase my, my own, uh,

1013
00:46:45.995 --> 00:46:48.195
academic standing increase my own professional standing in

1014
00:46:48.195 --> 00:46:51.755
the workplace, learn more about, uh, the academic discipline

1015
00:46:51.755 --> 00:46:54.395
that I study, and then also just be a better

1016
00:46:54.395 --> 00:46:55.475
contributor to society.

1017
00:46:55.495 --> 00:46:57.155
And that's ultimately the goal

1018
00:46:57.155 --> 00:46:59.355
that all students I think have in some way,

1019
00:46:59.385 --> 00:47:02.835
even if it presents itself in a different shape or form.

1020
00:47:03.545 --> 00:47:08.085
Um, so articulation is the heart of the conversation

1021
00:47:08.435 --> 00:47:10.685
because when students are able to transfer,

1022
00:47:10.755 --> 00:47:12.925
they're ultimately able to attain degrees

1023
00:47:12.995 --> 00:47:16.325
that ultimately leads to economic upward mobility.

1024
00:47:16.585 --> 00:47:18.125
And that's really what we're here for.

1025
00:47:18.785 --> 00:47:21.725
And I know that a lot of our, uh, faculty partners

1026
00:47:22.145 --> 00:47:25.285
that's really dear to their heart, and I appreciate that.

1027
00:47:25.865 --> 00:47:29.845
Um, I'm, I'm gonna push as a student, please use your voice

1028
00:47:29.865 --> 00:47:32.845
and your platform and use the opportunities you have in

1029
00:47:32.845 --> 00:47:37.085
these spaces and keep in mind that the focus is definitely

1030
00:47:37.115 --> 00:47:39.965
that end goal of getting more students to transfer.

1031
00:47:43.215 --> 00:47:45.635
So I know one thing we wanna cover

1032
00:47:45.695 --> 00:47:48.795
for sure while we're here is, um, to talk about some

1033
00:47:48.795 --> 00:47:50.235
of the points on our slide.

1034
00:47:50.735 --> 00:47:53.475
Um, so one thing that, um,

1035
00:47:54.605 --> 00:47:56.435
we've already covered about credit loss

1036
00:47:56.435 --> 00:47:57.555
and how, um,

1037
00:47:57.845 --> 00:48:01.395
consistent articulation reduces student credit loss, right?

1038
00:48:01.775 --> 00:48:03.395
Um, and closes equity gaps.

1039
00:48:03.855 --> 00:48:04.995
Um, you would be surprised

1040
00:48:04.995 --> 00:48:07.275
how many students in the community college system

1041
00:48:08.095 --> 00:48:09.875
end up taking more classes than

1042
00:48:09.875 --> 00:48:11.115
they actually need to transfer.

1043
00:48:11.425 --> 00:48:12.955
That prolongs both their,

1044
00:48:12.965 --> 00:48:15.875
their financial costs at attending their community college

1045
00:48:15.875 --> 00:48:19.595
institution, but it also, uh, prolongs the amount

1046
00:48:19.595 --> 00:48:21.395
of time they spend on their academic journey.

1047
00:48:21.935 --> 00:48:23.075
And so we want to try

1048
00:48:23.075 --> 00:48:25.915
and make sure that process is as efficient as possible

1049
00:48:26.335 --> 00:48:27.355
so students get

1050
00:48:27.355 --> 00:48:30.715
to maximize their time in both the community college system

1051
00:48:31.255 --> 00:48:32.835
and the four year university

1052
00:48:32.835 --> 00:48:34.315
or college that they're transferring to.

1053
00:48:35.195 --> 00:48:38.495
Um, Flo I'll pass it to you to talk a little bit about, um,

1054
00:48:39.075 --> 00:48:42.015
the next point about, uh, uh, associate degree completers.

1055
00:48:43.035 --> 00:48:44.625
Thank you. Uh, thank you, Chris.

1056
00:48:44.805 --> 00:48:48.465
So, um, like the next slide, um, I mean the next point

1057
00:48:48.465 --> 00:48:49.625
that we have is like, you know,

1058
00:48:49.625 --> 00:48:51.345
student didn't attend multiple ccs.

1059
00:48:51.365 --> 00:48:54.705
Um, I myself like, um, attended like, you know,

1060
00:48:54.725 --> 00:48:55.825
not a multiple cc,

1061
00:48:55.825 --> 00:48:58.305
but actually I'm part of the same district.

1062
00:48:58.325 --> 00:49:00.425
So we are two college districts, Santa Ana College

1063
00:49:00.645 --> 00:49:01.905
and Santiago Canyon College.

1064
00:49:02.385 --> 00:49:04.105
I take classes in both colleges,

1065
00:49:04.105 --> 00:49:07.745
however, I just noticed that one class from my,

1066
00:49:08.015 --> 00:49:11.625
from my college, um, is not the same as the number

1067
00:49:11.885 --> 00:49:13.625
of the class that I have on the other college.

1068
00:49:13.725 --> 00:49:15.945
And it, it's very confusing at first.

1069
00:49:16.245 --> 00:49:18.905
And also, like, I was looking@assist.org

1070
00:49:18.905 --> 00:49:22.425
and it says that, oh, this is not gonna gonna cover your,

1071
00:49:22.805 --> 00:49:25.705
um, transfer courses, um, when, when you transfer to uc,

1072
00:49:25.905 --> 00:49:27.865
Berkeley, or when, when you transfer to UCLA,

1073
00:49:27.965 --> 00:49:31.105
but this one will, will, will, will go, go through.

1074
00:49:31.125 --> 00:49:33.985
And I was like, that's doesn't, that doesn't make any sense

1075
00:49:33.985 --> 00:49:35.865
because those are two same classes.

1076
00:49:37.105 --> 00:49:38.185
I am in the same district,

1077
00:49:38.365 --> 00:49:41.105
and yet both classes won't articulate

1078
00:49:41.105 --> 00:49:42.745
to the colleges that I wanna go to.

1079
00:49:43.005 --> 00:49:45.865
And that is something that is, that we are hitting on here.

1080
00:49:46.165 --> 00:49:47.665
Um, I think it's very important

1081
00:49:47.775 --> 00:49:50.705
that we are preparing our students as well, you know,

1082
00:49:50.705 --> 00:49:52.385
community college students come from

1083
00:49:52.385 --> 00:49:53.825
different, uh, background.

1084
00:49:53.885 --> 00:49:55.385
We have first generation students

1085
00:49:55.685 --> 00:49:58.665
who doesn't even understand how to navigate college itself.

1086
00:49:59.045 --> 00:50:02.305
We have working students, we do have like students

1087
00:50:02.525 --> 00:50:04.545
who are mothers, fathers,

1088
00:50:04.545 --> 00:50:07.225
like we have like different types of students.

1089
00:50:07.485 --> 00:50:10.385
We even have students who are previously incarcerated

1090
00:50:10.725 --> 00:50:12.745
and these type of students that we handle

1091
00:50:12.845 --> 00:50:15.785
and we carry in the community college system is very

1092
00:50:15.785 --> 00:50:17.625
important because not all

1093
00:50:17.625 --> 00:50:20.505
of them can understand the articulation.

1094
00:50:20.645 --> 00:50:23.665
Not all of them can even understand assist.org.

1095
00:50:23.885 --> 00:50:27.525
And it is very important that like we, we as,

1096
00:50:27.705 --> 00:50:30.165
as a collective should like, focus on

1097
00:50:30.345 --> 00:50:32.045
how can we bridge that gap.

1098
00:50:32.405 --> 00:50:34.285
I think that gap is very like,

1099
00:50:34.935 --> 00:50:38.125
consistent all throughout the gap of like completing,

1100
00:50:38.125 --> 00:50:40.725
because when a student hit like a stumbling block,

1101
00:50:40.835 --> 00:50:43.725
like the student will stop, the student will just stop.

1102
00:50:43.965 --> 00:50:46.285
I won't take this classes, forget about it,

1103
00:50:46.725 --> 00:50:49.005
probably I'll just gonna work and not go back to school.

1104
00:50:49.305 --> 00:50:50.525
And that's what we don't want

1105
00:50:50.525 --> 00:50:53.605
because that is like not providing

1106
00:50:53.605 --> 00:50:55.805
that equitable access to our students.

1107
00:50:55.945 --> 00:50:57.965
And that is like most students

1108
00:50:57.995 --> 00:51:00.205
that we have in the community college are experiencing.

1109
00:51:00.665 --> 00:51:04.125
And to be fair, the system that we have is beautiful.

1110
00:51:04.425 --> 00:51:07.085
It is about how we provide it to the students.

1111
00:51:07.195 --> 00:51:09.485
Like there is always answer to the question,

1112
00:51:09.825 --> 00:51:13.885
but the question is like, our, our students are able to find

1113
00:51:13.885 --> 00:51:16.925
that resources to, to answer their questions.

1114
00:51:17.105 --> 00:51:18.965
And often than not, they, they couldn't.

1115
00:51:19.345 --> 00:51:21.845
And that, that is why CCN

1116
00:51:21.945 --> 00:51:25.605
or common course numbering makes sense at this point.

1117
00:51:25.785 --> 00:51:30.725
The system should be like, it should be aligned

1118
00:51:30.825 --> 00:51:34.245
to the, to the, to the goal of the student itself.

1119
00:51:34.465 --> 00:51:37.365
Our goal is to make sure that we transfer, we get out

1120
00:51:37.365 --> 00:51:40.245
of the community college like, you know, graduate

1121
00:51:40.385 --> 00:51:45.365
and like go to like, I, I am very proud that I was able

1122
00:51:45.365 --> 00:51:47.685
to transfer because um,

1123
00:51:48.315 --> 00:51:52.005
that transfer chaos is like very, um,

1124
00:51:52.725 --> 00:51:53.725
Reva thing I would say

1125
00:51:53.875 --> 00:51:56.565
because like, you know, I'm, I'm graduating,

1126
00:51:56.705 --> 00:52:00.565
I'm taking classes at the same time I'm figuring out if my

1127
00:52:00.565 --> 00:52:01.565
classes will exist.

1128
00:52:01.835 --> 00:52:02.885
I'll cite an example.

1129
00:52:03.345 --> 00:52:06.965
Um, I have an articulation, um, about a class

1130
00:52:06.965 --> 00:52:08.645
that I took at my community college.

1131
00:52:08.875 --> 00:52:10.405
It's, it's about gender studies.

1132
00:52:10.635 --> 00:52:13.725
It's part of like a class that, um, is required for me

1133
00:52:13.985 --> 00:52:15.525
to complete my, I get C

1134
00:52:15.595 --> 00:52:18.805
however, when I went to UCLA, it says

1135
00:52:18.805 --> 00:52:22.045
that gender studies is actually an English 48

1136
00:52:22.205 --> 00:52:23.445
B, something like that.

1137
00:52:23.785 --> 00:52:26.005
And I was like, that doesn't make any sense.

1138
00:52:26.005 --> 00:52:27.845
That's not English, it's gender studies.

1139
00:52:27.995 --> 00:52:31.085
Like it's, it is what I took it.

1140
00:52:31.245 --> 00:52:32.405
I did not take an English class.

1141
00:52:32.825 --> 00:52:36.365
And that is something that we wanna try to avoid.

1142
00:52:36.545 --> 00:52:38.085
And that is the problem here.

1143
00:52:38.305 --> 00:52:40.485
And um, I really believe,

1144
00:52:40.485 --> 00:52:43.965
and I have hope that all of us working together will be able

1145
00:52:43.965 --> 00:52:47.645
to clear that up and, um, have that opportunity for students

1146
00:52:47.745 --> 00:52:51.925
to, to be able to transfer

1147
00:52:51.985 --> 00:52:54.885
and be able to have the life that they wanted

1148
00:52:55.065 --> 00:52:57.765
and just graduate and have that degree completed.

1149
00:52:58.265 --> 00:53:00.805
And um, Chris, would you like to add some on the next slide?

1150
00:53:01.705 --> 00:53:02.705
I mean, next point.

1151
00:53:05.305 --> 00:53:08.795
Yeah. Um, when talking about these, um,

1152
00:53:09.705 --> 00:53:12.595
when talking about articulation, right?

1153
00:53:12.595 --> 00:53:15.235
And talking about just transferring in general, um,

1154
00:53:15.535 --> 00:53:16.995
we touched on it a bit already,

1155
00:53:17.135 --> 00:53:19.195
but the importance of students being able

1156
00:53:19.195 --> 00:53:20.475
to quickly move through the system.

1157
00:53:20.855 --> 00:53:22.475
And when I say quickly move through the system,

1158
00:53:22.595 --> 00:53:26.965
I don't necessarily mean in the sense of um, uh,

1159
00:53:27.035 --> 00:53:29.165
there's any wrong or right amount of time.

1160
00:53:29.745 --> 00:53:34.635
Um, but more as uh, being able to move as efficiently

1161
00:53:34.655 --> 00:53:37.115
as possible, feeling like their time is

1162
00:53:37.115 --> 00:53:38.235
being spent productively.

1163
00:53:38.495 --> 00:53:40.675
And if you're taking, uh, additional units

1164
00:53:40.735 --> 00:53:43.955
or if you're taking classes that don't transfer over

1165
00:53:44.095 --> 00:53:48.395
or that, um, don't articulate, then you are not moving

1166
00:53:48.495 --> 00:53:50.715
as quickly and as efficiency efficiently

1167
00:53:50.735 --> 00:53:52.315
as you would wanna as a student.

1168
00:53:52.775 --> 00:53:55.275
And we can't expect students to know all these answers.

1169
00:53:55.895 --> 00:53:57.445
Um, you know, Flo

1170
00:53:57.445 --> 00:53:59.405
and I are fortunate that we're um, sort

1171
00:53:59.405 --> 00:54:00.405
of in a privileged position

1172
00:54:00.785 --> 00:54:02.805
and being a part of the student senate, being able

1173
00:54:02.805 --> 00:54:05.485
to collaborate with so many different faculty members

1174
00:54:05.505 --> 00:54:07.485
and so many different leaders in this space.

1175
00:54:08.025 --> 00:54:11.125
But not all students are, some students are just, uh,

1176
00:54:11.125 --> 00:54:14.125
attending their classes and trying to figure out as they go

1177
00:54:14.195 --> 00:54:15.765
what classes they need to take in order

1178
00:54:15.765 --> 00:54:17.245
to transfer and get associate's degree.

1179
00:54:17.785 --> 00:54:21.245
Um, so making this process as simple as possible

1180
00:54:21.625 --> 00:54:23.725
so any student can be able to

1181
00:54:24.525 --> 00:54:26.325
transfer within a reasonable time,

1182
00:54:26.545 --> 00:54:27.805
that's extremely important.

1183
00:54:28.515 --> 00:54:30.255
Um, so I'll pass it back to you Flo,

1184
00:54:30.275 --> 00:54:32.295
to talk a little bit about the next point.

1185
00:54:34.155 --> 00:54:36.145
Thank you, Chris. So the next point

1186
00:54:37.205 --> 00:54:41.185
is' talking about money, um, reducing financial aid ways.

1187
00:54:41.285 --> 00:54:43.945
Um, we actually like mentioned about that earlier as well,

1188
00:54:44.165 --> 00:54:48.425
you know, when we are like repeating classes, I will, like,

1189
00:54:48.535 --> 00:54:50.905
this is a personal, um, example that I have.

1190
00:54:51.245 --> 00:54:54.225
Um, when I started community college, like I was told

1191
00:54:54.225 --> 00:54:56.665
that I have to take, um, like, you know, math classes

1192
00:54:56.665 --> 00:54:57.985
because I'm a STEM major.

1193
00:54:58.405 --> 00:54:59.745
And what happened is,

1194
00:54:59.745 --> 00:55:03.585
like I took like not one 40 at one 40 is college algebra.

1195
00:55:03.925 --> 00:55:05.865
And I was like, why am I taking this?

1196
00:55:06.025 --> 00:55:10.665
I and uh, all of a sudden the next like semester in the fall

1197
00:55:11.045 --> 00:55:13.505
and my, one of my counselors said that, well,

1198
00:55:13.505 --> 00:55:14.905
you shouldn't take that class anymore.

1199
00:55:14.935 --> 00:55:17.505
Like, you know, it's already covered from your high school,

1200
00:55:17.925 --> 00:55:20.265
um, uh, what do you call this when,

1201
00:55:20.265 --> 00:55:21.425
when you had it in your high school?

1202
00:55:21.425 --> 00:55:23.985
And then I was like, oh, why I took it in the summer.

1203
00:55:24.135 --> 00:55:25.785
It's just a waste of four units.

1204
00:55:26.105 --> 00:55:28.105
I should have like, you know, take something else

1205
00:55:28.405 --> 00:55:31.585
and I have to take different math classes in order for me

1206
00:55:31.585 --> 00:55:33.025
to have that transferred.

1207
00:55:33.085 --> 00:55:35.705
And, and that is a waste of money.

1208
00:55:36.215 --> 00:55:39.305
Like, I like four, four units.

1209
00:55:39.815 --> 00:55:43.865
It's about like $49 per unit, that's about $200.

1210
00:55:44.285 --> 00:55:47.505
$200 is a big amount of money to us students

1211
00:55:48.045 --> 00:55:52.105
and it is not equitable for us to like know

1212
00:55:52.175 --> 00:55:54.625
that okay, you don't have to take that class.

1213
00:55:54.765 --> 00:55:56.145
But I already took the class

1214
00:55:56.605 --> 00:56:00.505
and how much more to our students, to our million students,

1215
00:56:00.685 --> 00:56:03.865
2.1 million students that we have here in the system,

1216
00:56:04.685 --> 00:56:08.865
if they miss, like inform they were misinformed

1217
00:56:08.865 --> 00:56:11.265
and took one class that they're not supposed to take.

1218
00:56:11.805 --> 00:56:14.505
And that is like millions of dollars,

1219
00:56:14.675 --> 00:56:17.065
let's say 200 times times 2.1,

1220
00:56:17.295 --> 00:56:22.025
that is $8.4 million, about $8.4 million,

1221
00:56:22.295 --> 00:56:26.045
like, of like money that is being wasted in just one class.

1222
00:56:27.065 --> 00:56:29.085
And that is like not equitable at all.

1223
00:56:29.265 --> 00:56:31.325
And I wanna emphasize on that

1224
00:56:31.325 --> 00:56:33.925
because we want to make sure that we don't waste

1225
00:56:33.925 --> 00:56:35.085
that financial aid money

1226
00:56:35.085 --> 00:56:38.205
because we only have 60 units to transfer.

1227
00:56:38.635 --> 00:56:41.005
Like I always say like 60 to transfer,

1228
00:56:41.025 --> 00:56:44.405
but I actually took 115 units and I,

1229
00:56:44.905 --> 00:56:46.805
and I'm still taking classes right now.

1230
00:56:47.225 --> 00:56:50.925
And that is not the, the way we wanna do it

1231
00:56:50.925 --> 00:56:54.085
because like off the bat, like we are paying it out

1232
00:56:54.085 --> 00:56:57.405
of pocket if we are out of the financial aid itself.

1233
00:56:57.945 --> 00:57:02.785
And it is in inefficient, it's very inefficient

1234
00:57:02.785 --> 00:57:04.385
to all of us, um, students

1235
00:57:04.565 --> 00:57:06.745
and a lot of students are experiencing this.

1236
00:57:07.025 --> 00:57:09.185
I just have a training like at Coast Community College

1237
00:57:09.585 --> 00:57:11.545
District, um, because that's part of the region

1238
00:57:11.545 --> 00:57:14.745
that I handle and a lot of students reach out like

1239
00:57:14.745 --> 00:57:16.865
after like our SBA training

1240
00:57:17.005 --> 00:57:20.145
and they told me that flow, like we're having a problem.

1241
00:57:20.325 --> 00:57:23.665
How can we understand transferability transferring from

1242
00:57:23.935 --> 00:57:27.425
like, like Coast Community College to the UCLA

1243
00:57:27.425 --> 00:57:29.785
or to um, Cal State Fullerton

1244
00:57:29.785 --> 00:57:32.225
or to to wherever they wanna go to, even

1245
00:57:32.225 --> 00:57:33.265
to the private university.

1246
00:57:33.365 --> 00:57:37.185
If we don't understand that these classes can transfer

1247
00:57:37.525 --> 00:57:40.025
and if we don't understand that this is the right classes

1248
00:57:40.095 --> 00:57:41.665
that we're about to take, I think

1249
00:57:41.665 --> 00:57:43.505
that's inefficiency in there

1250
00:57:43.505 --> 00:57:45.225
and that's ways of financial aid money.

1251
00:57:49.605 --> 00:57:50.735
Yeah, no, of course.

1252
00:57:51.315 --> 00:57:53.855
Um, it's important to be efficient with time.

1253
00:57:53.855 --> 00:57:56.295
It's also important to be efficient with financial aid,

1254
00:57:56.405 --> 00:57:59.935
with, um, and financial resources that students have.

1255
00:58:00.515 --> 00:58:02.735
And I think that leads right into sort

1256
00:58:02.735 --> 00:58:04.895
of the last point we're gonna cover to close this out.

1257
00:58:05.315 --> 00:58:06.655
Um, and we'll respond

1258
00:58:06.655 --> 00:58:08.775
to any questions if there's any questions for us

1259
00:58:08.795 --> 00:58:12.975
as students, but just the idea of providing a clear

1260
00:58:12.975 --> 00:58:16.295
and more scalable path to closing degree, uh,

1261
00:58:16.295 --> 00:58:17.655
attainment gaps, right?

1262
00:58:18.235 --> 00:58:22.015
Um, it's not, uh, a shock to anyone

1263
00:58:22.035 --> 00:58:24.015
or it's not news to most people here

1264
00:58:24.525 --> 00:58:26.975
that the community college system

1265
00:58:27.675 --> 00:58:29.975
has students from all sorts of different backgrounds

1266
00:58:29.995 --> 00:58:32.695
and we actually overrepresent, um, um,

1267
00:58:33.435 --> 00:58:37.135
underprivileged students, underrepresented communities, um,

1268
00:58:37.185 --> 00:58:41.055
first generation students, um, all sorts of different, um,

1269
00:58:41.055 --> 00:58:43.015
student populations and student groups.

1270
00:58:43.715 --> 00:58:47.935
And in order for us to close those degree attainment gaps,

1271
00:58:47.995 --> 00:58:49.255
in order for us to make sure

1272
00:58:49.255 --> 00:58:52.575
that more students are completing their academic journey are

1273
00:58:52.815 --> 00:58:54.495
entering the workforce and being able

1274
00:58:54.515 --> 00:58:57.855
to really lift themselves up into a better position in life.

1275
00:58:58.515 --> 00:59:00.455
We have to make the process more simple

1276
00:59:00.955 --> 00:59:03.055
and more scalable across our entire

1277
00:59:03.055 --> 00:59:04.095
community college system.

1278
00:59:04.555 --> 00:59:06.575
And that just means making sure

1279
00:59:06.575 --> 00:59:10.985
that when students take classes, they end up articulating

1280
00:59:11.045 --> 00:59:14.185
to the school that they're trying to transfer to, regardless

1281
00:59:14.205 --> 00:59:17.185
of what community college they go to, regardless of what,

1282
00:59:17.525 --> 00:59:22.085
um, uh, major that they're, uh, majoring in.

1283
00:59:22.465 --> 00:59:24.525
Uh, regardless of what academic path,

1284
00:59:24.975 --> 00:59:29.125
there should be a set structure that is easy for students

1285
00:59:29.145 --> 00:59:32.845
to understand that says, if I complete this course,

1286
00:59:32.875 --> 00:59:35.285
this course, and this course, I can end up here.

1287
00:59:35.985 --> 00:59:38.685
And giving students that pathway, giving students

1288
00:59:38.685 --> 00:59:41.525
that roadmap that allows them to attain that degree.

1289
00:59:44.015 --> 00:59:45.425
It's, that's why we're here.

1290
00:59:45.525 --> 00:59:47.865
That's what, that's why the students are coming back,

1291
00:59:47.965 --> 00:59:50.985
are coming to school so that they can, uh,

1292
00:59:50.985 --> 00:59:53.185
take these classes, eventually transfer

1293
00:59:53.365 --> 00:59:55.305
and eventually graduate and get a degree,

1294
00:59:55.645 --> 00:59:57.585
and then use that degree to enter the workforce

1295
00:59:58.045 --> 01:00:02.465
and, um, uh, engage in, um, upward economic mobility.

1296
01:00:02.965 --> 01:00:07.695
And so a lot of our discussions may be focused around,

1297
01:00:08.475 --> 01:00:10.615
uh, actually the numbering of different courses.

1298
01:00:10.915 --> 01:00:12.975
It may be focused around the templates.

1299
01:00:13.285 --> 01:00:16.855
Just don't forget that those final outcomes, which is

1300
01:00:17.635 --> 01:00:21.455
we need articulation reform because it serves our students.

1301
01:00:21.995 --> 01:00:23.735
We need articulation reform

1302
01:00:23.805 --> 01:00:26.095
because it makes sure that students can transfer.

1303
01:00:26.355 --> 01:00:27.895
We need articulation reform

1304
01:00:27.895 --> 01:00:30.175
because it makes sure that students can graduate,

1305
01:00:30.245 --> 01:00:32.815
that students can go on to live better lives.

1306
01:00:33.565 --> 01:00:37.835
And if students find the process

1307
01:00:38.015 --> 01:00:40.075
to be simple, to be accessible

1308
01:00:40.255 --> 01:00:43.195
and to be, um, easy to understand

1309
01:00:43.195 --> 01:00:46.085
and use, they'll enjoy their experience more.

1310
01:00:46.225 --> 01:00:49.285
And you're much more likely to have, uh, even, um,

1311
01:00:49.285 --> 01:00:52.765
greater outcome than them just attaining a degree, which is

1312
01:00:52.765 --> 01:00:55.085
that they'll also be lifelong learners.

1313
01:00:56.225 --> 01:00:59.085
If you come away from your experience at community college

1314
01:00:59.465 --> 01:01:02.445
and at a four year institution thinking, wow,

1315
01:01:02.905 --> 01:01:04.485
it was really easy to understand.

1316
01:01:04.545 --> 01:01:05.725
It was super efficient.

1317
01:01:05.805 --> 01:01:07.565
I was able to take the classes I need to take.

1318
01:01:07.765 --> 01:01:09.805
I enjoyed those classes. I transferred

1319
01:01:09.805 --> 01:01:11.645
to the school I wanted to go to, and I graduated

1320
01:01:11.715 --> 01:01:13.685
with the degree and the major that I wanted.

1321
01:01:14.615 --> 01:01:16.515
That's gonna excite you about learning,

1322
01:01:16.855 --> 01:01:19.315
and that's gonna encourage you to be a lifelong learner,

1323
01:01:19.745 --> 01:01:22.435
even beyond your days in the college system.

1324
01:01:23.095 --> 01:01:26.035
And so if we're trying to attain those goals

1325
01:01:26.135 --> 01:01:29.195
of empowering more of our students from all sorts

1326
01:01:29.195 --> 01:01:32.515
of different backgrounds, to be able to be, uh,

1327
01:01:32.545 --> 01:01:35.835
real contributing members of society who are educated,

1328
01:01:35.895 --> 01:01:37.475
who are informed, who are engaged,

1329
01:01:37.495 --> 01:01:39.515
and who pursue learning for the rest

1330
01:01:39.515 --> 01:01:41.775
of their life, it starts here.

1331
01:01:42.115 --> 01:01:44.575
It starts with making sure that students

1332
01:01:45.355 --> 01:01:48.925
have a clear pathway that is consistent across all

1333
01:01:48.925 --> 01:01:50.285
of our community colleges.

1334
01:01:50.595 --> 01:01:52.605
That if I take these courses,

1335
01:01:53.075 --> 01:01:54.845
then I can transfer to this school.

1336
01:01:55.365 --> 01:01:58.245
I can attain a degree, I can live a better life.

1337
01:01:58.705 --> 01:02:01.525
And I know that our faculty partners, I know

1338
01:02:01.525 --> 01:02:04.165
that our classified STEM staff members who work on this,

1339
01:02:04.465 --> 01:02:06.165
and of course I know that our students too,

1340
01:02:06.865 --> 01:02:09.645
we all deeply care about this work now.

1341
01:02:09.645 --> 01:02:14.505
It's just about making it a reality, seeking those outcomes

1342
01:02:15.245 --> 01:02:17.305
and pushing for articulation reform.

1343
01:02:18.205 --> 01:02:20.645
Um, so thank you so much for, uh,

1344
01:02:21.085 --> 01:02:22.605
allowing myself and Flo to share.

1345
01:02:22.905 --> 01:02:25.165
Um, if we have time, we're definitely welcome

1346
01:02:25.385 --> 01:02:26.845
and open to questions.

1347
01:02:27.305 --> 01:02:29.925
Um, but I'm gonna turn it back over to Cheryl to sort of,

1348
01:02:29.925 --> 01:02:31.285
uh, facilitate that.

1349
01:02:31.295 --> 01:02:32.295
Thank you.

1350
01:02:33.285 --> 01:02:36.275
Thank you Chris and Flo, both fantastic comments.

1351
01:02:36.495 --> 01:02:37.955
And, uh, as a couple

1352
01:02:37.955 --> 01:02:39.555
of us were commenting in the background,

1353
01:02:39.625 --> 01:02:41.915
like these two students needed no coaching.

1354
01:02:41.915 --> 01:02:45.235
They came in and, and met with, uh, SVA and Michelle

1355
01:02:45.255 --> 01:02:46.435
and some chancellor's office folks,

1356
01:02:46.535 --> 01:02:50.275
and, uh, told them what was important about this project.

1357
01:02:50.375 --> 01:02:51.715
And you just heard so much of that.

1358
01:02:52.055 --> 01:02:54.395
Uh, and these are just two of our students telling a story

1359
01:02:54.395 --> 01:02:58.875
that many could be telling, um, and to the comments in the q

1360
01:02:58.875 --> 01:03:00.835
and a about how do we create this form?

1361
01:03:01.105 --> 01:03:04.235
What about the inequities of articulation decisions, uh,

1362
01:03:04.235 --> 01:03:06.235
that differ even though outlines are the same?

1363
01:03:06.235 --> 01:03:08.195
Like, that's all part of this effort.

1364
01:03:08.585 --> 01:03:11.235
It's all wrapped up right now under the CCN umbrella

1365
01:03:11.235 --> 01:03:13.875
because this is where we've uncovered the absolute

1366
01:03:14.025 --> 01:03:15.115
need for reform.

1367
01:03:15.735 --> 01:03:18.035
Uh, and this is, but one part of that effort.

1368
01:03:18.135 --> 01:03:20.515
So, you know, in the short term supporting

1369
01:03:20.515 --> 01:03:21.635
the effort, it means a lift.

1370
01:03:21.735 --> 01:03:24.635
So many of you watching today are the ones really doing

1371
01:03:24.635 --> 01:03:27.155
that heavy lift on your own campuses trying to convince,

1372
01:03:27.555 --> 01:03:29.115
convince colleagues this is the right thing to do.

1373
01:03:29.495 --> 01:03:31.475
You just heard more about why it's the right thing to do

1374
01:03:31.475 --> 01:03:32.715
and why the effort's worth it.

1375
01:03:33.045 --> 01:03:34.995
We're beating our heads against the wall on occasion

1376
01:03:35.195 --> 01:03:36.555
'cause we're figuring things out as we go.

1377
01:03:36.555 --> 01:03:38.315
That's, you know, we've already talked a little bit

1378
01:03:38.315 --> 01:03:39.395
about why that's necessary.

1379
01:03:39.855 --> 01:03:42.195
But as long as we keep what Flo

1380
01:03:42.195 --> 01:03:45.075
and Chris both said today in mind as why

1381
01:03:45.495 --> 01:03:48.595
and what we're trying to achieve, uh, I hope that it helps

1382
01:03:48.595 --> 01:03:50.275
with the motivation and, and convincing some

1383
01:03:50.275 --> 01:03:51.955
of your colleagues that this effort,

1384
01:03:52.115 --> 01:03:54.395
I revising their outlines, uh,

1385
01:03:54.395 --> 01:03:55.835
them making some changes is

1386
01:03:56.115 --> 01:03:57.275
absolutely worth it for our students.

1387
01:03:57.275 --> 01:03:59.865
They deserve it. Michelle,

1388
01:04:01.125 --> 01:04:02.125
Thank you. And thank

1389
01:04:02.125 --> 01:04:03.075
you to the students.

1390
01:04:03.415 --> 01:04:06.515
Um, I, we could not have better advocates

1391
01:04:06.575 --> 01:04:09.675
and voices to, uh, share their experiences.

1392
01:04:09.855 --> 01:04:12.715
So, um, I echo, uh, Cheryl's comments

1393
01:04:12.895 --> 01:04:14.275
and I thank both of our students.

1394
01:04:14.735 --> 01:04:17.675
Um, I wanna, um, go ahead and move to the next slide

1395
01:04:17.695 --> 01:04:19.235
and save any last few minutes

1396
01:04:19.295 --> 01:04:20.835
for questions that we may not have answered.

1397
01:04:21.265 --> 01:04:22.835
Just wanna share that what's next?

1398
01:04:23.175 --> 01:04:26.315
Um, the common course numbered council is going,

1399
01:04:26.315 --> 01:04:27.915
is working on sustainability planning.

1400
01:04:28.335 --> 01:04:32.395
Um, as part of the Vision 2030 work that's being done

1401
01:04:32.395 --> 01:04:35.795
by the Chancellor's office, there is a CCN work plan

1402
01:04:36.555 --> 01:04:40.235
embedded into the, uh, vision 2030, uh, work.

1403
01:04:40.695 --> 01:04:45.475
Um, that, that work plan has been developed by the council

1404
01:04:45.895 --> 01:04:46.955
and is really just, uh,

1405
01:04:47.025 --> 01:04:49.115
what we're calling sustainability planning.

1406
01:04:49.215 --> 01:04:52.795
How do we move forward post fall of 2027?

1407
01:04:53.415 --> 01:04:55.915
We know we will not be done with all of the courses

1408
01:04:55.985 --> 01:04:59.115
that need to be commonly numbered by fall of 2027.

1409
01:04:59.175 --> 01:05:01.595
So how do we continue with that work?

1410
01:05:01.855 --> 01:05:05.035
Um, a lot of you are suffering from, uh, initiative fatigue

1411
01:05:05.095 --> 01:05:06.355
and we recognize that.

1412
01:05:06.975 --> 01:05:07.995
We also recognize

1413
01:05:07.995 --> 01:05:11.235
that there won't always be financial resources, uh, to,

1414
01:05:11.415 --> 01:05:12.515
to back this work.

1415
01:05:12.615 --> 01:05:13.915
We also know that the CSU

1416
01:05:13.915 --> 01:05:17.405
and uc did not receive financial resources, uh, yet we,

1417
01:05:17.555 --> 01:05:20.165
they, they are expected to participate in,

1418
01:05:20.345 --> 01:05:22.005
in these articulation efforts.

1419
01:05:22.225 --> 01:05:25.125
And so it's, it's, you know, it's a challenge for us all.

1420
01:05:25.345 --> 01:05:27.925
And so we do appreciate hearing from the students directly.

1421
01:05:28.165 --> 01:05:30.165
'cause we know that it's so very important

1422
01:05:30.665 --> 01:05:33.805
and they make the experience really come alive for us.

1423
01:05:34.465 --> 01:05:36.805
Um, and finally, the last slide

1424
01:05:36.805 --> 01:05:39.205
before we go to any final questions here.

1425
01:05:39.705 --> 01:05:41.085
Uh, the next slide please.

1426
01:05:47.065 --> 01:05:48.645
So this is just a resource list.

1427
01:05:48.665 --> 01:05:52.165
The, the last memo that went out in August is posted here.

1428
01:05:52.655 --> 01:05:54.885
Again, we have the project website.

1429
01:05:55.465 --> 01:05:57.925
Uh, we also encourage you to, uh, use,

1430
01:05:58.085 --> 01:05:59.485
I can go to college.com.

1431
01:05:59.485 --> 01:06:02.805
They have a specific link for common course numbering.

1432
01:06:03.345 --> 01:06:06.525
Uh, the As CCC has their own project site.

1433
01:06:06.905 --> 01:06:09.605
And I think in the chat there may have dropped on, uh,

1434
01:06:09.605 --> 01:06:10.845
some information about a,

1435
01:06:11.005 --> 01:06:14.885
a grassroots effort on educating people about transfer

1436
01:06:15.185 --> 01:06:17.685
and articulation transformation, California.

1437
01:06:18.145 --> 01:06:19.285
So I encourage you to go there.

1438
01:06:19.825 --> 01:06:22.805
You know, what can we all do is support our students,

1439
01:06:23.065 --> 01:06:27.165
do this work, help, um, not only our, our our local

1440
01:06:28.125 --> 01:06:29.605
campuses have a greater understanding

1441
01:06:29.605 --> 01:06:31.485
of why common course numbering is so important

1442
01:06:31.485 --> 01:06:33.925
for the students, but hearing directly from the students

1443
01:06:33.925 --> 01:06:36.325
about their articulation and transfer experiences.

1444
01:06:36.665 --> 01:06:40.445
And then also helping to educate, um, our four year partner,

1445
01:06:40.735 --> 01:06:42.925
their, their faculty and their staff.

1446
01:06:42.925 --> 01:06:44.285
Because again, they have to do some

1447
01:06:44.285 --> 01:06:45.725
of this work on their end as well,

1448
01:06:45.995 --> 01:06:48.325
that it's a shared obligation for our students.

1449
01:06:48.945 --> 01:06:52.085
Um, so I wanted to then open up to, um, any

1450
01:06:52.145 --> 01:06:53.405
and any of the questions

1451
01:06:53.405 --> 01:06:55.645
that maybe we didn't answer or elaborate on.

1452
01:06:55.945 --> 01:06:58.805
So I'm gonna open it up to the entire panel to,

1453
01:06:58.945 --> 01:07:00.365
to address any questions.

1454
01:07:00.485 --> 01:07:02.525
I think one of the questions had to do that I,

1455
01:07:02.865 --> 01:07:04.365
I'm gonna ask Cheryl if it got answered

1456
01:07:04.945 --> 01:07:07.805
to everybody's satisfaction around cross-listing.

1457
01:07:07.835 --> 01:07:09.845
I'll start there. 'cause I know there was multiple questions

1458
01:07:09.845 --> 01:07:11.325
on cross-listing. Yeah.

1459
01:07:11.465 --> 01:07:12.805
And, and I'm sure it hasn't

1460
01:07:12.805 --> 01:07:13.965
been answered to everybody's satisfaction.

1461
01:07:14.085 --> 01:07:16.485
'cause I didn't answer. I said I would address this live.

1462
01:07:17.065 --> 01:07:21.665
Um, but the cross-listing piece, uh, in Michelle's comments,

1463
01:07:21.735 --> 01:07:25.505
it's not saying that you can't, uh, it's just as, uh,

1464
01:07:25.805 --> 01:07:28.105
you know, across in the chancellor's office with the Senate,

1465
01:07:28.175 --> 01:07:29.465
with a few folks, aos

1466
01:07:29.465 --> 01:07:31.305
and others in the field, as we started talking about

1467
01:07:31.735 --> 01:07:33.985
what it would mean to cross-list commonly numbered courses.

1468
01:07:33.985 --> 01:07:35.265
There's some challenges in there.

1469
01:07:35.965 --> 01:07:38.705
And, uh, one is your two outlines, uh,

1470
01:07:38.705 --> 01:07:41.025
for two cross-listed courses have to be exactly the same.

1471
01:07:41.455 --> 01:07:44.185
That means if you're cross-listing something with a course

1472
01:07:44.185 --> 01:07:45.425
that has a CCN template

1473
01:07:45.425 --> 01:07:47.785
and you're using that common number, you need to make sure

1474
01:07:48.025 --> 01:07:51.025
that those identical pieces are in fact identical on the

1475
01:07:51.025 --> 01:07:52.025
cross listed outline.

1476
01:07:52.525 --> 01:07:55.225
Uh, at a point where we have a review cycle

1477
01:07:55.325 --> 01:07:57.345
for those templates in a, in a regular process,

1478
01:07:57.915 --> 01:07:59.665
let's just say at this point, every five years

1479
01:07:59.685 --> 01:08:01.905
or so, um, you would have to be making sure

1480
01:08:01.905 --> 01:08:04.905
that there were no revisions made to the crosslisted outline

1481
01:08:05.255 --> 01:08:07.705
that would make it inconsistent with your

1482
01:08:08.465 --> 01:08:10.385
commonly numbered template during the,

1483
01:08:10.405 --> 01:08:11.625
the gap before five years.

1484
01:08:11.925 --> 01:08:13.825
And then when you're updating that commonly numbered

1485
01:08:14.065 --> 01:08:16.525
template, it would have to also, the, the cross-list

1486
01:08:16.525 --> 01:08:19.005
of course would also have to be, um, updated.

1487
01:08:19.185 --> 01:08:22.085
So, uh, it was really, as we talked through, we were,

1488
01:08:22.385 --> 01:08:25.645
you know, coming up with more challenges to the, uh,

1489
01:08:26.125 --> 01:08:28.325
mechanics and logistics of cross-listing.

1490
01:08:28.865 --> 01:08:30.965
Uh, also I think we may need to be aware

1491
01:08:30.965 --> 01:08:32.605
of why we cross-list and really think about

1492
01:08:32.605 --> 01:08:34.205
that purpose of cross-listing.

1493
01:08:34.505 --> 01:08:38.045
For many of our colleges, it seems that the subject code,

1494
01:08:38.055 --> 01:08:40.645
let's say math or English, is used also

1495
01:08:40.645 --> 01:08:42.365
as the discipline for who can teach a course.

1496
01:08:42.385 --> 01:08:44.125
But that's not really how it's supposed to work.

1497
01:08:44.675 --> 01:08:46.525
That discipline or disciplines of assignment

1498
01:08:46.905 --> 01:08:48.925
or should be embedded on a course outline.

1499
01:08:49.465 --> 01:08:51.925
So, uh, an English C 1000 course,

1500
01:08:52.035 --> 01:08:55.725
perhaps locally determined at my college could be taught

1501
01:08:55.745 --> 01:08:58.925
by English, or let's say ESL as an example.

1502
01:08:59.465 --> 01:09:00.685
It doesn't mean that I need to have a

1503
01:09:00.685 --> 01:09:01.925
cross-listed ESL course.

1504
01:09:02.425 --> 01:09:03.685
Uh, I can have the English course

1505
01:09:03.685 --> 01:09:05.325
and have multiple disciplines mentioned

1506
01:09:05.545 --> 01:09:06.605
as discipline of assignment.

1507
01:09:06.745 --> 01:09:09.485
Uh, once we get title five regulations approved, uh,

1508
01:09:09.485 --> 01:09:11.205
they were passed by the Board of Governors

1509
01:09:11.205 --> 01:09:13.205
and they're sitting at the, the state level waiting

1510
01:09:13.205 --> 01:09:15.805
for chaptering, uh, you'll actually have to include

1511
01:09:15.805 --> 01:09:17.445
that information on your course outlines of record

1512
01:09:17.825 --> 01:09:19.325
or right now, it's just a good practice.

1513
01:09:19.325 --> 01:09:22.085
And colleges have a variety of ways for doing that, um,

1514
01:09:22.085 --> 01:09:23.565
both on and off their outlines.

1515
01:09:23.985 --> 01:09:26.085
Um, the other piece is that

1516
01:09:26.915 --> 01:09:31.005
sometimes courses are crosslisted for ownership of,

1517
01:09:31.065 --> 01:09:33.965
you know, which department owns it or edit its, or,

1518
01:09:34.025 --> 01:09:35.365
or is it better for a degree

1519
01:09:35.365 --> 01:09:37.925
to have everything in the same subject code,

1520
01:09:38.315 --> 01:09:40.085
like really have conversations about that,

1521
01:09:40.095 --> 01:09:42.245
about the why you wanna have a crosslisted course.

1522
01:09:42.265 --> 01:09:44.805
If it's about ownership across departments, you don't have

1523
01:09:44.805 --> 01:09:46.125
to change that subject code.

1524
01:09:46.185 --> 01:09:49.285
You could teach an ESL course in an English department, uh,

1525
01:09:49.285 --> 01:09:51.085
that those are conversations that need to happen.

1526
01:09:51.745 --> 01:09:54.965
Um, and so just, you know, as Michelle's comment

1527
01:09:54.965 --> 01:09:58.365
that it's not recommended is, is is true partly

1528
01:09:58.365 --> 01:10:00.645
because we couldn't come up with enough reasons for like,

1529
01:10:00.645 --> 01:10:01.645
Hey, that's a great idea.

1530
01:10:02.245 --> 01:10:04.525
I think just be aware of what some of the, the concerns are.

1531
01:10:04.845 --> 01:10:06.085
Michelle, are there any that I forgot?

1532
01:10:07.615 --> 01:10:08.995
No, Cheryl, that was really good.

1533
01:10:09.085 --> 01:10:11.235
Again, you know, I, I, I guess for me it's just a,

1534
01:10:11.235 --> 01:10:12.595
it's a real practical one

1535
01:10:12.595 --> 01:10:14.715
because we are, we are having these conversations

1536
01:10:14.715 --> 01:10:17.635
around articulation and we wanna make sure that we keep it

1537
01:10:17.635 --> 01:10:18.755
as clean as possible.

1538
01:10:18.775 --> 01:10:22.355
So when we're talking about course to course, um, we, we,

1539
01:10:22.455 --> 01:10:23.915
we don't wanna muddy the waters.

1540
01:10:23.915 --> 01:10:26.475
And again, it doesn't mean you can't do it, it's just it,

1541
01:10:26.475 --> 01:10:28.755
once we, once we're able to work out some more

1542
01:10:28.755 --> 01:10:31.155
of these details, I think we'll be able to have, uh,

1543
01:10:31.155 --> 01:10:33.275
easier conversations around this.

1544
01:10:33.535 --> 01:10:34.755
Um, at least I hope so.

1545
01:10:35.295 --> 01:10:38.675
Um, so I think that for me is the only thing that I can add.

1546
01:10:39.175 --> 01:10:41.755
Um, uh, I wanna give Raul an opportunity

1547
01:10:41.755 --> 01:10:43.835
to talk about a DT certification.

1548
01:10:44.055 --> 01:10:46.035
Did you wanna, Raul, I don't know if you were able

1549
01:10:46.035 --> 01:10:47.435
to address that, but I know it was something

1550
01:10:47.435 --> 01:10:48.595
you wanted to answer live.

1551
01:10:52.695 --> 01:10:55.125
Sorry, can you hear me? Yeah, I think we're good. Okay.

1552
01:10:55.465 --> 01:10:58.525
Uh, yeah, the goal is to have the certification form

1553
01:10:58.545 --> 01:11:00.285
for phase two out by the end of the month.

1554
01:11:00.865 --> 01:11:02.965
Uh, that is a goal. We're working on it currently.

1555
01:11:06.185 --> 01:11:08.575
Thank you. And we know, we do recognize that, you know,

1556
01:11:08.625 --> 01:11:10.495
every time you modify a course, you know,

1557
01:11:10.495 --> 01:11:11.895
you're ending modifying a program.

1558
01:11:12.075 --> 01:11:15.165
So we're trying to, to make it as painless as possible.

1559
01:11:15.325 --> 01:11:17.045
I know that that's always been a goal.

1560
01:11:17.705 --> 01:11:21.245
Um, and then finally, um, you know, again,

1561
01:11:21.245 --> 01:11:23.285
we wanna thank you for continuing to do this work.

1562
01:11:23.345 --> 01:11:25.645
We, I, you know, phase two is gonna be a little bit more

1563
01:11:25.645 --> 01:11:27.925
challenge challenging than phase one

1564
01:11:27.925 --> 01:11:28.925
because it's more courses

1565
01:11:29.425 --> 01:11:31.085
and the courses are a little more complex.

1566
01:11:31.945 --> 01:11:34.405
One of the things that, um, we touched on

1567
01:11:34.435 --> 01:11:37.365
that we've been asked about is alignment of curriculum.

1568
01:11:38.025 --> 01:11:41.245
And, uh, we will turn to the SCCC

1569
01:11:41.245 --> 01:11:43.525
to be our experts on those conversations.

1570
01:11:43.665 --> 01:11:46.285
But in a general sense, when you think about alignment

1571
01:11:46.425 --> 01:11:49.565
for phase two and phase three, as you get those templates

1572
01:11:49.565 --> 01:11:53.205
and you're doing the work, the local work on that, you have

1573
01:11:53.205 --> 01:11:55.885
to really ask yourself if there's a two core sequence

1574
01:11:55.905 --> 01:11:57.605
and you have a three core sequence,

1575
01:11:57.605 --> 01:11:59.325
and I'm not talking about quarter schools here,

1576
01:11:59.345 --> 01:12:00.925
I'm just talking about regular semester schools,

1577
01:12:01.435 --> 01:12:02.805
then you have to ask yourself,

1578
01:12:03.305 --> 01:12:05.445
do our courses really align with the templates?

1579
01:12:05.985 --> 01:12:08.965
Are we having to change our unit values for lecture lab?

1580
01:12:08.965 --> 01:12:11.445
Because if you change your unit values, you have to do

1581
01:12:11.445 --> 01:12:14.685
that first before you can commonly number the course.

1582
01:12:15.345 --> 01:12:18.205
And then there may be some other, um, content

1583
01:12:18.385 --> 01:12:20.005
or things that, that may have

1584
01:12:20.005 --> 01:12:22.085
to have an in-depth discipline conversation.

1585
01:12:22.475 --> 01:12:26.245
What I can tell you is today that we're trying to provide

1586
01:12:26.385 --> 01:12:29.605
as much flexibility about alignment with templates.

1587
01:12:29.705 --> 01:12:33.205
Uh, then it has provided multiple styles for lecture,

1588
01:12:33.345 --> 01:12:36.685
lab combo classes, uh, so that it will fit, uh,

1589
01:12:36.945 --> 01:12:38.765
the practices that are being, uh,

1590
01:12:38.765 --> 01:12:41.885
done currently on community college campuses for, especially

1591
01:12:41.885 --> 01:12:43.325
for those high stakes courses.

1592
01:12:44.025 --> 01:12:46.325
Uh, but we know that not every template's gonna

1593
01:12:46.345 --> 01:12:47.365
fit every scenario.

1594
01:12:48.025 --> 01:12:49.565
And so you'll have to make a decision.

1595
01:12:49.945 --> 01:12:52.965
Um, and there is no, um, uh,

1596
01:12:53.105 --> 01:12:55.205
we will be asking you why you didn't align,

1597
01:12:55.425 --> 01:12:58.085
but there's no necessarily thou shalt align

1598
01:12:58.085 --> 01:12:59.485
with every template that comes out.

1599
01:12:59.905 --> 01:13:01.805
Um, but I do have to say

1600
01:13:01.805 --> 01:13:05.205
that there will probably be increasing pressure on colleges,

1601
01:13:05.785 --> 01:13:10.685
uh, to align courses with templates as students get, uh,

1602
01:13:10.715 --> 01:13:13.845
more savvy and get used to the commonly numbered courses,

1603
01:13:13.845 --> 01:13:15.005
they'll be looking for them.

1604
01:13:15.185 --> 01:13:17.645
So it's in our best interest to do the best we can.

1605
01:13:18.185 --> 01:13:20.285
And if I have any corner school people out there,

1606
01:13:20.285 --> 01:13:22.045
please know, we have not forgotten you.

1607
01:13:22.545 --> 01:13:25.685
We are, uh, going to be creating templates

1608
01:13:25.685 --> 01:13:29.125
for the quarter schools, uh, to, to use along with you.

1609
01:13:29.705 --> 01:13:32.005
Um, so we don't want you to think you've been forgotten.

1610
01:13:32.545 --> 01:13:35.965
Uh, we, uh, you know, the, the, we're not done yet.

1611
01:13:36.065 --> 01:13:37.565
We, we still have a long ways to go.

1612
01:13:38.265 --> 01:13:42.205
Um, is there any other questions in the chat

1613
01:13:42.275 --> 01:13:43.285
that we didn't answer

1614
01:13:43.475 --> 01:13:46.405
that we should answer from anybody's perspective or,

1615
01:13:46.725 --> 01:13:47.725
So I'll surface one.

1616
01:13:47.765 --> 01:13:49.525
I answered it in the chat, but, and,

1617
01:13:49.525 --> 01:13:51.725
and you just mentioned the different, like, structures

1618
01:13:51.725 --> 01:13:53.645
of courses, lecture, lab, um,

1619
01:13:53.645 --> 01:13:56.725
we've been getting on the academic senate CCN support, uh,

1620
01:13:56.775 --> 01:14:00.165
email questions specifically about anatomy physiology.

1621
01:14:00.705 --> 01:14:04.885
Uh, because right now the integrated courses, uh, a P one

1622
01:14:04.885 --> 01:14:07.125
and a P two are being vetted.

1623
01:14:07.355 --> 01:14:09.205
Well, does that mean that we have to use

1624
01:14:09.205 --> 01:14:11.565
that format even if we use human anatomy

1625
01:14:11.705 --> 01:14:13.485
and human physiology in separate courses?

1626
01:14:14.385 --> 01:14:16.885
We developed those templates, the separate anatomy

1627
01:14:16.985 --> 01:14:18.805
and physiology in phase two.

1628
01:14:19.385 --> 01:14:21.605
Uh, they were held because we didn't wanna release those

1629
01:14:21.605 --> 01:14:22.805
without the other format

1630
01:14:22.805 --> 01:14:25.205
because we didn't want folks to feel like they had

1631
01:14:25.205 --> 01:14:26.405
to move to that version.

1632
01:14:26.985 --> 01:14:30.565
And so the ultimate goal is if you teach integrated,

1633
01:14:30.705 --> 01:14:32.525
you'll have a set of templates you can work with.

1634
01:14:32.865 --> 01:14:34.485
If you teach anatomy, then physiology,

1635
01:14:34.625 --> 01:14:36.325
you will have a set of templates to work with.

1636
01:14:36.665 --> 01:14:40.045
We really, as Michelle said, don't want to, uh, create,

1637
01:14:40.185 --> 01:14:42.245
you know, wholesale course structure changes,

1638
01:14:42.585 --> 01:14:43.845
unless of course you wanna have

1639
01:14:43.845 --> 01:14:45.325
that conversation and make those on your own.

1640
01:14:45.825 --> 01:14:47.565
Um, we want to try to create that structure.

1641
01:14:47.585 --> 01:14:50.805
The key is that whether a student takes a and then p

1642
01:14:51.065 --> 01:14:52.565
or integrated A and P one

1643
01:14:52.565 --> 01:14:55.325
and two, by the time they finish that se sequence

1644
01:14:55.325 --> 01:14:57.045
of two courses, they'll have

1645
01:14:57.385 --> 01:14:59.645
and be able to achieve the same outcomes, have the same body

1646
01:14:59.645 --> 01:15:01.125
of, of content and knowledge.

1647
01:15:01.465 --> 01:15:04.245
Uh, and that's really what our, uh, transfer partners

1648
01:15:04.245 --> 01:15:06.125
and any of our programs looking at those courses

1649
01:15:06.245 --> 01:15:07.445
that pre-reqs wanna know.

1650
01:15:07.905 --> 01:15:10.165
And so, you know, we are those groups.

1651
01:15:10.305 --> 01:15:13.085
Uh, the ccn fws for those two sets

1652
01:15:13.085 --> 01:15:15.965
of courses in this specific case, uh, did overlap.

1653
01:15:15.985 --> 01:15:18.125
We had, uh, I think half that group was in common

1654
01:15:18.125 --> 01:15:20.365
between phase two and phase uh three.

1655
01:15:20.425 --> 01:15:22.405
We also, another reason we held,

1656
01:15:22.425 --> 01:15:24.845
and this will apply to both, is doing some research

1657
01:15:25.305 --> 01:15:28.165
to really look at your prerequisites in those courses.

1658
01:15:28.805 --> 01:15:31.605
'cause we heard a lot of concern in the feedbacks about, um,

1659
01:15:31.665 --> 01:15:33.125
you know, we need prerequisites

1660
01:15:33.125 --> 01:15:35.445
and on the other side we shouldn't have prerequisites.

1661
01:15:35.785 --> 01:15:38.165
And obviously, if we're all expected to be identical,

1662
01:15:38.235 --> 01:15:40.565
that uh, whatever that template has yes

1663
01:15:40.565 --> 01:15:42.725
or no for templates could significantly

1664
01:15:42.865 --> 01:15:44.245
impact some of your colleges.

1665
01:15:44.265 --> 01:15:45.885
So before we create those kind

1666
01:15:45.885 --> 01:15:47.125
of impacts, we wanna do the research.

1667
01:15:47.185 --> 01:15:49.005
And so that's another one of those things

1668
01:15:49.005 --> 01:15:51.005
that those groups will be considering.

1669
01:15:51.005 --> 01:15:53.965
Phase three will convene, uh, the integrated in October,

1670
01:15:54.065 --> 01:15:56.605
and we'll likely be bringing the separate human anatomy

1671
01:15:56.705 --> 01:16:00.725
and physiology, uh, group, the, the C-C-N-F-W that developed

1672
01:16:00.725 --> 01:16:02.245
that, uh, later this fall.

1673
01:16:02.705 --> 01:16:05.485
Um, so it's okay, just wait on that one.

1674
01:16:10.345 --> 01:16:12.765
And actually now, since I was talking Adam pre, and,

1675
01:16:12.825 --> 01:16:14.565
and, uh, Anne, I see your,

1676
01:16:14.595 --> 01:16:17.845
your question about prerequisites, um, no update to give.

1677
01:16:17.865 --> 01:16:19.685
We want to, uh, be ready

1678
01:16:19.685 --> 01:16:21.405
to have the groups have their conversation

1679
01:16:22.025 --> 01:16:25.325
and then see, um, what that looks like for the templates.

1680
01:16:26.025 --> 01:16:27.685
Um, so still a little bit early.

1681
01:16:37.205 --> 01:16:39.585
So finally, there is another question about the

1682
01:16:39.695 --> 01:16:42.465
prerequisites, um, Cheryl in the chat

1683
01:16:42.725 --> 01:16:45.145
and talking about the prerequisite proof

1684
01:16:45.145 --> 01:16:47.705
that three universities that the prerequisite is required,

1685
01:16:48.485 --> 01:16:50.105
um, I believe, uh,

1686
01:16:50.645 --> 01:16:54.305
the practice right now is if the CID has the prerequisite,

1687
01:16:54.415 --> 01:16:55.425
it's being added on,

1688
01:16:55.425 --> 01:16:57.905
but then you're having further conversations about, um,

1689
01:16:58.295 --> 01:17:00.505
with the faculty discipline groups regarding

1690
01:17:01.015 --> 01:17:02.865
prerequisites on any of the courses

1691
01:17:02.955 --> 01:17:04.185
where it may be necessary.

1692
01:17:04.855 --> 01:17:07.705
Well, I think to Benjamin's point, like that's

1693
01:17:08.705 --> 01:17:12.005
CIID has a low standard for prerequisites

1694
01:17:13.225 --> 01:17:16.405
in any case, but specific right now to a MP, uh,

1695
01:17:16.405 --> 01:17:17.725
because colleges can exceed that

1696
01:17:17.725 --> 01:17:18.805
and they have a latitude to

1697
01:17:18.805 --> 01:17:19.925
make their own decisions on that.

1698
01:17:20.225 --> 01:17:22.485
That's one thing that's different as we go into CCN,

1699
01:17:22.485 --> 01:17:25.045
because it's not about aligning more broadly with a sequence

1700
01:17:25.825 --> 01:17:27.125
and, and a single descriptor.

1701
01:17:27.125 --> 01:17:28.925
It's about having single courses

1702
01:17:29.505 --> 01:17:31.725
and us being uniform to benefit our students

1703
01:17:31.745 --> 01:17:33.045
and not have problems for them.

1704
01:17:33.665 --> 01:17:38.405
Uh, and so, uh, we are in the conversations like any group

1705
01:17:38.405 --> 01:17:39.965
that wants to talk about prerequisites.

1706
01:17:40.185 --> 01:17:42.885
Uh, we wanna see that evidence, uh, similar to you, like

1707
01:17:42.885 --> 01:17:44.565
where is this being done, uh,

1708
01:17:44.565 --> 01:17:46.125
at the universities in particular?

1709
01:17:46.345 --> 01:17:47.805
And, and, you know, is this critical

1710
01:17:47.805 --> 01:17:49.565
and is this expected at the universities?

1711
01:17:49.985 --> 01:17:51.965
Um, and that's part of why the university faculty are

1712
01:17:51.965 --> 01:17:53.645
so important to that conversation as well.

1713
01:17:53.785 --> 01:17:57.805
So, um, uh, any prerequisites that are included, uh,

1714
01:17:57.875 --> 01:18:01.365
they has the groups, uh, have had a lot

1715
01:18:01.365 --> 01:18:03.445
of conversation about, about that and,

1716
01:18:03.445 --> 01:18:04.685
and the, the need for it.

1717
01:18:08.495 --> 01:18:11.085
Thank you. See, I see Susan's question on the Title

1718
01:18:11.115 --> 01:18:13.765
five chaptering influences the outcomes objectives field.

1719
01:18:13.865 --> 01:18:18.165
So Title five regulations, uh, as currently chaptered, uh,

1720
01:18:18.265 --> 01:18:21.045
ha require objectives on our course outlines of record

1721
01:18:21.745 --> 01:18:24.805
in this effort, because we were developing templates meant

1722
01:18:24.805 --> 01:18:28.765
to be, you know, a high level of articulation, uh,

1723
01:18:28.945 --> 01:18:30.845
and, uh, really felt like, and,

1724
01:18:30.845 --> 01:18:32.485
and it was decided between the Chancellor's office

1725
01:18:32.505 --> 01:18:33.725
and the Senate, uh,

1726
01:18:33.725 --> 01:18:35.885
that we would be looking at outcomes instead.

1727
01:18:36.315 --> 01:18:38.925
Well, because objectives was still in Title V, that's part

1728
01:18:38.925 --> 01:18:40.965
of why it's, uh, currently right now a funky

1729
01:18:41.255 --> 01:18:42.885
objectives, outcomes field.

1730
01:18:43.345 --> 01:18:45.645
Uh, and some of the CCWs have struggled

1731
01:18:45.645 --> 01:18:47.485
because they're starting with a CID descriptor

1732
01:18:47.635 --> 01:18:48.845
that uses objectives.

1733
01:18:48.845 --> 01:18:50.605
And we've asked them to try to modify

1734
01:18:50.715 --> 01:18:52.405
that into three to five outcomes.

1735
01:18:52.705 --> 01:18:55.445
You'll see some variations on that across the templates.

1736
01:18:55.865 --> 01:18:58.605
Uh, what the Title V chaptering will do is it,

1737
01:18:58.865 --> 01:19:00.805
it establishes that we will have outcomes

1738
01:19:01.265 --> 01:19:03.645
and objectives on our course, outlines of record.

1739
01:19:04.065 --> 01:19:06.285
And I anticipate that once we have that clarity,

1740
01:19:06.825 --> 01:19:08.245
the templates will have outcomes

1741
01:19:08.585 --> 01:19:10.805
and you locally will determine your objectives.

1742
01:19:12.195 --> 01:19:13.655
But we still have to wait

1743
01:19:13.655 --> 01:19:14.935
for chaptering to get to that point.

1744
01:19:17.035 --> 01:19:18.955
Terrific. So I want to thank everybody

1745
01:19:19.095 --> 01:19:20.235
for attending today.

1746
01:19:20.575 --> 01:19:23.395
Um, the last slide is just, uh, the QR code

1747
01:19:23.455 --> 01:19:24.755
for the project website.

1748
01:19:25.175 --> 01:19:27.275
We wanna thank you for your attendance today.

1749
01:19:27.735 --> 01:19:30.515
Uh, stay tuned. There will be, of course, more information

1750
01:19:30.515 --> 01:19:34.115
that comes out as, uh, information, um, is released to us.

1751
01:19:34.215 --> 01:19:35.795
We will pass that information on.

1752
01:19:35.935 --> 01:19:39.075
Please attend the common course numbering office hours, uh,

1753
01:19:39.105 --> 01:19:42.275
with the Senate or encourage your faculty to do so

1754
01:19:42.275 --> 01:19:44.435
where we can answer more questions.

1755
01:19:44.935 --> 01:19:46.795
And thank you again for your attendance today,

1756
01:19:46.795 --> 01:19:48.955
and a very big thank you to Chris

1757
01:19:48.975 --> 01:19:50.955
and Flo for joining us again.

1758
01:19:51.255 --> 01:19:53.115
Um, you'll be hearing from our students more

1759
01:19:53.115 --> 01:19:55.275
and more as we continue this work.

1760
01:19:55.575 --> 01:19:56.275
So thank you all.