Janet Fulks, Chair, ASCCC Curriculum Committee

Jane Patton, President, ASCCC

Michelle Pilati, Vice President, ASCCC

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Check your knowledge

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a. faculty expertise

b. content review

c. statistical validation

d. faculty expertise + content review

e. faculty expertise + content review + statistical validation

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a. A court case that resulted in a verdict requiring CCC’s to adopt a rigorous prerequisite validation process.

b. A lawsuit that was dropped after the Chancellor’s Office agreed to develop new regulations for applying prerequisites.

c. A bill that established a student’s “right to fail”.

d. An activist BoG member who did not believe in assessment for placement.

e. I don’t know; never heard of it.

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a. Nearly impossible – that’s why few colleges have such prerequisites.

b. No one knows as they have not tried to do it.

c. Relatively easy, if you have adequate staff.

d. Challenging, because it requires cooperation and work between researchers and faculty.

e. I don’t know I have never been part of validating prerequisites

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a. All California Community Colleges

b. Most CSU campuses

c. All UC campuses

d. Both the CSU and UC systems

e. None of the above

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a. Students

b. Faculty

c. Students and Faculty

d. None of the above

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9.02 Communication and Computation Prerequisite Validation through Content Review

Change Title 5 local faculty determine prerequisites (English, reading, or mathematics for collegiate level courses) after content review

Prerequisite challenge processResearch effects of the prerequisites.

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9.03 Pilot Project for Basic Skills Prerequisite Applications to General Education Courses

70-98% of first-time students assess at basic skills levelnot college ready = less likely to succeed

Title 5 demands local course-by-course statistical validation of prerequisites

Onerous

Result: few prerequisites for G.E.courses

Resolved: research potential pilot projects for prerequisites on G.E. courses.

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1. Minimize students who pass without the prerequisite

2. Significant chi-square

3. Maximize right/wrong ratio

4. Maximize incremental gain in success

From Good Practice for the Implementation of Prerequisites p.5

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i. Involvement of faculty with appropriate expertise;

ii. Consideration of course objectives set by relevant department(s);

iii. Based on a detailed course syllabus and outline of record, tests, related instructional materials, course format, type and number of examinations, and grading criteria;

iv. Specification of the body of knowledge and/or skills deemed necessary;

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v. Identification and review of knowledge and/or measure skills identified under iv.

vi. Matching of the knowledge and skills in the targeted course and those developed or measured by the prerequisite or corequisite (i.e., the course or assessment identified under v.); and

vii. Maintain documentation that the above steps were taken.

From The Model District Policy on Prerequisites, Corequisites, and Advisories on Recommended Preparation page 5 Board of Governors September 1993

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THEIR DEFENSE OF PREREQUISITES:

1. Prerequisites + Guidance = Better preparation = Higher rate of success

2. “Levels the playing field” in the classroom

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CONCERNS:

1. Basic skills courses are not seen as relevant to our course of study

2. Taking non-transferable prerequisites is perceived as a waste of time and money.

3. Our colleges’ supply of such courses hasn’t met student need and demand

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QUESTIONS & RECOMMENDATIONS:

What are “assessment & placement?” How do they affect me?

a. Orientation? Matriculation?

b. Classes made relevant to our majors

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STUDENT QUESTIONS & RECOMMENDATIONS:

1. What do my assessment scores mean?

2. Where are the classes? (sufficient number)

3. Will extra units hurt me (e.g.for EOPS)?

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Pro Con

Easier to establish prerequisite.

Flexibility by college/region.

Direct faculty participation Adapted to local student

population Maintains local control

(faculty)

Validation? Disproportionate impact Content review insufficient ;

need stats Potential “abuse” “Competitive”

enrolling/student shopping Increased need for faculty

to teach additional Basic Skills

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Pro Con

Consistent standards; no “neighborhood” disadvantages

Increase in portability of articulation

Allow faculty to teach to true level of course rigor

Course alignment Much more efficient and

less costly

Less ability to respond to local conditions

Perceived loss of academic freedom

Leads to more standardization

Students may be successful in courses they would not meet prerequisites for

Loss of multiple measures

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1. Assessment benefits colleges and students

2. Absence of clear minimum expectations does a disservice

3. Establishment of prerequisites should be fair and just ---with appeal process per Title 5

continued. . .

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4. Faculty have an obligation to establish a conducive learning environment

5. Student failure should not be the basis of validating prerequisites

6. College-level courses should expect and require students to use and further develop college-level skills

Continued…

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7. Decisions should be made based on academic considerations

8. Easily identifiable course options

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PSYCHOLOGY SUCCESS RATES

75.2% with college level reading

Only 49.0% without

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from Bakersfield College

Total=2,523 Fall 2001-Summer 2003

ECONOMICS SUCCESS RATES

87% with Intermediate Algebra

47% with Elementary Algebra

22% with Pre-algebra

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from Foothill Collegetotal grades=345

total dropped = 52 Fall 2008 only

Two reading possibilities for transfer level history were explored:

1. Successful completion of reading graduation requirement

2. One level below

The results. . .

from Chaffey College24

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A. Prerequisites are an academic and professional matter.

B. Prerequisites should be implemented and reinforced as a means to increase student success, not as a barrier to access.

C. Current Prerequisite requirements are onerous.

D. Ensuring comparable baseline skill levels will improve the teaching and learning experience for students and faculty.

E. All of the above.

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A. Prerequisites are an academic and professional matter.

B. Prerequisites should be implemented and reinforced as a means to increase student success, not as a barrier to access

C. Current Prerequisite requirements are onerous.D. Ensuring comparable baseline skill levels will

improve the teaching and learning experience for students and faculty.

E. All of the above.

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