required supplemental program documents manual - ccsf.edu · projections do not suggest adequate...

Required Supplemental

Program Documents

Manual

2018

CITY COLLEGE OF SAN FRANCISCO OFFICE OF INSTRUCTION - CURRICULUM

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Table of Contents

Types of Programs and Program Goals .................................................................................................... 3

Credit Programs .............................................................................................................................................. 3

Noncredit Programs ........................................................................................................................................ 3

Types of Programs Goals ................................................................................................................................ 3

CTE Associate in Arts (AA) and Associate in Science (AS) .......................................................................... 4

Narrative ......................................................................................................................................................... 4

Labor Market Information (LMI)..................................................................................................................... 4

Advisory Committee Recommendation .......................................................................................................... 5

Regional Consortium Recommendation (BACCC) ........................................................................................... 5

Transfer Documentation ................................................................................................................................. 6

CTE Certificate of Achievement ............................................................................................................... 7

Narrative ......................................................................................................................................................... 7

Labor Market Information (LMI)..................................................................................................................... 7

Advisory Committee Recommendation .......................................................................................................... 8

Regional Consortium Recommendation (BACCC) ........................................................................................... 8

Associate in Arts (AA) and Associate in Science (AS) ................................................................................ 9

Narrative ......................................................................................................................................................... 9

Other Documentation ..................................................................................................................................... 9

Certificate of Achievement (CAch) ........................................................................................................ 11

Narrative ....................................................................................................................................................... 11

Other Documentation ................................................................................................................................... 11

Associate in Arts for Transfer (AA-T) or Associate in Science for Transfer (AS-T) ..................................... 13

Narrative ....................................................................................................................................................... 13

Completed Chancellor’s Office Template, ..................................................................................................... 13

C-ID or ASSIST Articulation Information (TMC) ............................................................................................. 13

Certificate of Accomplishment (CAcc).................................................................................................... 15

Noncredit CDCP Certificate of Completion ............................................................................................. 16

Narrative ....................................................................................................................................................... 16

LMID Verified Data ....................................................................................................................................... 17

CDCP Noncredit Certificate of Competency ........................................................................................... 18

Narrative ....................................................................................................................................................... 18

APPENDIX A ......................................................................................................................................... 19

Sample CTE Narrative ............................................................................................................................... 19

APPENDIX B ......................................................................................................................................... 22

Sample LMI Data ....................................................................................................................................... 22

APPENDIX C.......................................................................................................................................... 25

Sample Advisory Minutes ......................................................................................................................... 25

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APPENDIX D ......................................................................................................................................... 32

Sample BACCC Recommendation ............................................................................................................. 32

APPENDIX E .......................................................................................................................................... 33

Sample AA/AS Degree Narrative – Program goal Local ............................................................................ 33

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TYPES OF PROGRAMS AND PROGRAM GOALS

Credit Programs

Associate Degrees

o Associate in Arts (AA) or Associate in Science (AS)

o Associate in Arts for Transfer (AA-T) or Associate in Science for Transfer (AS-T)

Certificates of Achievement

o Programs with16 or more semester units, must be submitted for state approval

o Programs with 8 to fewer than 16 or more semester units may be submitted for state

approval

Certificates of Accomplishment (local to CCSF)

o Fewer than 16 semester units, not state-approved, and will not appear on student

transcript

Noncredit Programs

Career Development and College Preparation (CDCP):

CDCP certificates can be awarded in the following four noncredit categories: elementary

and secondary basic skills, workforce preparation, short-term vocational program, English

as a second language and vocational English as a second language

o Certificate of Completion - Certificates leading to improved employability or job

opportunities.

Most noncredit certificates are Completion

o Certificate of Competency - a certificate in a recognized career field articulated with

degree-applicable coursework, completion of an associate degree, or transfer to a

baccalaureate institution. For students completing noncredit courses in a prescribed

pathway, approved by the Chancellor’s Office, that prepares students to take credit

coursework including basic skills and ESL, a Certificate of Competency may be

awarded

ESL certificates are usually Competency

o Adult High School Diploma

Locally Approved Programs

Types of Programs Goals

1. CTE (limited to programs in CTE TOP Codes other than ADTs)

2. Transfer (All ADTs and Certificates of Achievement for CSU GE Breadth and IGETC)

3. Local (All other AA/AS degrees and certificates not in a CTE TOP Code; may include

certificates designed to prepare students for transfer)

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CTE ASSOCIATE IN ARTS (AA) AND ASSOCIATE IN SCIENCE (AS)

Program Goal: CTE (limited to programs in CTE TOP Code other than ADTs) PCAH 6TH ED, PG. 72

Narrative

PCAH 6th ed. pg. 76 (See Appendix A for example)

o Program Goals and Objectives – must address a valid workforce

preparation purpose and may address transfer preparation

o Catalog Description – includes program requirements,

prerequisite skills or enrollment limitations, student learning

outcomes, and information relevant to program goal

o Program Requirements – includes course requirements and sequencing that reflect

program goals. The GE pattern and the calculations used to reach the degree total

must be shown following the program requirements table.

o Master Planning – how it fits in the mission, curriculum, and master planning of the

college and higher education in California

o Enrollment and Completer Projections – projection of number of students to earn

degree annually

o Place of Program in Curriculum/Similar Programs – how it fits in college’s existing

program inventory

o Similar Programs at Other Colleges in Service Area – justification of need for

program in the region

o Transfer preparation information – if transfer preparation is a component of the program

Labor Market Information (LMI)

Centers of Excellence (See Appendix B for example)

o Submit a request for labor market demand and supply data from the Bay Region

Center of Excellence to help determine the viability of the program for meeting the

hiring needs of industry, the employment needs of students and the potential for

positively impacting Strong Workforce Program Metrics by using the following link:

https://coeccc.co1.qualtrics.com/jfe/form/SV_5bsVg9uvO1Ym7uR

LMI information should be sent directly to you within 10

working days from your request.

You will be required to attach LMI Report to the Request for Regional

Program Recommendation (outlined in step 4 below).

o If LMI is not available, other data sources may include:

Recent employer surveys

Industry studies

Regional economic studies

Letters from employers attesting to the service area need

Minutes of industry advisory committee meetings (beyond required advisory

committee meeting minutes)

Job advertisements for positions in the individual college’s service area

Newspaper or magazine articles on industry or employment trends

Applicable studies or data from licensing agencies or professional

associations

TIP

Some of the narrative

is information that

can be copied from

the Program Outline.

Link to get LMI


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o A commonly referenced data source is the EDD’s LMI system

(http://www.labormarketinfo.edd.ca.gov), which provides statistical projections of

growth in specific jobs by county (or labor market area).

Advisory Committee Recommendation

(See Appendix C)

o Includes advisory committee membership, minutes and summary of

recommendations

Regional Consortium Recommendation (BACCC)

https://www.regionalcte.org/ (See Appendix D)

o Submit a request for Regional Program Recommendation by

logging in at https://www.regionalcte.org/ (new users will need to

complete a simple registration process) and following the

instructions provided at this link:

https://www.regionalcte.org/about. BACCC will automatically

receive notification of your request and will contact you if any

questions arise, otherwise your request will be processed for

online Dean vote.

o Please be mindful of the deadlines the Consortium has in place in order to have your

program(s) reviewed in a timely manner.

TIP

Check the BACCC

meeting calendar and

submit the BACCC

recommendation

request early – this

takes time.

ADDITIONAL LMI INFORMATION

PCAH 6th ed. pg. 86

Current LMI and analysis, or other comparable information, must show that jobs are available for

program completers within the local service area of the individual college and/or that job

enhancement or promotion justifies the proposed curriculum. Regional, statewide, or national

labor market evidence may be included as supplementary support, but evidence of need in the

specific college service area or region is also necessary.

The proposal must include projections from LMI for the most applicable Standard Occupational

Classification (SOC) codes and geographical regions to be served by the program. If these

projections do not suggest adequate job openings in the college service area to provide

employment for all program completers, then the proposal must explain what other factors may

justify the program and make the LMI figures misleading.

Program proposals will be evaluated in light of the data regarding expected job openings within

the next five years and the number of students that will complete the program per year, taking

into account the number of completers in similar programs at other institutions within the

geographical region.

https://www.regionalcte.org/


https://www.regionalcte.org/about

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Transfer Documentation

Appropriate transfer preparation documentation from the list of allowable documents* if the

program is designed for both CTE and transfer preparation (*For allowable documents, see

“Other Documentation” under AA/AS degrees with program goal: Local)

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CTE CERTIFICATE OF ACHIEVEMENT

Program Goal: CTE (limited to programs in CTE TOP Code other than ADTs) PCAH 6TH ED, PG. 85

Narrative

PCAH 6th ed. pg. 76 (See Appendix A)

o Program Goals and Objectives – must address a valid

workforce preparation purpose and may address transfer

preparation










degree annually


program inventory



o Transfer preparation information – if transfer preparation is a component of the

program

Labor Market Information (LMI)

Centers of Excellence (See Appendix B)

o Submit a request for labor market demand and supply data from the Bay Region

Center of Excellence to help determine the viability of the program for meeting the

hiring needs of industry, the employment needs of students and the potential for

positively impacting Strong Workforce Program Metrics by using

the following link:


LMI information should be sent directly to you within 10

working days from your request.

You will be required to attach LMI Report to the Request for Regional

Program Recommendation (outlined in step 4 below).

o If LMI is not available, other data sources may include:

Recent employer surveys

Industry studies

Regional economic studies

Letters from employers attesting to the service area need

Minutes of industry advisory committee meetings (beyond required advisory

committee meeting minutes)

Job advertisements for positions in the individual college’s service area

Newspaper or magazine articles on industry or employment trends

TIP Some of the narrative

is information that

can be copied from


Link to get LMI


8 | P a g e Updated: 9/14/2018

Applicable studies or data from licensing agencies or professional

associations

o A commonly referenced data source is the EDD’s LMI system

(http://www.labormarketinfo.edd.ca.gov), which provides statistical projections of

growth in specific jobs by county (or labor market area).

o Additional LMI information can be found on page 5.

Advisory Committee Recommendation

(See Appendix C)

o Includes advisory committee membership, minutes and summary of

recommendations

Regional Consortium Recommendation (BACCC)

https://www.regionalcte.org/ (See Appendix D)

o Submit a request for Regional Program Recommendation by

logging in at https://www.regionalcte.org/ (new users will need to

complete a simple registration process) and following the

instructions provided at this link:

https://www.regionalcte.org/about. BACCC will automatically

receive notification of your request and will contact you if any questions arise,

otherwise your request will be processed for online Dean vote.

o Please be mindful of the deadlines the Consortium has in place in order to have your

program(s) reviewed in a timely manner.

TIP

Submit the BACCC

recommendation

request early – this

takes time.



https://www.regionalcte.org/about

9 | P a g e Updated: 9/14/2018

ASSOCIATE IN ARTS (AA) AND ASSOCIATE IN SCIENCE (AS)

Program Goal: Local (All other AA/AS degrees and certificates not in a CTE Top Code) PCAH 6TH ED, PG. 77

Narrative

PCAH 6TH ED, PG. 81 (See Appendix E)

o Program Goals and Objectives – must address a valid transfer

preparation, workforce preparation, basic skills, civic education,

or local purpose










degree annually


program inventory

o Similar Programs at Other Colleges in Service Area–justification of need for


o Transfer preparation information, if transfer preparation is a component of the

program

Other Documentation

If a program is designed to provide transfer preparation, as a component of, or as the

primary intent of the degree, then it must include at least one of the following documents to

substantiate the alignment of the degree with transfer preparation

standards. When programs are designed to provide transfer preparation

for more than one baccalaureate institution, documentation should

demonstrate alignment with the requirements for lower division major

preparation at no more than one institution. Appropriate

documentation may include, but is not limited to, any of the following

that sufficiently demonstrate this requirement:

o Programmatic articulation agreements

o ASSIST documentation verifying that a majority (51% or greater) of required

courses in the program are articulated for the major (AAM) at the single

baccalaureate institutions to which the program’s students are likely to transfer

o Table of major requirements from the most recent catalogs, with catalog dates and

page numbers cited, for targeted transfer institutions showing crosswalk with CCC

program requirements

o Summary of lower division major preparation published or endorsed by relevant

professional bodies or programmatic accreditors, with citations included

o Formal letters from the intended receiving institution that verify alignment of

proposed program with their program curriculum


is information that

can be copied from


TIP Note flexibility in these

options: not every type

of document is

required.

10 | P a g e Updated: 9/14/2018

If a local program is intended to address community need the college must submit

community-need-related documentation, such as letters of support, survey results, or

anything that provides evidence that the program fulfills a need of the community. When

seeking approval for such programs, the intent must be clearly expressed in the narrative

portion of the proposal.

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CERTIFICATE OF ACHIEVEMENT (CACH)

Program Goal: Local (All other AA/AS degrees and certificate not in a CTE TOP Code) PCAH 6TH ED, PG. 83

Narrative

PCAH 6TH ED, PG. 85 (See Appendix E)

o Program Goals and Objectives – must address a valid transfer,

workforce preparation, basic skills, civic education, or lifelong

learning purpose. For the purposes of Chancellor’s Office

submission and approval, programs may select one of three

program goals: transfer, CTE, or local. Transfer is applied only

to certificates for CSU GE-Breadth IGETC. CTE is limited to certificates in a

vocational TOP Code. Local is used for all other certificates, but may include

certificates designed to prepare students for transfer.

o Catalog Description – includes program requirements, prerequisite skills or

enrollment limitations, student learning outcomes, and information relevant to

program goal


program goals




certificate annually


program inventory



In addition to a narrative, all new and substantially changed local certificates may include:

Other Documentation

If a program is designed to provide transfer preparation, as a component of, or as the

primary intent of the degree, then it must include at least one of the following documents to

substantiate the alignment of the degree with transfer preparation

standards. When programs are designed to provide transfer preparation

for more than one baccalaureate institution, documentation should

demonstrate alignment with the requirements for lower division major

preparation at no more than one institution. Appropriate

documentation may include, but is not limited to, any of the following

that sufficiently demonstrate this requirement:

o Programmatic articulation agreements

o ASSIST documentation verifying that a majority (51% or greater) of required

courses in the program are articulated for the major (AAM) at the single

baccalaureate institutions to which the program’s students are likely to transfer

o Table of major requirements from the most recent catalogs, with catalog dates and

page numbers cited, for targeted transfer institutions showing crosswalk with CCC

program requirements


is information that

can be copied from


TIP Note flexibility in these

options: not every type

of document is

required.

12 | P a g e Updated: 9/14/2018

o Summary of lower division major preparation published or endorsed by relevant

professional bodies or programmatic accreditors, with citations included

o Formal letters from the intended receiving institution that verify alignment of

proposed program with their program curriculum

If a local program is intended to address community need the college must submit

community-need-related documentation, such as letters of support, survey results, or

anything that provides evidence that the program fulfills a need of the community. When

seeking approval for such programs, the intent must be clearly expressed in the narrative

portion of the proposal.

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ASSOCIATE IN ARTS FOR TRANSFER (AA-T) OR ASSOCIATE IN SCIENCE FOR TRANSFER (AS-T)

Program Goal: Transfer (All ADTs and Certificates of Achievement for CSU GE Breadth and

IGETC) PCAH 6TH ED, PG. 67

Narrative

PCAH 6TH ED, PG. 70

o Only the Program Goals and Objectives and Catalog

Description items are required for the Narrative. The catalog

description must reflect the following:

o Completion of 60 semester units or 90 quarter units of

degree-applicable courses,

o Minimum overall grade point average of 2.0,

o Minimum grade of “C” (or “P”) for each course in the major, and

o Completion of IGETC and/or CSU GE-Breadth.

Completed Chancellor’s Office Template,

o The Chancellor’s Office develops a template for each approved TMC. The templates

are located on the Chancellor’s Office Academic Affairs Division website

(www.cccco.edu/aad) on the Templates for Transfer Model Curriculum webpage.

All submissions must include a completed, current template.

C-ID or ASSIST Articulation Information (TMC)

o The template specifies all of the courses that may be included in the ADT and the

documentation required for each course when the degree is submitted for approval.

Typically, all required core courses are identified by a Course Identification

Numbering System (C-ID) descriptor, which sets the minimum standards for what

should be included the COR. When a C-ID descriptor is listed on the template, C-ID

articulation is required for the course(s) to be included in that section of the template.

Additional information on C-ID descriptors and C-ID articulation is located on

www.c-id.net. However, courses pending C-ID approval over 45 days may be

included in the degree if the program application demonstrates evidence that those

courses has been submitted to and are under review in the C-ID System (e.g.,

submitted, resubmitted, in progress, conditional and/or approved). Thus, for

evidence, please submit a screenshot from the C-ID website that includes the date of

submission, course name, and college.

Courses on the template that do not need an approved C-ID descriptor require

different documentation to justify the inclusion of the course. These include:

• Articulation Agreement by Major (AAM) demonstrating lower division preparation

at one CSU campus,

NOTE Most of the narrative

is information that

can be copied from


IMPORTANT: The Articulation Officer prepares the documents and supporting evidence described

below using information from the Program Outline, ASSIST.org and C-ID.net. Please contact the

Articulation Officer if you plan to create or update an ADT to ensure that the necessary C-ID and

ASSIST articulation has been approved.

14 | P a g e Updated: 9/14/2018

• CSU Baccalaureate Level Course List by Department (BCT) showing the courses

are CSU transferable, and

• CSU GE-Breadth Certification Course List by Area (GECC) identifying the

transfer GE area(s) for which the course was approved.

Documentation for the above can be located on the articulation website (www.assist.org)

for inclusion in the application.

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CERTIFICATE OF ACCOMPLISHMENT (CACC)

Program Goal: Local (All other certificates not in a CTE TOP Code)

Certificate of Accomplishment is a sequence of courses consisting of fewer than 16 units of degree-

applicable coursework. Certificates of Accomplishment must be approved by the Curriculum

Committee but do not need State Chancellor Office’s approval. Students who successfully petition

for a Certificate of Accomplishment will not have the name of the certificate appear on their

transcript.

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NONCREDIT CDCP CERTIFICATE OF COMPLETION PCAH 5TH ED, PG. 219

Narrative

o Program Goals and Objectives - Identify the goals and

objectives of the program. The stated goals and objectives of the

program must be consistent with the mission of the community

colleges as established by the Legislature in Education Code

section 66010.4. Often, colleges will include the program level

Student Learning Outcomes (SLOs) in this section that identify

the program’s goals and objectives.

If the certificate program goal selected is “Career Technical Education (CTE),”

then the statement must include the main competencies students will have achieved

that are required for a specific occupation. The statement must, at a minimum,

clearly indicate the specific occupation(s) or field(s) the program will prepare

students to enter and the basic occupational competencies students will acquire.

o Catalog Description

If the certificate program goal selected is “Career Technical Education (CTE),”

then the description must list the potential careers students may enter upon

completion.

o Program Requirements

The program requirements must be consistent with the catalog description (as

entered in Item 2 above). The number of units, specific course requirements and

design of individual courses, and the sequence of the courses must be coherent,

complete, and appropriate, given the program objectives and the resources with

which the college has to work. The Chancellor’s Office will rely heavily on the

educational judgment of local faculty within the discipline and curriculum

committees in regard to the appropriateness of program requirements.

Display the program requirements in a table format that includes all courses

required for completion of the program (core requirements and required or restricted

electives), subtotal of core units, and total program units. For each course, indicate

the course department number, course title, and unit value.

Course Sequence – ensure the program requirements

demonstrate how the required courses must be completed in

sequence by term (semester or quarter), including prerequisite

courses if applicable. The program requirements table may

include the course sequence (as shown in the sample below) or

the course sequence may be shown separate from the program

requirements table, so long as both are addressed in item three

of the narrative.

o Master Planning

Given the stated goals and objectives, this discussion

addresses the role the proposed program will fulfill in the

college’s mission and curriculum offerings, the placement of

the proposed program in the district master plan, and how the

program is appropriate to the objectives and conditions of

higher education and community college education in


is information that

can be copied from


TIP This section may

require reformatting

information from the

outline

TIP Does not require a long

discussion, just some

background to expand

on the program outline.

17 | P a g e Updated: 9/14/2018

California by confirming to statewide master planning (pursuant to Title 5 sections

55130(b)(6) and 55130(b)(7)).

This discussion may include some history of the program proposal origins, a

description of the program purpose, and/or the program’s relevancy for the region

and college including related community support.

For program with a selected goal of “Career Technical Education (CTE),” whenever

a program is to be offered in close cooperation with one or more specific employers,

a discussion of the relationship must be provided. For example, an employer's

facilities may be used to provide the training, or the program may be structured to

meet training needs of a specific employer. The proposal must include an

explanation of how the open enrollment requirements for California community

college courses (California Code of Regulations, Title 5, § 51006 and §§ 58100-

58108) will be observed in this context.

LMID Verified Data

(required for noncredit programs with a selected CDCP

Eligibility Category equal to Short-Term Vocational only)

Short-term Vocational Programs are designed for high

employment potential that lead to a career-technical objective, or a certificate or award directly

related to employment. Short-term vocational programs should be designed to: improve

employability; provide job placement opportunities; or prepare students for college-level

coursework or transfer to a four-year degree program. They shall also be mission appropriate (Ed.

Code § 66010.4(a)(1)), meet a documented labor market demand, ensure there is no unnecessary

duplication of other employment training programs in the region, demonstrate effectiveness as

measured by the employment and completion success of students, and be reviewed in the

institution’s program review process every two years.

TIP

You can request LMI data via the

form here:

https://coeccc.co1.qualtrics.com/j

fe/form/SV_5bsVg9uvO1Ym7uR



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CDCP NONCREDIT CERTIFICATE OF COMPETENCY PCAH 5TH ED, PG. 207

Narrative

PCAH 5th Ed, pg. 208

o Program Goals and Objectives - Identify the goals and

objectives of the program. The stated goals and objectives of the

program must be consistent with the mission of the community

colleges as established by the Legislature in Education Code

section 66010.4. Often, colleges will include the program level

Student Learning Outcomes (SLOs) in this section that identify the program’s goals

and objectives.

o Catalog Description

o Program Requirements

The program requirements must be consistent with the catalog description (as

entered in Item 2 above). The number of units, specific course requirements and

design of individual courses, and the sequence of the courses must be coherent,

complete, and appropriate, given the program objectives and the resources with

which the college has to work. The Chancellor’s Office will rely heavily on the

educational judgment of local faculty within the discipline and curriculum

committees in regard to the appropriateness of program requirements.

Display the program requirements in a table format that includes all courses

required for completion of the program (core requirements and required or restricted

electives), subtotal of core units, and total program units. For each course, indicate

the course department number, course title, and unit value.

Course Sequence – ensure the program requirements

demonstrate how the required courses must be completed in

sequence by term (semester or quarter), including prerequisite

courses if applicable. The program requirements table may

include the course sequence (as shown in the sample below) or

the course sequence may be shown separate from the program

requirements table, so long as both are addressed in item three of the narrative.

o Master Planning

Given the stated goals and objectives, this discussion addresses

the role the proposed program will fulfill in the college’s

mission and curriculum offerings, the placement of the

proposed program in the district master plan, and how the

program is appropriate to the objectives and conditions of

higher education and community college education in

California by confirming to statewide master planning (pursuant

to Title 5 sections 55130(b)(6) and 55130(b)(7)).

This discussion may include some history of the program proposal origins, a

description of the program purpose, and/or the program’s relevancy for the region

and college including related community support.


is information that

can be copied from


TIP This section may

require reformatting

information from the

outline

TIP Does not require a long

discussion, just some

background to expand

on the program outline.

19 | P a g e Updated: 9/14/2018

APPENDIX A

SAMPLE CTE NARRATIVE

Foundations in Broadcast Electronic Media Arts: Certificate of Achievement

Item 1. Program Goals and Objectives

The goal of the Foundations in Broadcast Electronic Media Arts certificate is to

provide students with foundational knowledge and skills required for entry level

employment in the media as well as prepare them for advanced study in specific

areas. The general areas in which students may find work are; sound recording arts,

television and radio broadcasting, video production and editing and digital media.

The course of study is designed as a base for further study. This certificate is

required for six other certificates of achievement: Sound Recording Arts, Live Sound, Sound Design,

Broadcast Motion Graphics, Television Production and Video Production and Post.

Upon Completion of this certificate, students will be able to:

Discuss and analyze major mass communication issues and the impact of new technology in the sound recording, video, multimedia, television, and radio industries.

Plan and implement projects that include using the basics of sound, video, and internet tools.

Demonstrate beginning competency in video and audio production and editing.

Display professionalism and understanding of workforce protocol and communication skills.

Item 2. Catalog Description

The Foundations in Broadcast Electronic Media Arts certificate provides essential

knowledge and skills in audio, video, and interactive media in preparation for

intermediate and advanced practice and study of media arts and related certificates. It

can serve as a stand-alone certificate in the basics of media arts or the basis for a pathway to broader

introduction to theory, practice, and aesthetics in the craft of the audio, video and media arts.

Item 3. Program Requirements

The program requirements are shown in the table below

REQUIREMENTS

DEPT. NUMBER NAME UNITS SEQUENCE

Required 16.5 BCST 100 - Introduction to Electronic Media or BCST 103 - Mass Media and Society

3 Units Year 1 Fall

<<<< Much of this text is copied from and elaborates the information already in the program outline.

<<< From the

outline

<<< Reformatted

information from

the outline

NOTE: The examples in Appendixes A - E are from a Certificate of Achievement with a program goal of CTE. CTE Associate Degrees have the same requirements, except that appropriate transfer preparation documentation from the list of allowable documents may be added if the program is designed for both CTE and transfer preparation.

20 | P a g e Updated: 9/14/2018

BCST 110 - Writing for Electronic Media 3 Units Year 1 Spring

BCST 119 - Digital Media Skills 2.5 Units

Year 1 Fall

BCST 120 - Audio Production 4 Units Year 1 Fall

BCST 140 - Studio Video Production

or BCST 141 - Field Video Production

3 Units Year 1 Spring

BCST 159 - Digital Media Portfolio 1 Unit Year 1 Fall

Total 16.5

It is possible to complete the entire certificate in one semester.

Year 1 Fall = 10.5 Year 1 Spring = 6 Total Units = 16.5 Item 4. Master Planning

The Foundations in Broadcast Electronic Media Arts Certificate is the result of annual advisory panels and evaluation through assessment and program review. For many years we offered smaller, locally approved, certificates of accomplishment in video production and editing, radio, and sound recording arts. As the field grew and developed, our industry advisory panelists began suggesting that our programs should be more in-depth. Additionally, these certificates were not eligible for financial aid. BEMA serves a disproportionate number of economically disadvantaged students. So for these reasons, we went through the exhaustive process of revising our programs and creating a stackable system whereby students earn the foundations certificate before deciding which advanced certificates to earn.

In consultation with industry advisors, BEMA has developed more robust and meaningful certificates. The

addition of a Foundations certificate ensures that all students have the base knowledge necessary for

success in their chosen niche. Industry Advisors suggest time and time again, that the most successful job

applicants were those with additional skills. For example, they strongly encouraged our audio students to

have basic camera skills and vice versa. The “Foundations” certificate offers all students the broad base of

knowledge necessary to be successful.

This is a low unit certificate (16.5) which is appropriate because it is the basis for the six other certificates.

The advanced certificates range in units from 14 (Sound Design and Video Production and Post) to 17

(Television Production and Broadcast Motion Graphics). It is anticipated that most students who earn the

“Foundations” certificate will also earn one of the other certificates. The combined units then become 30.5

to 33.5. This is easily accomplished in two years.

Item 5. Enrollment and Completer Projections

The projected number of annual completers for the Foundations in Broadcast Electronic Media Arts

certificate is 20 students. This estimate is based on the enrollment data for the required courses shown in

the table below.

F15/Sp16 F14/Sp15

<<<< NEW information not incorporated in the program outline (to end of narrative section)

21 | P a g e Updated: 9/14/2018

CB01: Course Department Number

CB02: Course Title

Annual # Sections

Annual Enrollment Totals

Annual # Sections

Annual Enrollment Totals

BCST 100 Intro to Mass Media

2 75

4 87

BCST 103 Mass Media and Society

4 128 4 116

BCST 110 Writing for Electronic Media

2 27 2 32

BCST 119 Digital Media Skills

8 147 8 140

BCST 120 Audio Production

4 93 4 99

BCST 140 Television Studio Production

2 34 2 30

BCST 141 Field Video Production

2 38 2 30

BCST 159 Digital Media Portfolio

1 12 1 10

BCST 159 is a new course that was not previously included in any certificates. Enrollments are expected to

grow in this course.

Item 6. Place of Program in Curriculum/Similar Programs

Foundations in Broadcast Electronic Media Arts certificate replaces several smaller, locally approved

certificates that have already been deactivated by the College. Previously we offered Certificates of

“Accomplishment” in; Radio, Sound Recording Arts, Sound Design, Live Sound, Television Production, Video

Production and Editing, and Broadcast Motion Graphics. These have all been deactivated in preparation for

the new, more robust certificates.

There are no other departments offering similar curriculum.

Item 7. Similar Programs at Other Colleges in Service Area

San Francisco State University offers a BA degree in Broadcast Electronic Communication Arts. Our

program compliments theirs and we transfer many students there each year. Ex’pressions College for

Digital Arts has a degree in Sound Arts. However it is not regionally accredited and its high cost of tuition

renders it unavailable to our students. ($11,800/Semester, 23,600/year) The Academy of Art University

offers a degree in Motion Pictures and Television. It has similar costs and extremely low job placement

numbers. Los Medanos Community College has a degree in Recording Arts and Diablo Valley Community

College has a degree in Broadcast Communication Arts, but they are 50 and 35 miles away respectively,

serving different populations. Laney College offers certificates in Digital Video Production and Broadcast

and Digital Cinematography however they are in Oakland and serve the East Bay. City College San Francisco

serves a separate urban population.

22 | P a g e Updated: 9/14/2018

APPENDIX B

SAMPLE LMI DATA


CA EDD data reveals positive growth in media and media related jobs. Specific labor data for the

advanced certificates is presented in those certificates. The EDD webpage lists City College of San

Francisco and San Francisco State as training providers for this field. All other providers listed are private

and very expensive.

TV and Video producers and editors trained in BEMA find jobs in all aspects of the media industry.

Currently BEMA alums are employed as: on-air news talent at KFVS-TV-Cape Girardeau, MO,

programming manager at Twitch TV, camera operator at ESPN Sports, creative services director at KQED

TV, business manager at San Bruno Cable, and teaching assistant at Bay Area Video Coalition.

BEMA Sound Recording alumni are currently employed as audio board operator at ESPN, at sound-

reinforcement and audio/visual support companies, as well as union sound technicians. Examples of

positions recently obtained by BEMA students include Supervising Sound Designer for Coral Canopy and

Senior Traffic Assistant at MLB.com, completing dialog, sound effects and other post production tasks on

the documentary ‘Saltwater’ by Daniel Olmstead, and performing the monitor mix at the Super Bowl Half

Time show featuring Beyonce and Bruno Mars.

Traditional LMI data from EMSI Dataset 2016.1 for related SOC Codes for Alameda, Contra Costa, San

Francisco, San Mateo and Santa Clara counties (3 Economic Sub-Regions: East Bay, Mid-Peninsula, SV):

SOC Description 2015

Jobs

2018

Jobs

2015 -

2018

Change

2015 -

2018 %

Change

Annual

Open-

ings

10%

Hourly

Earnings

Median

Hourly

Earnings

Typical Entry

Level

Education

27-2012 Producers &

Directors 2,882 3,068 186 6% 166 $22.22 $35.96 Bachelor's

27-4011 Audio & Video

Equipment Techs 2,432 2,558 126 5% 88 $14.86 $24.54 Postsecondary

non-degree award

27-4032 Film & Video

Editors 1,082 1,186 104 10% 45 $18.51 $28.27 Bachelor's

27-3011 Radio & TV

Announcers 600 616 16 3% 20 $11.66 $21.16 Bachelor's

27-4012 Broadcast Techs 619 612 (7) (1%) 13 $10.80 $22.23 Associate

7,615 8,040 425 6% 332 $17.51 $28.84

Note: While EMSI shows Bachelor’s Degree as Entry Level Education, o*net which has Education level for 8

digit SOC codes for currently employed in the field at a national level has the following:

27-4032.00 - Film and Video Editors 27-3011.00 - Radio and TV Announcers

23 | P a g e Updated: 9/14/2018

Respondents Education Level Required Respondents Education Level Required

50% Bachelor's degree 36% Bachelor's degree

26% Some College, No Degree 27% HS Diploma or Equivalent

12% HS Diploma or Equivalent 13% Some College, No Degree

27-2012.01 - Producers 27-2012.05 - Technical Directors/Managers

Respondents Education Level Required Respondents Education Level Required

53% Bachelor's degree 38% Bachelor's degree

15% Professional degree 19% Some College, No Degree

11% Post-secondary certificate 16% HS Diploma or Equivalent

Supply at Community Colleges (no other Ed. Institutes in IPEDS) 2012-13 2013-14 2014-15 Annual Avg

060420 - Television (including combined TV/Film/Video)

Certificate 6 to < 18 semester units 37 58 28 41

City College of San Francisco Total 37 58 28 41

Associate Degree 3 5 4 4

Certificate 30 to < 60 semester units 1 1 - 1

Certificate 12 to < 18 units 1 6 4 4

De Anza College Total 5 12 8 8




Certificate 6 to < 18 semester units - 1 - 0

Laney College Total 11 9 7 9


Ohlone College Total 3 10 4 6

060420 - Television (including combined TV/Film/Video) Total 56 89 47 64

060400 - Radio and Television


24 | P a g e Updated: 9/14/2018

Chabot College Total 6 8 6 7


College of San Mateo Total 1 1 1 1


Certificate 30 to < 60 semester units 2 - 1 1

Certificate 6 to < 18 semester units 2 - - 1

Diablo Valley College Total 8 5 5 6

Associate Degree - - 2 1


Ohlone College Total 1 5 3 3

060400 - Radio and Television Total 17 19 15 17

GRAND TOTAL 73 108 62 81

Source: Data Mart

Gap Analysis: For the sub-regions selected, there are 332 annual openings for the

3 SOC codes. For supply there are 81 annual awards issued on average for a

positive labor market gap of 251 or 76%.

25 | P a g e Updated: 9/14/2018

APPENDIX C

SAMPLE ADVISORY MINUTES


Department Program: Broadcast Electronic Media Arts

Department Chair: Sheila McFarland

Semester: Spring 2016 Date: February 29,

2016 Time: 4:00-7:00pm

Location: BEMA Department Room ArtsX 164

Members of the Advisory Committee: Signature page on file

in BEMA

Agenda and Minutes are at the bottom of this document.

Faculty Members Present

Name Position Faculty/Classified/Student

Sheila McFarland Department Chair Faculty

Misha Antonich Instructor Video Arts Faculty

Dana Jae

Labrecque Instructor Sound Arts Faculty

Dr. Cecil Hale Instructor Radio Faculty

Francine

Podenski Professor Emeriti-BEMA

Dr. Malcolm Cecil Media Studies, production Instructor Part Time

Arthur Pines Coordinator EATV, Television Production Instructor Part Time

Michele Sieglitz Video Editing, production Instructor Part Time

Teri Ferrell Audio Production, media skills Instructor Part Time

Kristina Whalen Dean Fine Applied Communicatin Arts Dean FACA

Date: Monday February 29th 2016 Time: 4:00-7:00pm Location:

Arts X 164

Review and feedback related to overall Program Review

NEW information not from the

outline. This is the local CTE advisory

committee consultation from the

minutes of an advisory committee

meeting.

Different Advisory Committee

minutes may look very different from

each other.

26 | P a g e Updated: 9/14/2018

FOUNDATIONS OF BROADCAST ELECTRONIC MEDIA ARTS

17 UNIT CERTIFICATE OF ACCOMPLISHMENT

Advisory Members Present

Name (Print) Position/Organization

Gabriel

Armstrong Live Sound Engineer - IATSE Local 16

[email protected]

Olivia Henry

Digital Strategist

KALW Radio

[email protected]

Alan S.

Johnson

Video Editor, Motion Graphics and 3D

Animation of Node Post

[email protected]

Dave Nelson

Supervising Sound Editor/Re-

Recording Engineer at Outpost Studios

[email protected]

Maya

Zuckerman

Co-Founder Transmedia SF

Transmedia Specialist

[email protected]

Scott Looney Game Audio Institute Co-Founder [email protected]

Jordan Tayer

Influencer Relations Manager at Twitch

*Unable to attend at last minute

[email protected]

Joe Rosenberg Producer of Snap Judgment NPR [email protected]

Sheila

McIntosh

Visual Effects Editor, Editor (previously

ILM, Pixar, Dreamworks)

[email protected]

Marc Senasac

Chief Engineer Sony Computer

Entertainment

*Unable to attend at last minute

[email protected]

Scott Celestri Director KTVY Ch2

Jerry Sander Director / Producer KGO TV [email protected]

http://www.local16.org/index.html

http://nodepost.com/node/

http://www.outpostfilm.com/

mailto:[email protected]

http://www.twitch.tv/soma

http://snapjudgment.org/about-us

27 | P a g e Updated: 9/14/2018

Program Student Learning Outcomes:

Discuss and analyze major mass communication issues and the impact of new technology in the sound recording, video, multimedia, television, and radio industries

Plan and implement projects that include using the basics of sound, video, and internet tools

Demonstrate beginning competency in video and audio production and editing Display professionalism and understanding of workforce protocol and communication

skills

Review and feedback regarding of Student Learning Outcomes:

This is a new certificate and is the foundation of several of our advanced certificates. Advisers

were especially vocal about the outcomes on this certificate. They appreciated the inclusion of

course work that teaches media analysis and critical thinking skills. They also commented that

the ability to write and communicate via written words is critical. The commented several times

that technology is important, but that it changes fast, so the ability to stay on top of it is

paramount.

Advisers were especially passionate about the last outcome: That students need to understand

the professionalism of each discipline and that there are many people who know the tools. But

the people who show up early, do extra work with out being asked, and are personable are the

ones who get hired.

Review and Feedback related to Core Indicators and Labor Market Information:

Advisers spoke about job growth in the industry: Jobs are growing especially in the Convergent

Media niche and in audio for games. Many video editors and sound engineers make a living via

freelance work. They said it could be done (in fact several are doing just that.) but that you have

to be passionate about the work.

Several of the panelists started as interns and one panelist said all of his engineers started as

interns.

It goes back to professionalism, and networking- students need to get in the door and show that

they are the best person for the job.

Overall Recommendations regarding program:

28 | P a g e Updated: 9/14/2018

This is a new certificate and is the foundation of several of our advanced certificates. Advisors

were especially vocal about the outcomes on this certificate. They appreciated the inclusion of

course work that teaches media analysis and critical thinking skills. They also commented that

the ability to write and communicate via written words is critical. The commented several times

that technology is important, but that it changes fast, so the ability to stay on top of it is

paramount.

Keep up the good work

Additional Comments

N/A

Planned action steps based on feedback

We hope to get this certificate back from the State asap and start to offer it so we can assess it’s

efficacy.

City College San Francisco - Broadcast Electronic Media Arts

Industry Advisory Panel- Monday February 29th, 2016

4:00pm to 7:00pm, Arts Extension 164

Agenda

4:00-5:00 Arrival- Advisers met by BEMA Student Ambassadors

Tour-

Refreshments Provided

5:00-7:00 Panel Convenes: Introductions

5:20 Panel address four core questions:

♦ Looking at our certificate programs and course outlines, what strengths do

you see?

♦ Is there anything missing that we should be teaching our students to better

prepare them for internships and work in your area of the industry?

♦ Do the Program Level Outcomes stated in each certificate match what you

expect of an entry-level employee?

♦ Please tell us about your industry labor needs, as well as trends you see in

the San Francisco/Bay Area, and nationally.

7:00- 7:15 pm Thank you, Informal conversation

Members Present:

Gabriel Armstrong* Live Sound Engineer - IATSE Local 16

Olivia Henry * Digital Strategist / KALW Radio



29 | P a g e Updated: 9/14/2018

Alan S. Johnson* Video Editor, Motion Graphics and 3D Animation of Node Post

Dave Nelson * Supervising Sound Editor/Re-Recording Engineer at Outpost Studios

Maya Zuckerman* Co-Founder Transmedia SF / Transmedia Specialist

Scott Looney* Game Audio Institute Co-Founder

Jordan Tayer Influencer Relations Manager at Twitch, *Unable to attend at last minute

Joe Rosenberg * Producer of Snap Judgment NPR

Sheila McIntosh* Visual Effects Editor, Editor (previously ILM, Pixar, Dreamworks)

Marc Senasac Chief Engineer Sony Computer Entertainment, *Unable to attend at last

minute

Scott Celestre* Director KTVY Ch2

Jerry Sander* Director / Producer KGO TV

Due to space limitations, we were not able to invite the following Advisors to this panel

Steve Horowitz Audio Director-Nickelodeon Digital / Game Audio Institute-Co founder

Renee Richardson Music Director, On Air Talent / KFOG Radio - cumulus

Jim Hedges Lead Audio Designer-Zynga

Matt Levine Music Producer-Sony Computer Entertainment

Kristin Miltner International Game Technology

Faculty Present: Sheila McFarland, Department Chair, Kristina Whalen, Dean School of Fine,

Applied and Communication Arts, Dana Jae Labrecque, Terri Ferrell, Misha Antonich, Dr. Cecil

Hale, Arthur Pines, Dr. Malcolm Cecil, Michele Sieglitz, Francine Podenski, Professor Emeriti,

BEMA.

(5:06) Sheila address to panel about big picture

- Faculty intro

- Students intro

- Student overview/demographics illuminating the student demographic

(5:11)Dave Nelson intro: Described his early days from playing in a band to audio post-production

bc being about to sync sound to film, outpost studios post productions was an early adapter of

syncing video and audio

(5:16) Sheila Macintosh: Started as a MA in International Politics, Got into video postproduction via

Blair Witch project, LucasFilm, TV Video Editor started in political science then moved to acting

then video editing has worked with Skywalker DreamWorks and as a freelancer now

(5:18) Scott Celestre: Started in JC, Academy Arts, for 9 years dropping in and out, Began as an

intern at KTVU in 2008 left there went back to school at SF State in the BECA program

(5:20) Olivia Henry: digital strategist kALW radio Community Engagement radio journalism SF

public press part time works for mother Jones

(5:22) Joe Rosenberg: USC to SALT institute, NPR produces stories for snap judgement post

production at PBS Institute in Portland Maine and has also freelanced

(5:24) Alan Johnson: Sushi chef, node post Video Editor motion graphics and 3d animation self-

taught learned to stay on top of what's going on





http://www.twitch.tv/soma



30 | P a g e Updated: 9/14/2018

(5:26) Maya Zuckerman: IDL, Animation, Game Design, Boutique animation, 2008-2010,

reinvention into Transmedia, work for start ups co-founder of transmedia SF GameTrailers

marketing branding multiplatform media a systems person

(5:31) Gabriel Armstrong: Live sound engineer, Live sound, Local 16 +, live sound IATSE Local 16

stagehand Union went to SF State worked in many clubs and hotels in SF

(5:35) Jerry Sandy: CCSF Alumni, Photography, SFSJ, Directed at 5, 2, 9, got fired from KGO but

then invited back. Lots of freelance, Speciality is Live TV shows, Live news shows,

===============================================================

Question 1: Looking at our certificate programs and course outlines, what strengths do you

see?

Jerry: working as a team/human skill/is crucial--Need to know how to ask questions.

- As students/internships helps to go outside of the school. Pros will offer students

invaluable experience and reinforce teamwork and soft skills. good basics teaches

how to run the equipment teach teamwork

- things that are missing in our program

- The intangibles how to work as a team how to get asked good questions ( who or

what) don't be afraid to ask questions especially as students do internships

- (Sheila McFarland’s note: All certificates contain outcome of teaching workforce

protocol and professionalism. This is outcome of past panels which have said the

same thing.)

Maya: agrees- Knowing how to address an audience, Corporate/Marketing/Knowing how to talk,

PR/Marketing. human skills are vital new line user experience is about the audience. To the client

but to the user base. Fundamentals of public relationship skill set that is well rounded

Alan: agrees- Good basics, not everything, but very important. strength of the courses good solid

skill basic text changes but you can transfer the basics

Gabriel: agrees- Personality, Professionalism. the inclusion of human skills in audio understanding

music especially in live sound is very helpful. Everybody has skills but personality set you apart

Joe: agrees- How to make a difference. all interns have same skills there has to be something that

sets you apart

Dave: agrees- wonders about how current interns don’t ask more, work harder. regarding interns

he's always looking to build staff from the interns but this is not happening anymore because San

Francisco is so expensive they all have to work also in turn seem less willing to work

Scott: agrees but it was super tough

- did 2 yers internship. internships he worked for 2 years and worked and went to

school. success means hard work as an intern but if you don't have financial help it

is difficult

- 4 yrs 7 days a week

Olivia: unpaid internships can be super harmful. regarding unpaid internships currently it is hard to

survive without pay standards are changing legal standards for internships at is that if

they are not modeling the classroom they must be paid

Joe: NPR now pays for interns

31 | P a g e Updated: 9/14/2018

- did 2 yers internship, Joe - regarding wealth and race - interns are pre-selected

they have to have some money and are usually white

Gabriel: knowing that for free we need a different way for internships

Sheila McIntosh- started out as a PA making a living wage is difficult

Sheila McFarland: Follow Up question - we are addressing equity and financial need but what

can we do to help our students what can we teach what specific can we train for.

Alan: Discipline & Perseverance, need to prove yourself

Dave: My entire staff started as interns

Jerry: - You need to be trusted, do several jobs/tasks well in a row and I give you more

responsibility. More professional forums, - Personal visits. - Go into places as a class, Learn how

to network

(6:10)

Gabriel: - Audio classes need to add Networking to the curriculum. - Radio frequencies (lots of

wireless channels) - protocols to get devices (iPad) talking. must understand networking they need

technical understanding how it all works together for example on how an iPad works with a mixer

problem with curriculum in the live sound It states utilize EQ to fix acoustics should be treatment

time delay and EQ

Olivia: - Likes that Media Studies classes because of the important of messages (yes)

- Distribution and marketing of your work (yes), - Outreach (yes), - Cultivating your own

interest [can lead to jobs] (yes), Ask yourself: What do you really like? Then you you do a great

job.

Olivia what she likes about curriculum mass media and society teach critical eye creating

media creates knowledge

In the convergent media certificate create distribution and production plan regarding

journalism. It is a civic function it is outreach describing current trends

Student should understand what they're looking for and be careful of online research.

In interviews she has been asked what books do you read who do you listen to

Maya: - The rise of the personal Brand, - Breadcrumbs that lead to your interests

- Write, research, publish, photos, getting it out there, build a personal brand LinkedIn

social media for business have a personal brand what you blog what you write use hashtags

Sheila: - The passion is key, as the hours are long and the

Joe: ProTools is important to the industry. Produce corresponding web content to a radio show.

All audio panelists agreed.

Olivia: Must be able to write copy on a radio show

32 | P a g e Updated: 9/14/2018

APPENDIX D

SAMPLE BACCC RECOMMENDATION

<<< NEW information not from the

outline. Departments must get

proposed programs onto the

BACCC agenda calendar for the

recommendation.

33 | P a g e Updated: 9/14/2018

APPENDIX E

SAMPLE AA/AS DEGREE NARRATIVE – PROGRAM GOAL LOCAL

DEPARTMENT OF INTERDISCIPLINARY STUDIES

Critical Pacific Islands & Oceania Studies Associate of Arts

1. Narrative

Item 1. Program Goals and Objectives

The Critical Pacific Islands & Oceania Studies Associate of Arts degree

introduces students to a substantive and critical analysis of Pacific peoples

and cultures in the U.S. diaspora and beyond. Centering on the voices of

native Pacific Islanders, this interdisciplinary curriculum examines historical

and contemporary topics, including colonization, militarization, social

movements, diversity, social justice, and immigration. All required courses

meet University of California (UC) and California State University (CSU) transfer requirements

and/or City College of San Francisco General Education (GE) area requirements A

(Communication & Analytical Thinking), C (Natural Sciences), D (Behavioral and Social Sciences)

E (Humanities), G-1 (Health Knowledge), and H1 (Ethnic Studies).

The program appeals to diverse students, including international students, who are planning careers

in many areas in the Humanities and Social Sciences with an emphasis in Critical Pacific Islands &

Oceania Studies such as Religious Studies, International Relations, International Law, Global

Studies, Political Science, Ethnic Studies, History, Language and Literature, Diversity and Social

Justice, and Physical and Biological Sciences. The program is ideal for those whose work involves

interacting with native Pacific Islanders and other communities of color such as service providers,

health practitioners, law enforcement officers, researchers, teachers, and administrators and staff-

members in community-based organizations, and social and government agencies.

Open to all students at CCSF, the program is also designed to meet the following Pacific Islander

community-needs areas that align with the college’s overall mission to support diverse and

historically disadvantaged communities: Access to higher education and academic resources;

Increase in retention of Pacific Islander students at CCSF by increasing certificate and/or associate

degree completion; Increase course completion for this population using culturally sensitive and

indigenous-based curriculum and pedagogy; Prepare students for transfer to a four-year university.

Learning Outcomes Upon completion of this program, students will be able to:

<<<< Much of this text is copied from and elaborates the information already in the outline.

<<< From the

outline

Note: this narrative is the same as that required for a Certificate of Achievement with the program goal of Local. A Local AA/AS degree or Certificate of Achievement that is designed to provide transfer preparation has additional requirements as specified above.

34 | P a g e Updated: 9/14/2018

Evaluate the methods of inquiry used in the study of indigenous Pacific Islander

communities including social science, behavioral science, and indigenous epistemologies.

Compare and contrast the expression of the ocean aesthetic across Pacific Islander cultural

practices such as architecture, arts, dance, film, language, literature, music, poetry, sports,

and theater.

Apply analytical skills, problem-solving, and decision-making techniques to improve study

strategies, wellness, and life-long learning.

Describe the intersectionality and interrelatedness of distinct forms of social oppression in

the United States, such as anti-Semitism and anti-Arabism, adultism, ageism, ableism,

classism, heterosexism, racism, sexism, and transphobia.

Analyze and assess the relationships between human environments and scientific aspects of

physical, natural environments.

Item 2. Catalog Description

The Critical Pacific Islands & Oceania Studies Associate of Arts degree

introduces students to a substantive and critical analysis of Pacific peoples and

cultures in the U.S. diaspora and beyond. Centering on the voices of native Pacific Islanders, this

interdisciplinary curriculum examines historical and contemporary topics, including colonization,

militarization, social movements, diversity, social justice, and immigration. All required courses

meet University of California (UC) and California State University (CSU) transfer requirements

and/or City College of San Francisco General Education (GE) area requirements A

(Communication & Analytical Thinking), C (Natural Sciences), D (Behavioral and Social Sciences)

E (Humanities), G-1 (Health Knowledge), and H1 (Ethnic Studies).

The program appeals to diverse students, including international students, who are planning careers

in many areas in the Humanities and Social Sciences with an emphasis in Critical Pacific Islands &

Oceania Studies such as Religious Studies, International Relations, International Law, Global

Studies, Political Science, Ethnic Studies, History, Language and Literature, Diversity and Social

Justice, and Physical and Biological Sciences. The program is ideal for those whose work involves

interacting with native Pacific Islanders and other communities of color such as service providers,

health practitioners, law enforcement officers, researchers, teachers, and administrators and staff-

members in community-based organizations, and social and government agencies.

Item 3. Program Requirements

Each course must be completed with a grade of C or higher, or pass.

Minimum time for completion is four semesters. Completion time will vary based on student

preparation and number of units completed per semester.

Courses used to meet the Certificate of Achievement in Critical Pacific Islands & Oceania Studies

may also be used to fulfill the requirements for this major. Courses used to meet the requirements

for this major may also be used to meet IGETC or CSU GE requirements for the AA-T Social

Justice Studies major.

<<< From the

outline

<<< From the

outline

35 | P a g e Updated: 9/14/2018

Course Units

Required core courses:

IDST 45 - Pacific Islanders in the U.S. 3.00

IDST 46 - Fa 'a Pasefika: Interdisciplinary Cultural Expressions of Oceania 3.00

IDST 50/LERN 50 - College Success 3.00

HLTH 33 - Introduction to Health and Wellness 2.00

Total: 11.00

Choose two (2) units from the following Diversity and Social Justice courses:

IDST 80A - Diversity and Social Justice: Racism 0.50

IDST 80C - Diversity and Social Justice: Sexism 0.50

IDST 80D - Diversity and Social Justice: Heterosexism 0.50

IDST 80E - Diversity and Social Justice: Ableism 0.50

IDST 80F - Diversity and Social Justice: Class and Classism 0.50

IDST 80G - Diversity and Social Justice: Transphobia 0.50

IDST 81A - Diversity: Ageism and Adultism (Age-based Oppression) 1.00

IDST 81B - Diversity and Social Justice: Anti-Semitism/Anti-Arabism 1.00

Total: 2.00

Choose one of the following Life, Land, Ocean, and Cosmos science course combinations:

Options listed below are all combinations of lecture and lab. When you choose an option, you must choose the lecture and lab that go together as indicated with the "and."

ASTR 19 - Galaxies and the Universe 3.00

and

ASTR 16 - Observational Astronomy 1.00

BIO 32 - Marine Biology 3.00

and

BIO 32L - Marine Biology Laboratory 1.00

ENRG 3 - Introduction to Alternative Energy 3.00

and

ENRG 3L - Introduction to Alternative Energy Laboratory 1.00

GEOG 1 - Physical Geography 3.00

and

GEOG 1L - Physical Geography Laboratory 1.00

GEOL 10 - Physical Geology 3.00

and

GEOL 10L - Physical Geology Lab 2.00

OCAN 1 - Oceanography 3.00

and

OCAN 1L - Oceanography Lab 2.00

P SC 11 - Conceptual Physical Science 3.00

and

36 | P a g e Updated: 9/14/2018

P SC 11L - Physical Science Laboratory 1.00

SUST 31/BIO 31/GEOG 31 - Introduction to Environmental Science 3.00

and

SUST 31L /BIO 31L /GEOG 31L - Environmental Science Laboratory 1.00

Total: 4.00 - 5.00

Choose three (3) units from the following Social Justice Studies courses:

IDST 37 - Introduction to Ethnic Studies 3.00

LGBT 5 - Introduction to Lesbian, Bisexual, Gay, and Transgender Studies 3.00

WOMN 25 - Introduction to Women's Studies: Feminism Demystified 3.00

SOC 25 - Sex and Gender in American Society 3.00

Total: 3.00

Choose three (3) units from the following elective courses (if not used to fulfill the Social Justice Studies requirement):

ANTH 15 - Philippine Culture and Society 3.00

ASAM 8 - Filipino American Community 3.00

CINE 22 - The Documentary Tradition 3.00

GEOG 4 - Cultural Geography 3.00

IDST 7 - Introduction to the United Nations 3.00

IDST 14 - American Cultures in Literature and Film 3.00

IDST 29 - Introduction to Islam 3.00

IDST 30 - Demystifying the Middle East 3.00

IDST 36 - Poetry for the People 3.00

IDST 37 - Introduction to Ethnic Studies 3.00

IDST 40 - Contemporary Issues in the Filipino Community 3.00

IDST 42 - Introduction to Philippine Arts 3.00

LGBT 9/LALS 9 - The Latin American and Latina/o LGBT Experience 3.00

PHST 20 - The Filipino Family 3.00

PHST 30 - Philippine Society and Culture Through Film 3.00

WOMN 20 - Her/His/Ourstories 3.00

Total: 3.00

Total: 23.00 - 24.00

Course Sequence:

A.A. Critical Pacific Islands & Oceania Studies

Requirements Departme

nt Name/#

Name Units CSU-

GE

IGETC Sequence

Required Core

(11 units)

IDST 45

IDST 46

Pacific Islanders in the

U.S.

3

C2, D3

4C

Yr 1, Fall

<<< Rearranged courses from

the program outline to show

sequence.

37 | P a g e Updated: 9/14/2018

IDST 50

HLTH 33

Fa’a Pasefika:

Interdisciplinary Cultural

Expressions of Oceania

College Success

Introduction to Health

and Wellness

3

3

2

C2

E

E

3B

Yr 1, Spring

Yr 1, Fall

Yr 2, Fall

2-4 courses

(2 units)

IDST 80A

IDST 80C

IDST 80D

IDST 80E

IDST 80F

IDST 80G

IDST 81A

IDST 81B

Diversity and Social

Justice: Racism


Justice: Sexism


Justice: Heterosexism


Justice: Ableism


Justice: Class and

Classism


Justice: Transphobia


Justice: Ageism and

Adultism (Age-Based

Oppression)


Justice: Anti-

Semitism/Anti-Arabism

0.5

0.5

0.5

0.5

0.5

0.5

1

1

Yr 1/2,

Fall/Spring

Yr 1/2,

Fall/Spring

Yr 1/2,

Fall/Spring

Yr 1/2,

Fall/Spring

Yr 1/2,

Fall/Spring

Yr 1/2,

Fall/Spring

Yr 1/2,

Fall/Spring

Yr 1/2,

Fall/Spring

1 course

combination

(4-5 units)

ASTR 19

&

ASTR 16

Galaxies and the

Universe

3

B1

5C

Yr 2, Fall/Spring

38 | P a g e Updated: 9/14/2018

BIO 32

&

BIO 32L

ENRG 3

&

ENRG 3L

GEOG 1

&

GEOG 1L

GEOL 10

&

GEOL 10L

OCAN 1

&

OCAN 1L

PS C 11

&

PS C 11L

SUST 31

&

SUST 31L

Observational

Astronomy

Marine Biology

Marine Biology

Laboratory

Introduction to

Alternative Energy

Introduction to

Alternative Energy

Laboratory

Physical Geography

Physical Geography

Laboratory

Physical Geology

Physical Geology

Laboratory

Oceanography

Oceanography

Laboratory

Physical Science

Physical Science

Laboratory

Introduction to

Environmental Science

Environmental Science

Laboratory

1

3

1

3

3

3

1

3

1

3

1

3

1

3

1

B1

B2

B3

B1

B3

B1

B3

B1

B3

B1

B3

B1

B3

B2, D7

5A, 5C

5B

5B, 5C

5A

5C

5A

5A

5A

5A

5A

5A

5A

5A

4G, 5B

Yr 2, Fall/Spring

Yr 2, Fall/Spring

Yr 2, Fall/Spring

Yr 2, Fall/Spring

Yr 2, Fall/Spring

Yr 2, Fall/Spring

Yr 2, Fall/Spring

Yr 2, Fall/Spring

Yr 2, Fall/Spring

Yr 2, Fall/Spring

Yr 2, Fall/Spring

Yr 2, Fall/Spring

Yr 2, Fall/Spring

Yr 2, Fall/Spring

Yr 2, Fall/Spring

39 | P a g e Updated: 9/14/2018

1 course

(3 units)

IDST 37

LGBT 5

WOMN 25

SOC 25

Introduction to Ethnic

Studies

Introduction to Lesbian,

Bisexual, Gay, and

Transgender Studies

Introduction to Women's

Studies: Feminism

Demystified

Sex and Gender in

American Society

3

3

3

3

C2, D1,

D3, D7

D4

D4

D0, D4

3G, 4B

4D

4D

4J

Yr 2, Fall/Spring

Yr 2, Fall/Spring

Yr 2, Fall/Spring

Yr 2, Fall/Spring

1 course

(3 units)

ANTH 15

ASAM 8

CINE 22

GEOG 4

IDST 7

IDST 14

IDST 29

IDST 30

IDST 36

IDST 37

IDST 40

IDST 42

Philippine Culture and

Society

Filipino American

Community

The Documentary

Tradition

Cultural Geography

Introduction to the

United Nations

American Cultures

through Literature and

Film

Introduction to Islam

Demystifying the Middle

East

Poetry for the People

Introduction to Ethnic

Studies

Contemporary Issues in

the Filipino Community

Introduction to Philippine

Arts

3

3

3

3

3

3

3

3

3

3

3

3

D1, D3

C2

C2, D5

D8

C2

C2

C2

C2

C2, D1,

D3, D7

D3, D4,

D7

C2

4A

4C

3B

3B, 4E

4H

3B

3B

3B, 4G

3B

3B, 4G

4C

3B

Yr 1, Spring

Yr 1, Spring

Yr 1, Spring

Yr 1, Spring

Yr 1, Spring

Yr 1, Spring

Yr 1, Spring

Yr 1, Spring

Yr 1, Spring

Yr 1, Spring

Yr 1, Spring

Yr 1, Spring

40 | P a g e Updated: 9/14/2018

LALS 9

PHST 20

PHST 30

WOMN 20

The Latin American and

Latina/o LGBT

Experience

The Filipino Family

Philippine Society and

Culture Through Film

Her/His/Ourstories

3

3

3

3

D3, D4

D3, D7

C2

4C, 4D

4C, 4G

3B

Yr 1, Spring

Yr 1, Spring

Yr 1, Spring

Yr 1, Spring

Required Major Total: 23-24 units

Completion of CSU GE Breadth or IGETC pattern: 37-38 units

Transferable Electives (as needed to reach 60 units)

TOTAL UNITS: 60 units

Proposed Sequence

Year 1, Fall = 15 units

Year 1, Spring = 15 units

Year 2, Fall = 15 units

Year 2, Spring = 15 units

TOTAL UNITS: 60 units

Item 4. Master Planning

The State of California’s Pacific Islander population continues to

grow. In the San Francisco Bay Area, the population grew about 35%

between 2000 and 2010 and is expected to grow in 2020. The

Associate of Arts degree in Critical Pacific Islands and Oceania

Studies coincides with the Pacific Islander community needs and demands of the past 50 years and

the City College of San Francisco’s mission to diversify its student population and its course

offerings:

a. Address high drop-out rates of Pacific Islander students in higher education linked to the

historical traumas created by U.S. colonization of the Pacific

b. Increases access to higher education using culturally relevant curriculum

<<< NEW information not

incorporated in the program

outline (to end).

41 | P a g e Updated: 9/14/2018

c. Increase degree completion to enhance economic opportunities and competition for this

historically underrepresented group in higher education

d. Diversify campus climate and meet statewide equity goals

Item 5. Enrollment and Completer Projections

This community degree addresses low retention, low transfer, and high drop-out rates of Pacific

Islander students from the San Francisco Community College district. Designed as a transfer-prep

program in conjunction with the VASA Equity program, a Student Equity program initiative, over

50 students to date have already fulfilled more than half of the core requirements. Every fall

semester, the VASA program enrolls a new cohort of 30 students. Based on the latest recruitment

numbers, it is projected that about 40-50 students will receive the degree every spring semester

beginning in spring 2018.

Item 6. Place of Program in Curriculum/Similar Programs

There are no similar programs offered in the San Francisco Community College district.

Item 7. Similar Programs at Other College in the Service Area

There are no similar programs offered in the San Francisco Community College District or any

other community college districts in the San Francisco Bay Area.