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Dysfunctional Families and Their
Progeny
Courses Related in Content in PE and the Arts
Kim Harrell Folsom Lake College
Erik Shearer Napa Valley College
Topics
I. Regulations
II. Guidelines for Implementation
III. Analysis by Discipline: Examples and Common
Problems
IV. Who Controls Development and
Implementation?
V. Balancing Local Control and Compliance
VI. Questions
I. REGULATIONS
Terminology
§55000 refers to “courses related in
content” not course families.
“Course family” used as shorthand in
early discussions.
Stop it!
Title 5 §§55000
Definition of Courses Related in Content:
“Courses with similar primary
educational activities in which skill levels
or variations are separated into distinct
courses with different student learning
outcomes for each level or variation.”
(§55000)
Title 5 §55040(c)
Summary:
The 4/6 rule applies district-wide even if
◦ A student receives a substandard grade
◦ A student receives a “W”
◦ A student petitions for repetition due
to “extenuating circumstances…”
II. GUIDELINES FOR IMPLEMENTATION
Principles and Intent
Not a new requirement.
Limitation on Enrollment
Intended to reduce statewide apportionment in Visual Arts, Performing Arts, and PE by limiting students’ ability to enroll over years and decades in same course groups.
Retroactive to all previous enrollments and iterations of course.
Applied to existing curriculum and any new courses developed in response.
What is Expected of Local Faculty and
Curriculum Committees?
Organize all existing active participatory
courses in Visual Arts, Perf Arts, and PE into
groups of courses related in content.
Develop local processes for ongoing review.
Review groups proposed by faculty and approve
or revise.
Communicate changes to A&R, Counseling, etc.
Revise policy and regulations.
Other Considerations
Work with IT and A&R (or others) to ensure
that limitations on enrollment by course group
are applied correctly in enrollment management
system.
Help develop communication of changes to
Students.
Consistent communication of limitations in
catalogs, schedules, and online.
III. DEFINING COURSES RELATED IN CONTENT
Developing New Courses:
Should We? Practice has been offered as a way to provide
additional enrollments for students, with caveats.
Be judicious and conservative in approving new courses.
Ask, “Why do students need additional enrollments?” ◦ Major requirements?
◦ Professional standards?
◦ Degree or certificate requirements?
Ensure that choices to approve new course levels or variations is aligned with mission of system, college, and program.
Potential long-term repercussions from state.
Visual Arts: Group Examples
Painting Beginning Painting, Intermediate Painting, Watercolor 1,
Watercolor 2, Encaustic Painting, Painting Workshop, Mural Painting, etc.
Ceramics Beginning Ceramics, Beginning Throwing, Intermediate
Handbuilding, etc.
Foundations 2-D Design, 3-D Design, Color Theory
Visual Arts: Common Problems
Faculty insist that courses aren’t that closely related:
◦ Beginning Oil Painting is different enough from Watercolor to create two or more course groups, etc.
Attempts to too finely define course groups in an attempt to circumvent regs.
Determining which courses should be included under the definition of “Visual Arts.”
Visual Arts: Definition
What constitutes a “Visual Arts” course?
Commonly understood to apply to courses in painting, drawing, printmaking, sculpture, foundations, ceramics, crafts, jewelry, fiber arts, and related areas.
Might apply to Photography, Digital Arts, and Design in some instances, but largely up to local determination.
P.E. : Group Examples
“Active participatory courses”
Swimming
◦ Swimming I, Swimming II, Swimming III,
◦ Swimming IV, Swimming V, Swimming VI
Soccer
Soccer I, II, III, Indoor Soccer
Resistance Training
◦ Weight Training, Power Sculpting, Circuit
Weight Training
P.E.: Common Problems
Groupings that are too broad limiting student opportunity unnecessarily
Leveling every course
Viability of programs at small colleges
Changing name & number to avoid retroactive nature of regulations
What to do with P.E. theory courses for sports that must be repeated?
Definition of “Physical Education”
Dance: Examples
Cultural Dance Ballet
DANCE 300: Diverse Cultures in
Dance
DANCE 301: Belly Dancing
DANCE 302: African Dance
DANCE 304: Polynesian Dance I
DANCE 308: Polynesian Dance II
DANCE 305: Hawaiian Dance I
DANCE 307: Hawaiian Dance II
DANCE 309: Intro to Dance
DANCE 320: Ballet I
DANCE 321: Ballet II
DANCE 322: Ballet III
DANCE 323: Ballet IV
DANCE 324: Ballet V
DANCE 325: Ballet VI
DANCE 326: Ballet VII
Dance: Common Problems
Leveling all rather than making repeatable
Over-leveling of non-majors courses
Need to stack due to lack of FTE and enrollment numbers for higher levels
Ability to address SLOs for concurrently taught levels
Teaching load
Scheduling rotation
Maintaining performance caliber
Music: Examples
Vocal Music
Beginning Voice, Commercial Voice,
Musical Theater Voice, Intermediate Voice,
Advanced Voice.
Piano
Piano 1, Piano II, Piano III, Piano IV, Jazz
Piano 1, Jazz Piano II.
Music: Common Problems
Interplay between repeatable courses and enrollment limitations for courses related in content. Should repeatable courses be limited by placement in groups?
Placement of small ensembles, vocal and instrumental, not used to fulfill ensemble requirements for transfer.
Reticence to limit enrollment in courses required for major: thin margin for student error.
Groupings designed to address enrollment concerns for ensembles.
Over-leveling for non-major courses.
Maintaining performance caliber.
Theater: Group Examples
Theater Performance
Production: Drama, Production: Comedy,
Production: Young Audiences, Production:
Modern, Production: Classic.
Technical Theater
Scenery and Props, Costume and Makeup,
Lighting and Sound, Production
Management, Laboratory.
Theater: Common Problems
Large programs that rely on repeated enrollment by community may be resistant to limiting enrollment for fear of losing qualified actors for productions. Too many course groups result.
Too-finely distinguishing between types of theater productions or over-leveling.
Restrictions on use of Open-entry / Open-exit, Variable Unit course enrollment exceptions in the Arts and PE.
Program or department mission re: transfer vs. career preparation. CTE Intent without designation.
Courses Related in Content: FAQ
• How many courses can be in a group?
• Why do I have to organize fewer than
four courses into a group?
• Can someone just tell me what groups
we should use?
• Do I have to create course groups for
every discipline with Active Participatory
Courses?
• Can I create a group for every course?
IV. WHO IS IN CONTROL?
Role of Discipline Faculty
Review existing curricula.
Organize into groups of courses related in content based on accepted discipline definitions.
Rigorous examination of program mission, major preparation standards, professional standards, and transfer demands.
Presentation of evidence and rationale to curriculum committee.
Curriculum Committee
Reviews course group proposals from faculty.
Approve, send back for revision or further explanation, deny proposal. Ongoing!
Review of rationale and evidence including major preparation, articulation, transfer and baccalaureate standards.
Rigorous review for alignment with mission.
Responsible for ensuring that all course group proposals adhere to regs, in letter and principle.
Review and group placement of future courses.
Administration
Varies based on role of administration in local curriculum process.
Should be part of discussion, if not decision, at the committee level.
Should work proactively with departments to review rationale and proposal prior to submission.
Provide input re: administrative concerns including scheduling, load, enrollment, etc.
Board of Trustees
Depends on local curriculum policy and
process.
Committee or Senate should work with
Administration to avoid Board micro-
management.
To be informed on why and how these
decisions are taking place.
VI. CONCLUSION
Balancing Local Control and
Compliance Be conservative.
Follow standard academic definitions and organization in each discipline.
Listen to discipline faculty, but verify claims.
Take care that every course in the curriculum isn’t separated into levels or variations.
Only develop new courses when justified.
Balance responding to local needs with aligning with letter and intent of regs.
Resources
Title 5 Course Repeatability - July 2012
BOG
Preliminary Guidance on Repeatability
Regulations (Tables)
Principles for Developing Families of
Courses
Repeatability: Dealing with the New
Regulations
QUESTIONS?