S CHO O L O F E X T E NDE D L E A RNI NG

SCHOOL OF EXTENDED LEARNINGNONCREDIT CURRICULUM GUIDE

V. 4/5/2021

I. Purpose of the DocumentThe purpose of this document is to provide guidance for the faculty role in thedevelopment and review of noncredit curriculum. This document serves toinform parameters of noncredit curriculum development and providedistinction between noncredit and credit curriculum. This document alsoanswers questions about structure, roles and responsibilities of stakeholders,and provides process guidance.

The Program and Course Approval Handbook, 7th Edition, (PCAH), is theprimary source document from the California Community CollegesChancellor’s Office. (Quotations from the PCAH, 7th edition, are in italics, andcitations to the page are shown in parentheses). Salient areas from PCAH areincluded below. For more information, please read the Part III: NoncreditCurriculum section starting on page 97.

II. History of Noncredit CurriculumNoncredit instruction evolved from the first adult school in California in 1865with the first evening classes sponsored by San Francisco public schools.After World War I, a national concern over the growth of immigrants arose,and immigration committees were formed throughout California. From thecommittee work in Santa Barbara (led by Pearl Chase), classes in Englishand Citizenship were established, and 81 students attended the first SantaBarbara Continuing Education class on April 1, 1918. On September 9, 2018,the School of Extended Learning hosted the centennial celebration of adulteducation in Santa Barbara, and planted an olive tree at Wake Campus indedication to our community.

III. Who Noncredit Instruction ServesNoncredit instruction in the California Community Colleges is an importantcontributor to “open access” for students with diverse backgrounds. Noncreditcourses often serve as a first point of entry for those who are underserved, aswell as a transition point to prepare students for credit instruction and theworkforce. Noncredit instruction is especially important for students who arethe first in their family to attend college, for those who are underprepared forcollege-level coursework, and for those who are not native English speakers,among others. (PCAH, p. 101).

2


V. 4/5/2021

IV. What Are the Noncredit Instruction Opportunities?Noncredit instruction is one of several educational options offered within theCalifornia Community College System. It offers students access to a variety oflow and no cost courses including a focus on elementary and secondarybasic skills, English as a second language, citizenship and workforcepreparation, programs for adults with disabilities, short-term career technicaleducation (CTE), parenting, older adult needs, health and safety and homeeconomics. (PCAH, p. 101). The School of Extended Learning offerstuition-free noncredit programs in all allowable areas supported by the State.

V. Benefits to StudentsThe benefits of noncredit curriculum for California Community Collegestudents are many.

● Noncredit courses are free and provide options for students who donot qualify for financial aid.

● Noncredit courses focus on skill attainment, not grades or units.● They are repeatable and not affected by the 30-unit basic skills

limitation.● Noncredit courses can provide flexible scheduling and can be open

entry/open exit for students who are working and managing college atthe same time.

● Noncredit courses are accessible to nearly all students and serve aselementary level skill building courses leading to pre-collegiatecurriculum.

● Noncredit courses can also serve as a bridge to othereducational/career pathways. They provide preparation, practice,and certification in career and technical education.

● Noncredit courses may also be a point of entry into college-levelcourses for students who are not yet ready to enroll in a creditprogram. (PCAH, p. 101, emphasis and bullets added).

VI. Noncredit Curriculum Process Similar to CreditThe noncredit curriculum process is similar to that of the credit curriculumprocess. SBCC has a local process overseen by the Academic Senate and, ifoffered for State apportionment, the State Chancellor’s office must approvethe course and any connected program. The California Education Codeprovides allowable noncredit categories and criteria for the data elements.(PCAH, p. 109). These required data elements are what drives the curriculumtemplates in SBCC’s local curriculum development system (currentlyCurriQnet/Meta).

3


V. 4/5/2021

VII. Noncredit CategoriesNoncredit courses are classified into ten legislated instructional areas. Theplacement of a course in a given instructional area is driven by the courseobjectives and the target population. (PCAH, p. 111). These areas are:1. English as a Second Language2. Immigrant Courses3. Elementary and Secondary Basic Skills4. Health and Safety5. Substantial Disabilities6. Parenting7. Home Economics8. Courses for Older Adults9. Short-term Vocational Programs10.Workforce Preparation

In addition to these ten eligible areas, Title 5 authorizes community collegesto claim apportionment for supervised tutoring and learning assistanceunder noncredit. (PCAH, p. 115). Apportionment for supplemental learningassistance may be claimed for both credit and noncredit supplementalcourses, as long as the credit supplemental course corresponds to a “parent”credit course, and likewise a noncredit supplemental course must be paired insupport of a “parent” noncredit course. Under limited circumstances (in ESLor basic skills, or occupational courses, for example) colleges can offernoncredit supplemental learning assistance courses in support of (and pairedwith) credit courses. (PCAH, p. 115).

VIII. School of Extended Learning Curriculum CommitmentThe School of Extended Learning supports the development of curriculumintended primarily for the adult community and commits to collaborating withits credit counterpart or partner. Table 8.A describes the curriculum principlesand guidelines integral to the School of Extended Learning. This Table islargely informed by PCAH in the legislated instructional areas.

4


V. 4/5/2021

TABLE 8.A: CURRICULUM GUIDANCENONCREDIT

SUBJECT AREATARGET

POPULATIONCOURSE OBJECTIVES

English as a SecondLanguage (ESL) (SeePCAH, p. 111)

ESL coursesprovide instructionin the Englishlanguage to adult,non-native Englishspeakers withvaried academic,career technical,and personalgoals.

ESL courses include, but arenot limited to,

● skills or competenciesneeded to live in society;

● skills and competenciesneeded to succeed in anacademic program;

● preparation for studentsto enter career andtechnical programs atcommunity colleges;

● programs focusing onskills parents need tohelp their children learnto read and succeed insociety;

● skills needed to fullyparticipate in the UnitedStates civic society or tofulfill naturalizationrequirements;

● ESL-based skills andcompetencies incomputer software,hardware, and otherdigital informationresources; and

● functional languageskills;

● Noncredit ESL at SBCCis primarily focused onelementary andsecondary skills levels

5


V. 4/5/2021

Immigrant courses areoffered at SBCC in theNoncredit ESL Program.(See PCAH, p. 112)

Immigrant coursesare designed forimmigrants eligiblefor educationalservices incitizenship, ESLand workforcepreparation.

Instructional courses andprograms should support theintent of the ImmigrantWorkforce Preparation Act.Courses focus on:

● basic skills of speaking,listening, reading,writing, mathematics;

● decision-making andproblem solving skills;

● other classes requiredfor preparation toparticipate in job-specifictechnical writing

Elementary andSecondary Basic Skills(See PCAH, p. 112)

Basic skillscourses provideinstruction forindividuals inelementary andsecondary-levelreading, writing,computation andproblem-solvingskills in order toassist them inachieving theiracademic, career,and personalgoals. At SBCC,the Adult HighSchool/GEDprogram isprimarily focusedon adult studentsseeking a highschool diploma orGED certificate.

● Courses include basicskills academic coursesin reading, mathematics,and language arts.

● Elementary-levelcoursework addressesthe content andproficiencies at levelsthrough the eighthgrade.

● Secondary-levelcoursework focuses onthe content andproficiencies at levelsthrough the twelfthgrade and mayincorporate the highschool diploma.

6


V. 4/5/2021

Health and Safety (SeePCAH, p. 112)

Adult lifelonglearners,individuals,families, andcommunities.

● Courses focus onlifelong education topromote health, safetyand the well-being ofindividuals, families, andcommunities.

● Courses and programsin health and safetyprovide colleges with theopportunities to networkor partner with otherpublic welfare andhealth organizations.

Substantial Disabilities(See PCAH, p. 112-113)

Students withdisabilities. Astudent with adisability is aperson who has averified disabilitywhich limits one ormore major lifeactivities.

Courses are designed toprovide individuals:

● life-skill proficienciesessential to thefulfillment of academic,career technical andpersonal goals

7


V. 4/5/2021

Parenting (See PCAH,p, 113)

Adult lifelonglearners. Parentingincludes coursesand programsspecificallydesigned to offerlifelong educationin parenting, childdevelopment, andfamily relations inorder to enhancethe quality ofhome, family,career, andcommunity life.

Instructional areas may include,but are not limited to thefollowing:

● ages and stages of childgrowth anddevelopment;

● family systems;● health, nutrition and

safety;● family resources and

roles;● family literacy;● fostering and assisting

with children’seducation;

● guiding and supportingchildren;

● court-ordered parentingeducation

Home Economics (SeePCAH, p. 113)

Adult lifelonglearners. HomeEconomics (orFamily andConsumerSciences) includescourses andprograms designedto offer lifelongeducation toenhance thequality of home,family, and careerand community life.

This area of instructionprovides educationalopportunities that respond tohuman needs in preparingindividuals for employment,advanced study, consumerdecision making, and lifelonglearning. Instruction in familyand consumer sciencesemphasizes the value ofhomemaking. The focus of thecategories of courseworkincludes but is not limited to,child development, familystudies and gerontology,fashion, textiles, interior design,and merchandising, lifemanagement, nutrition andfoods, and hospitality andculinary arts.

8


V. 4/5/2021

Courses for OlderAdults (See PCAH, p.114)

Courses at SBCCare designed forAdults aged 55 andover.

Courses for Older Adults offerlifelong education that providesopportunities for personalgrowth and development,community involvement, skillsfor mental and physicalwell-being, and economicself-sufficiency. Courses in thecategory of noncreditinstruction for older adults mayinclude, but are not limited to:

● health courses focusingon physical and mentalprocesses of aging,changes that occur laterin life, and steps to betaken to maintainindependence in dailyactivities;

● consumer resources,self-management andentitlement;

● creative expression andcommunication; or

● family, community andglobal involvement.

Short-term VocationalPrograms (See PCAH,p. 114)

Designed forstudents seekingemployment in aspecific vocation.Short-termvocationalprograms aredesigned for highemploymentpotential that leadsto acareer-technicalobjective, or acertificate or award

Short-term vocational programsshould be designed to:

● improve employability;● provide job placement

opportunities; or● prepare students for

college-level courseworkor transfer to a four-yeardegree program.

They should also be missionappropriate, meet adocumented labor marketdemand, ensure there is nounnecessary duplication of

9


V. 4/5/2021

directly related toemployment.

other employment trainingprograms in the region,demonstrate effectiveness asmeasured by the employmentand completion success ofstudents, and be reviewed inthe institution’s program reviewprocess every two years.

The Career Skills Institute atSBCC includes vocationalcourses and programs.

Workforce Preparation(See PCAH, p. 114-115)

Intended for adultstudents interestedin increasingemployability skillsor advancing in anexisting job orcareer.

Workforce Preparation coursesprovide instruction forspeaking, listening, reading,writing, mathematics,decision-making andproblem-solving skills that arenecessary to participate inspecific technical training.

The Career Skills Institute atSBCC provides workforcepreparation instruction focusedon granular employability skillsrelating to business, design, ortechnology.

IX. Noncredit Subject Codes for SBCC Local Curriculum & SchedulingSystemSubject codes assigned to noncredit courses and programs as they migratethrough the curriculum process are aligned with the ten allowable areas.These subject codes allow the development of new noncredit curriculum to beeasily categorized into these allowable areas. Using noncredit subject codesthat are aligned with the allowable areas helps to avoid confusion with creditcourses and programs.

10


V. 4/5/2021

X. There Are No Repeatability LimitationsThere are no specific limitations on noncredit course repetition. Noncreditrepetition and multiple enrollments are defined as follows: (PCAH, p.123)

● Repetition in noncredit courses: the student has completed themaximum number of hours for the course and re-enrolls and repeatsthe same course content.

● Re-enrollment in noncredit courses: a student has completed fewerthan the maximum number of hours required for the course andre-enrolls in the same course during another term. The student thenproceeds in the course and completes subsequent content or anotherportion of all of the required hours for the course.

● Multiple enrollments in noncredit courses: a student enrolls in morethan one section of the same course during the same term.

● Completion of noncredit courses: a student has participated in thecourse for the total number of hours specified on the course outline.The hours required for a noncredit course completion may beaccumulated in one section during one term, over multiple terms or byenrolling in multiple sections during a single term or terms.

XI. Attendance Reporting Required for ApportionmentAttendance reporting is required for the institution to calculate itsapportionment. Attendance reporting is based on contact hours. Contacthours of enrollment in noncredit courses… shall be based upon the count ofstudents present at each course meeting. (PCAH, p. 125). The School ofExtended Learning provides an attendance reporting sheet to each instructor.Students must either sign-in using the attendance reporting sheet, or theinstructor may record attendance. Instructors report attendance at the end ofeach week through the college online “positive attendance” system. In somecases with open entry/open exit format, such as Adult High School, a cardswipe attendance system is required. (See paragraph XVI for noncreditdistance education attendance reporting process).

XII. FundingA. Enhanced Funded CoursesPrograms with courses classified as “Career Development and CollegePreparation” (CDCP) prepare students for employment or to be successful incollege level-credit coursework. Allowable CDCP areas include elementaryand secondary basic skills, workforce preparation, short-term vocationalprogram, and English as a Second Language (including vocational ESL).

11


V. 4/5/2021

Courses can be linked together to culminate in one of the following programawards:

● Certificate of Competency● Certificate of Completion● High School Diploma

Once a program is approved by the Chancellor’s Office, it is eligible forenhanced funding. Enhanced funding courses have a higher rate per FTESwhich is beneficial to the college (e.g., $5,635 per FTES for enhancedcourses).

B. Non-Enhanced Funded CoursesAll other programs and courses are funded at a lower rate per FTES (e.g.,$3,457 per FTES for non enhanced courses). For example, courses for OlderAdults, Home Economics, and Health & Safety. Courses can be linkedtogether to culminate in a local noncredit Skills Competency Award.

XIII. Role of Credit Faculty in Noncredit Programs

A. Noncredit Faculty Agreementa. In 2018, the District and Noncredit Faculty updated its Meet and

Confer Agreement. This agreement affirmed noncredit faculty’sright to create curriculum, and created a peer-to-peer evaluationprocess, eliminating the credit faculty obligation for noncredit facultyevaluations.

B. School of Extended Learning Program Reviewa. In 2018, the college created program review portals for the School

of Extended Learning. The credit responsibility for program reviewof noncredit programs is eliminated.

C. Development and Modification of Curriculum.

In accordance with Board Policy (BP 4020), programs and curricula of theDistrict shall be of high quality, be consistent with the mission of theinstitution and the California Community Colleges and satisfy theconditions set forth in the Title 5 regulations. The faculty and the AcademicSenate have primacy in curricular matters, and the Academic Senate

12


V. 4/5/2021

delegates review and approval of curriculum to the Curriculum AdvisoryCommittee (CAC). Therefore, through the CAC process, credit faculty playa critical role, along with noncredit faculty, in the development andmodification of curriculum. The established practice of CAC for noncreditcurriculum development and modification is that the role of the relatedcredit Department Chair provides review and opinion to assist the CAC indetermining whether the curriculum content is appropriate for the courseobjectives and student learning outcomes.

D. Noncredit Curriculum Development

There are currently five scenarios in which courses and programs areactively developed in the noncredit area:

(1) Noncredit courses originated by noncredit faculty unrelated to anycredit department (e.g., AHS/GED and Home Economics) aresubmitted directly through CurriQnet to CAC without a creditdepartment chair in the workflow. In these cases, the Noncredit CACRepresentative or the Credit Liaison provides review and opinion in thecurriculum development workflow.

(2) Noncredit courses originated by noncredit faculty that are related to acredit department are submitted through CurriQnet and to CAC withthe credit department chair in the work flow at Step 3 for “review andopinion” (e.g. short term vocational and ESL). The credit departmentchair provides review and opinion and advances the curriculum to thenext workflow level. There is no “Hold for Changes'' option. There isone curriculum development tool (CurriQnet) for review and opinion ofnoncredit curriculum and occurs through this system for officialcollaboration and documentation.

(3) Grant or categorically funded new course initiatives that requirecurriculum development in the Career Skills Institute area. Here, ifthere is a related department, the chair of the related credit departmentis given the first right of refusal to develop courses and programs withan approved stipend. (E.g., Career Skills Institute creating noncreditcourses and programs in Accounting, Computer Applications, andComputer Information Systems.)

13


V. 4/5/2021

(4) Noncredit courses originated by the credit faculty that must fit withinthe ten categories allowed by the State and in collaboration with theSchool of Extended Learning and the credit area dean. (e.g., AB705initiatives in ENG and MATH, or older adult courses in MUS). For creditdepartments that are developing their own support courses ormirrored/co-enrolled courses, they shall first consult with the ExtendedLearning Vice President to obtain an assigned Extended Learningmanager for assistance with the noncredit process and systemcomponents. The credit department shall develop the noncreditcurriculum, schedule the courses, hire faculty into the noncreditsystem, and control those noncredit courses.

(5) Noncredit programs, which are originated by faculty, are under thepurview of the School of Extended Learning. Programs are submitteddirectly through CurriQnet to CAC without a credit department chair inthe workflow, as described in the noncredit program workflow insection XIV, A, 4 below; the Noncredit CAC Representative or theCredit Liaison provides review and opinion in the programdevelopment workflow.Note that all courses included in these programs will have beenpreviously approved as described in scenarios 1-4 above.

E. Credit Faculty Provide Review & Opinion Only of Related NoncreditCurriculum

Unless credit faculty are developing their own curriculum in noncredit (seeXIII.C.4 above) they have no responsibility beyond providing “review andopinion” of curriculum. With the exception of XIII.C.4 above, the School ofExtended Learning staff/faculty is solely responsible for:

a. Originating noncredit curriculum on behalf of Extended Learningnoncredit faculty;

b. Noncredit “program review” (all Extended Learning programs nowhave their own program review portals, including noncredit ESL);

c. Evaluation of noncredit faculty in accordance with the NoncreditFaculty Agreement;

14


V. 4/5/2021

d. Recruiting, interviewing, and making recommendations for facultyassignment;

e. Schedule development and course assignment recommendations;

f. In-service or professional development

F. Hiring Noncredit Faculty and Scheduling. In accordance with historical andcurrent practice, and excepting XIII.C.4 above, credit faculty are notresponsible for hiring noncredit faculty or scheduling noncredit coursesthat are created as part of School of Extended Learning programs. TheSchool of Extended Learning managers direct and control the hiring andwork collaboratively with Human Resources (and the EquivalencyCommittee) to ensure noncredit instructors meet required minimumqualifications as promulgated by the State Chancellor’s Office. In addition,Extended Learning program managers direct and oversee the schedulingof noncredit courses and programs. In cases where credit and noncreditcourses are co-enrolled, or in supervised tutoring or learning assistancecourses, the related Credit Department Chair may control hiring of facultyand scheduling.

G. Noncredit Faculty Evaluations. Noncredit faculty evaluations are under thepurview and control of noncredit faculty pursuant to the Noncredit Faculty“meet and confer” agreement.

H. Credit Liaison to Noncredit Defined. The Credit Liaison to Noncredit is atemporary, part-time position served by a full-time credit faculty memberand is designated by the Executive Vice President of EducationalPrograms and the Vice President of the School of Extended Learning. (If itis determined that there is an ongoing need for the Liaison position,Extended Learning will follow the Program Review and NonteachingCompensation Committee process). This Liaison or the Noncredit CACRepresentative serves as Department Chair in all CAC processes andworkflow when there is no related credit department. The Noncredit CACRep and/or Credit Liaison is committed to:

a. Attending noncredit professional development opportunities at theState level;

b. Promoting an understanding of allowable noncredit curriculum andits audience;

15


V. 4/5/2021

c. Providing the necessary training to noncredit and credit facultyregarding noncredit curriculum in order to reach the noncredit goalsof the institution;

d. Ensuring impacted credit department chairs are informed andconsulted on curriculum development;

e. Reporting the results and goal completion of the liaison assignmentto Academic Senate.

XIV. Curriculum Development Process and Workflow

A. Development of New Noncredit Courses and Programs and Modifications1. All new noncredit courses and programs, and modifications, are

subject to existing college approval policies and procedures. TheSchool of Extended Learning is committed to developing andmaximizing noncredit courses and programs in all allowablenoncredit areas as promulgated by the State.

2. In addition to the existing college process, when new noncreditcourses and programs and modifications that relate to a creditdepartment are proposed, notification and discussion between thecredit chair and the School of Extended Learning is stronglyencouraged. The goal is to have a collaborative discussion, andmove forward in a mutually agreeable manner with the ExecutiveVice President of Educational Programs, the Vice President of theSchool of Extended Learning, the related credit Department Chair,the Credit Liaison, the Noncredit CAC Representative, and thenoncredit faculty lead/originator, if applicable. These collaborativediscussions may be initiated by noncredit faculty, by the VicePresident of the School of Extended Learning (or designee), theNoncredit CAC Representative, or Credit Liaison.

3. The CAC Curriculum (CurriQnet/Meta) Workflow for noncreditcourses as recommended and approved by CAC is as follows:

a. Level 1: Faculty Originatorb. Level 2: Noncredit Dean/c. Level 3: For Noncredit courses with related Credit

Departments only (as described in section XIII D above),Department Chair. The Credit Department Chair, has a twoweek (14 days) period to provide review and opinion. If a

16


V. 4/5/2021

review response is not submitted in 14 days, the proposalmoves forward

d. Level 4: Division CAC Representative (Noncredit CACRepresentative or Credit Faculty Liaison)

e. Level 5: CC (Curriculum Coordinator) Checkf. Level 6: SLO Chair, Distance Education (optional)g. Level 7: Publication Editorh. Level 8: CAC Chairi. Level 9: Vice President, SELj. Level 10: Executive Vice Presidentk. Level 11: Board of Trusteesl. Level 12: Chancellor's Officem. Level 13: Curriculum Coordinator (implementation)

4. The CAC Curriculum (CurriQnet/Meta) Workflow for noncreditprograms as recommended and approved by CAC is as follows:

a. Level 1: Faculty Originatorb. Level 2: Noncredit Deanc. Level 3: Division CAC Representative (Noncredit CAC

Representative or Credit Faculty Liaison)d. Level 4: SLO Chaire. Level 5: PECf. Level 6: Publication Editorg. Level 7: CAC Chairh. Level 8: Vice President, SELi. Level 9: Executive Vice Presidentj. Level 10: Board of Trusteesk. Level 11: Chancellor's Officel. Level 12: Curriculum Coordinator (implementation)

5. In accordance with paragraph XIII.H., the Noncredit CACRepresentative or the Credit Liaison to Noncredit (a full-time creditfaculty member designated jointly by the Executive Vice Presidentof Educational Programs and the Vice President of the School ofExtended Learning) shall serve as Department Chair in thecurriculum workflow when there is no related credit department,

17


V. 4/5/2021

and work collaboratively with any related credit chairs and noncreditfaculty liaisons to resolve any curriculum issues.

The Credit Department Chair or Noncredit CAC Representative/Credit Liaison has a two week (14 days) period to provide reviewand opinion.

The following table suggests related credit departments for NonCredit courses:

18


V. 4/5/2021

TABLE 4.a.

Noncredit Subject Area Related CreditDepartment

Responsible Party inCourse CurriculumWorkflow

ESL ESL Credit DepartmentChair

Immigrant ESL Credit DepartmentChair

Elementary andSecondary Basic Skills(Adult High School/GEDProgram)

None Credit Liaison/CACNoncredit Rep

Health and Safety Health Education Credit DepartmentChair

Substantial Disabilities DSPS Credit DepartmentChair

Parenting Full-time NoncreditFaculty Member

Credit Liaison/CACNoncredit Rep

Home Economics None Credit Liaison/CACNoncredit Rep

Courses for Older Adults Art, English, Music,Psychology, Theatre Arts,Health Education, Others

Credit Liaison/CACNoncredit Rep

Short-Term Vocational Construction Technology Credit DepartmentChair

Workforce Preparation Accounting, ComputerApplications, ComputerInformation Systems,Computer NetworkEngineering,Drafting/CAD, GraphicDesign and Photography,Library, Multimedia Artsand Technologies,Marketing, PersonalDevelopment,Photography, Others

Credit DepartmentChair

19


V. 4/5/2021

6. Collaborative Commitment to Credit Departmentsa. When the subject matter of a course addresses subject

matter of a related credit department, noncredit faculty, theVice President of Extended Learning (or representative)and/or the Noncredit CAC Representative/Credit Liaisonshall inform the related department Chair, and workcollaboratively to resolve any potential curriculum issuesprior to the CAC workflow process.

7. Time is of the Essence in Noncredit Workflowa. Noncredit programs shall be responsive to the needs of the

workforce and community. The CAC shall ensure andsupport a timely and efficient approval process sensitive tothe needs of our adult population.

B. CurriQnet/Meta System Entry for Approved Historical Noncredit Coursesand Programs

There are many historical noncredit courses and programs thatwere submitted to the State for approval as hard copies. It wasn’tuntil 2014 that CurriQnet became available for noncredit. Theremay be courses and programs yet to be entered into CurriQnet butare actively offered. There is an ongoing effort to enter existingapproved courses and programs. Occasionally, these courses andprograms will appear in the CurriQnet queue for processing but arenot subject to the approved curriculum workflow because this is adata entry item without any course modifications. Any of thesecourses approved by the State can be offered in the normal courseof the noncredit scheduling process. These courses and programsare, however, subject to the requirements of accreditation.

XV. Compensation to Credit and Noncredit Faculty for Curriculum Workflowand Evaluation ResponsibilitiesCompensation to credit faculty for work related to the noncredit curriculumworkflow is negotiated between the District and the Faculty Association.Completion of work to be compensated is documented when the CreditDepartment Chair completes review in the CurriQnet workflow. Noncreditcompensation load metrics are contained in AP 7210: Academic Employees:Faculty.

20


V. 4/5/2021

XVI. Noncredit Distance EducationNoncredit courses can be offered as hybrid and/or distance education. Inaccordance with the Chancellor’s Office Student Attendance AccountingManual (SAAM), distance learning in noncredit requires faculty to completethe Noncredit Distance Learning Summary, which identifies three types ofhours of the course (Content, Instructor Substantive Contact, and Activities).In accordance with the SAAM, calculation of FTES is based on a specificcensus capture formula. A distance learning noncredit course must also bescheduled with the proper coding for “freeze dates” (census capture dates)and the proper “accounting method” (independent study). The SAAM andExtended Learning Vice President shall be consulted for more detail.

XVII. Periodic Review and UpdatesThis document resides on the web site of the School of Extended Learningand is intended to be reviewed and updated as needed to reflect changes tothe School of Extended Learning, legislature, and local practice.

A. Summary of Presentations, Reviews, and Approvals of the Non CreditCurriculum Guide (NCCG)

● March 14, 2018: NCCG (v. 3-6-18) approved by Academic Senate.

● March 20, 2018: NCCG (v. 3-6-18) reviewed by College Planning Council.

● Summer 2020: Updated draft of NCCG (v. 6-30-2020) presented to Non Creditfaculty for feedback.

● Sept 21, 2020: CAC reviewed updated NCCG draft (v. 6-30-2020).

● Nov 18, 2020: Senate reviewed updated NCCG draft (v. 6-30-20; rev 9/21/20)

● January 11, 2021: CAC reviewed and approved draft of NCCG (v. 1-7-2021)

● March 15, 2021: CAC reviewed updated NCCG draft (v. 3-15-2021)

● April 5, 2021: CAC reviewed updated NCCG draft (v. 4-5-2021)

● April 28, 2021: NCCG (v. 4-5-2021) approved by Academic Senate

21

Documents

S CHO O L O F E X T E NDE D L E A RNI NG