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The Role of Noncredit in Calif. Community Colleges

The Role of Noncredit in California Community Colleges Educational Policies Committee ASCCC Plenary Session Fall 2006. The Role of Noncredit in Calif. Community Colleges. Spring 2005 Resolution 13.03

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The Role of Noncredit in Calif. Community Colleges

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  1. The Role of Noncredit in California Community CollegesEducational Policies CommitteeASCCC Plenary SessionFall 2006

  2. The Role of Noncredit in Calif. Community Colleges Spring 2005 Resolution 13.03 . . . Resolved the Academic Senate produce a paper on the status of and current issues concerning noncredit courses and programs within the CCC system.

  3. Definitions • What is Noncredit? • Alternative Instructional Delivery System • 9 instructional areas • Noncredit is NOT -Non-degree applicable credit -Non-transferable credit -Not-for-credit

  4. History • Public Education for Adults began 1856 • CC System, Noncredit, and K-12 Adult Ed evolved from this • 1960 Master Plan - CC’s and noncredit • Growing interest in Noncredit statewide

  5. Fast Facts • 10% of CCC • 800,000+ students • Changing demographics • Students: HS drop outs, immigrants, parents, older adults, persons with disabilities, underemployed, undereducated • Gateway to higher education, employment, community, lifelong learning

  6. Law and Regulations • Noncredit part of CCC Mission • 9 Areas of Instruction (incl. apprenticeship) • Noncredit Standards and Criteria • Minimum Quals • System Office providing clearer definitions and guidelines (“Noncredit Alignment Project”)

  7. 6 Subject Areas: ESL Short term vocational (incl. Apprenticeship) Basic Skills Parenting Health and Safety Home Economics 3 Target Population Areas: Older Adults Persons with Disabilities Immigrants (incl. Citizenship) 9 Noncredit Apportionment Areas

  8. Similarities • Overseen by System Office/BOG • Mission of the CCC • Educational Continuum • Overlap in Basic Skills, ESL, Short Term Voc • Diverse student population and needs • Course approval process • Shared Governance

  9. Differences • Funded lower than credit • Different student needs and intent • Minimum Quals • FT/PT Faculty 1:20 • No FT Faculty in some programs • Instructional delivery system

  10. (Differences cont.) Courses: -No fees, no grades -Open entry/open exit -Repeatable -”Certificates of Completion” -Positive attendance -Start at lowest level -Accessible: in your neighborhood, by your work, on college campus

  11. Some Research Findings 22 colleges serve 68% of noncredit students Noncredit serves more students of color 90 - 95% of faculty are part-time Top 4 areas: Older Adults, Short-Term Voc., ESL, and Basic Skills

  12. Why Consider Noncredit • 29% high school dropout rate (urban as high as 60%) • California’s demographics: diverse and aging • Fewer students “college ready” • Bridge to credit programs • Supports credit students • Increases access to education and jobs

  13. Credit Students use Noncredit • More than 1 in 4 California college students who receives an AA degree needed one or more noncredit classes • More than 1 in 3 Latinos did

  14. Source: California Community Colleges, MIS Data.

  15. Noncredit Increases Probability of Earning a Degree for California Community College Students Source: California Community Colleges, MIS Data.

  16. The Survey • 26 colleges interviewed/surveyed • Biggest needs identified: • Funding • More FT faculty • Facilities/resources/expanding programs

  17. State Academic Senate Noncredit inclusion FT Faculty Pathway to credit Funding Ad Hoc Committee Local Senates Noncredit inclusion FT Faculty Coordinate linkages Funding increase used for noncredit Noncredit data Recommendations

  18. What we hope this paper will do: • Tool to Educate • Understand noncredit role in CCC • Use for local senate discussions • Invite local senates and colleges to consider starting or expanding noncredit to support their college mission

  19. Discussion • Questions about the paper? • Next Steps for noncredit

  20. Thank you! (To Be Continued!)

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