Berta Cuaron, CIO, Palomar CollegeKathy O’Connor, Faculty, Santa Barbara City College

Lori Gaskin, CIO, Lake Tahoe College

Alternative FormatsAlternative formats of instruction support the needs of diverse learning styles. This breakout focuses on course outline development of independent study, supplemental instruction, cooperative work experience education, and other instructional formats that lead to high quality instruction. Academic rigor reinforced through learning objectives, outcomes, and alternate instructional methods and evaluation will also be a topic of discussion.

Compressed CoursesUnits §55002(a)2B

The course grant units of credit based upon a relationship specified by the governing board between the number of units assigned to the course and the number of lecture and/or laboratory hours or performance criteria specified in the course outline. The course also requires a minimum of three hours of student work per week, including class time for each unit of credit, prorated for short-term, extended term, laboratory and/or activity courses (minimum of 48 hours of student learning per unit, §55002.5)

Course Outline of Record:A Curriculum Reference Guide (2007-08)Offering a course in a 5-week or fewer format

5-unit course taught in 4 weeks, 150% student load

Questions to ask in curriculum Instructional quality, regardless of delivery

constraints Instructional quality, regardless of instructorTypes of support services available to studentEffect on instructor contact with student if

instructor load is teaching 3, 5-unit distance education courses in same term

Curriculum Committee ReviewDelivery of a course in highly compressed

time frameTriggers substantive changeCalls for full review of CORMotion for approval by full curriculum

committee

Supplemental InstructionWHY?

Augments traditional instructional modalities Responds to diverse learning styles Multi-faceted approach to teaching/learning process POTENTIAL TO ENHANCE STUDENT SUCCESS!

HOW? Tutoring Open labs Supplemental courses

Tutoring (§58168 and §58170) WHAT IS IT?

students referred by counselor or instructor student tutors – assist one or more students students must knowingly and actively enroll in the

tutoring courseNoncredit (supervised tutoring)

HOW IS IT DELIVERED? f2fOnline

HOW CAN IT BE USED TO EFFECTIVELY SUPPORT LEARNING?

Learning Assistance (§58164 and §58172) WHAT IS IT?

supplemental support designed to promote student success in primary course

linked to a primary course (or set of primary courses) can be optional or required

HOW IS IT DELIVERED? Supplemental course to support primary course

IMPORTANT: Supplemental course’s COR OE/OE

IMPORTANT: OE/OE course’s COR Required component of primary course

IMPORTANT: Primary course’s COR

HOW CAN IT BE USED TO EFFECTIVELY SUPPORT LEARNING?

Tips: Supplemental InstructionStudents must be involved in educational activities as

described in the COR.If technology is the principal source of supplemental

support, it must be used in support of the educational activities as described in the COR.

use of campus facilities (e.g., computer labs) does not in and of itself constitute supplemental instruction/learning assistance.

Ensure there is structure, direction, outcomes, educational purpose, and academic integrity.

COR IS CENTRAL IN ESTABLISHING THE LEGITIMACY OF SUPPLEMENTAL INSTRUCTION.

Independent StudyPurposes

Alternate method of instruction for a particular courseAccess to a focused topic of interest, honorsAccommodates a special circumstance Accommodates a scheduling conflict or needOther?

Independent StudyTitle 5,§55232 – Academic standards applicable to

courses of independent study shall be the same as those applied to other credit or noncredit courses, as appropriate to the collegeCourse Outline of Record should provide:

Broad and flexible learning objectives and/or learning outcomes Flexible and diverse methods of instruction Flexible and diverse methods of evaluation

• Contract or learning agreement with student

Independent Study – Methods of Evaluation§55234 – Procedures for evaluation of student progress

shall be in accordance with regulations established by the college. A report by an instructor on appropriate records bearing the student’s name for purposes of state apportionment shall certify that adequate and proper progress toward accomplishment of course objectives is being maintained by student.

Independent Study – Availability of Instructor§55236 – The college shall provide access to

the instructor for the students enrolled in courses offered pursuant to this article at least equivalent to that commonly available to students enrolled in courses conducted by other instructional methods in addition to regularly scheduled office hours as practiced at that college.

Independent Study - Instruction§55240 – The instructor assigned to a course

conducted pursuant to this article shall: Be qualified to provide service in that capacity

during the period in which that service is rendered; Be qualified for the supervision, control, and

evaluation of the course and the enrolled students; Provide orientation, guidance, and information

regarding course content materials and services for each student as soon as possible subsequent to the student’s official enrollment by the college, and;

Provide each student with the instructor’s consultation schedule for the semester, quarter, or other prescribed term of the course. The schedule is to be included in the written record of student progress required by section 55234.

Cooperative Work Experience Education (CWEE)§55250 – Approved Plan Required

Any program of CWEE conducted by the governing board of a community college district pursuant to this article and claimed apportionment shall conform to a plan adopted by the district

The plan shall set forth a systematic design of CWEE whereby students while enrolled in college will gain realistic learning experiences through work. This plan shall be submitted to and approved by the Chancellor.

§55250.3 Work-experience education authorized by this article includes

the employment of students in part-time jobs selected and approved as having educational value for the students employed therein and coordinated by college employees.

Cooperative Work Experience Education §55252 - CWEE is a district-initiated and district-controlled

program of education consisting of the following types: General Work Experience Education is supervised employment

which is intended to assist students in acquiring desirable work habits, attitudes, and career awareness. The work experience need not be related to the student’s education or occupational goal.

Occupational Work Experience Education is supervised employment extending classroom based occupational learning at an on-the-job learning station relating to the student’s educational or occupational goal.

Alternate and Parallel plans eliminated July 2007

Cooperative Work Experience Education – College Credit, Repetition and Variable Units§55253 – Students may earn up to a total of 16 semester

credit hours or 24 quarter credit hours, subject to the following limitations:General Work Experience Education

A maximum of 6 semester/9 quarter credit hours during one enrollment period

Occupational Work Experience Education A maximum of 8 credit hours during one enrollment period

Variable units

Cooperative Work Experience Education - Student Qualifications • §55254 – In order to participate in Cooperative Work Experience Education

students shall meet the following criteria: Pursue a planned program of CWEE, which in the opinion of the

Instructor/Coordinator, includes new or expanded responsibilities or learning opportunities beyond those experienced during previous employment

Have on-the-job learning experiences that contribute to their occupational or education goals

Have the approval of the academic personnel Meet the following conditions if self-employed:

Identify a person who is approved by academic personnel to serve as the designated employer representative who shall agree to accept the following employer responsibilities: Assist the student in identifying new or expanded on-the-job learning objectives Assist in the evaluation of the student’s identified on-the-job learning objectives Validate hours worked Consultation(s) in person with the employer or designated representative

Cooperative Work Experience Education – District Services§55255 - District shall provide sufficient services for initiating

and maintaining on-the-job stations, coordinating the program, and supervising students. The supervision shall be outlined in a learning agreement coordinated by the college district under a state-approved plan. Instructor/Coordinator consultation in person (alternate

methods) with employers or designated representatives to discuss student’s educational growth on the job.

Written evaluation of student’s progress Consultation with student in person (alternate methods) to

discuss educational growth on the job Above services shall be provided at least once each semester or

quarter

Cooperative Work Experience Education – Job Learning Stations§55257 – Job Learning Stations

Employers or designated representatives agree with the intent and purposes of CWEE for students and are given a copy of each student’s approved learning objectives

Job learning stations offer a reasonable probability of continuous work experience for students during the current enrollment term

Employers agree to provide adequate supervision, facilities, equipment, and materials at the learning stations to achieve the learning objectives

Employers comply with all appropriate federal and state employment regulations

Cooperative Work Experience Education - Records§55256 – The District shall maintain records which shall

include at least the following:Student enrollment information, statement of qualificationsRecord of work permit, if applicableEmployer’s validation of worked hours and evaluationOn-the-job measurable objectives, signed by all partiesRecords signed by academic personnel:

Consultation(s) with employer Personal consultation with student Evaluation of student achievement on learning objectives Final grade

References and ResourcesCalifornia Community College System Office

Title 5 Regulations: Part l Revisions to Chapter 6 and Related Provisions, July 9-10, 2007

Guidelines for Title 5 Regulations, Chapter 6, Part 1, February 29, 2008 and Addendum June 25, 2008

Title 5 Regulations: Part 2 Revisions to Chapter 6 regarding curriculum, June 13, 2008

Guidelines for Title 5 Regulations, Chapter 6, Part 2, June 16, 2008

Berta Cuaron, CIO, Palomar CollegeKathy O’Connor, Faculty, Santa Barbara City College

Lori Gaskin, CIO, Lake Tahoe College

July 12, 2008