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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

Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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Page 1: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

Dysfunctional Families and Their

Progeny

Courses Related in Content in PE and the Arts

Kim Harrell Folsom Lake College

Erik Shearer Napa Valley College

Page 2: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake 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

Page 3: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

I. REGULATIONS

Page 4: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

Terminology

§55000 refers to “courses related in

content” not course families.

“Course family” used as shorthand in

early discussions.

Stop it!

Page 5: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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)

Page 6: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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…”

Page 7: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

II. GUIDELINES FOR IMPLEMENTATION

Page 8: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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.

Page 9: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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.

Page 10: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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.

Page 11: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

III. DEFINING COURSES RELATED IN CONTENT

Page 12: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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.

Page 13: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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

Page 14: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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.”

Page 15: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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.

Page 16: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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

Page 17: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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”

Page 18: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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

Page 19: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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

Page 20: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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.

Page 21: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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.

Page 22: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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.

Page 23: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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.

Page 24: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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?

Page 25: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

IV. WHO IS IN CONTROL?

Page 26: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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.

Page 27: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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.

Page 28: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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.

Page 29: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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.

Page 30: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

VI. CONCLUSION

Page 31: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

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.

Page 33: Dysfunctional Families and Their Progeny - ASCCC Families.pdf · Dysfunctional Families and Their Progeny Courses Related in Content in PE and the Arts Kim Harrell Folsom Lake College

QUESTIONS?