The Role of Curriculum in Maintaining Your Institution's Financial ...

SEPTEMBER 22, 2016

IRVINE

The Role of Curriculum in Maintaining Your Institution’s Financial Aid Eligibility – Training Materials

Agenda

The Role of Curriculum in Maintaining Your Institution’s

Financial Aid Eligibility

9:00 – 10:00 am Registration

10:00 – 10:15 am IEPI Welcome

10:15 – 10:45 am Overview - Intersection between Student Services & Instruction

10:45 – 11:30 am Curriculum Approval

11:30 – 12:30 pm Financial Aid requirements

12:30 – 1:15 pm Lunch

1:15 – 2:30 pm Best Practices – Panel Discussion w/Santiago Canyon College

2:30 – 4:00 pm Team Exercise/Action Plan

4:00 – 4:15 pm Afternoon Break

4:15 – 4:45 pm Team Report Out

4:45 – 5:00 pm - Wrap Up

The Role of Curriculum in Maintaining Your

Institution’s Financial Aid Eligibility

Training Materials Index

Tab 1 Agenda/Index

Tab 2 Overview - Intersection between Student Services & Instruction

Tab 3 Curriculum Approval

Tab 4 Financial Aid requirements

Tab 5 Best Practices – Panel with Santiago Canyon College

Tab 6 Program and Course Approval Handbook – Indexes C & D

Tab 7 Federal Handbook – Eligible Institutions

Tab 8 Federal Handbook – Eligible Programs

Tab 9 Federal Handbook – Required Disclosures

Tab 10 Santiago Canyon College Resources (Items 1-8)

9/14/2016

1

California Community College Curriculum Training Irvine, September 22, 2016

Sacramento, September 26, 2016

The Role of Curriculum in Institutional Financial Aid Eligibility

Topical Agenda

• Overview • Curriculum Matters • Federal Financial Aid Compliance • A Best Practice Model • Reconciliaton Exercise and Institutional

Assesment • Report Out and Next Steps

2

9/14/2016

2

Why are we here? Overview

Curriculum:

Design/Develop programs that are researched and data driven decisions based on

– higher education transfer opportunities – sustainable industry employment opportunities

• Local/regional labor market demands including employer needs and student preferences

4

9/14/2016

3

Course/Program Approval FTES Implications

• Conditions Affecting State Apportionment (§ 58050) – Only FTES that meets statutory and regulatory

apportionment conditions may be claimed for state apportionment.

– Attendance for apportionments shall not be reported unless the course is in an educational program that has been approved or the course itself was approved.

• Questions: – Elias Regalado, Director, Fiscal Standards & Accountability

[email protected] or (916) 445-1165

• Federal regulations require that academic programs eligible for federal student financial aid be approved by the appointed State Authorizing Agency if the state requires approval. – The CO requires approval of all programs of 18

or more. – The CO will approve but permits local approval

of programs less than 18 units

Program Approvals

mailto:[email protected]

9/14/2016

4

Effective in early 2016; • Department of Education (ED) is verifying

state eligible program approval at the time of: – Recertification, or – Changes to eligible program(s) during the year.

• Any deviation from what the college submits for federal approval and what the CO reflects in the Curriculum Inventory (CI) may be cause for concern.

7

Colleges are offering programs that do not appear on CI.

– Possible import problem when the CI system was migrated in 2010

– College’s should postpone payment of federal aid to students enrolled in those programs until:

– Submit for CCCCO through CI using new program process or substantive/non-substantive change processes

– Recertify program eligibility with ED.

Research Revealed:

9/14/2016

5

Colleges are offering programs with program title, TOP code changes or unit value differentials on CI vs. the college catalog and the PPA.

– Submit these programs as substantive or non-substantive changes to the CCCCO for approval.

– Reconcile changes with catalog and PPA Inactive programs for which students still have catalog rights should be listed on the documentation sent to ED.

– Working with ED on how to flag these programs as inactive.

Research Revealed cont’d

Control/Source Documents • Chancellor’s Office (CO) Curriculum Inventory • College Catalog • Approved program listing in school-based

software • Title IV Program Participation agreement • Local governing board approvals • Local Curriculum Committee meeting minutes

10

9/14/2016

6

2014-15 Financial Aid Facts

• FA account for 60+% of all Credit FTES • Units collected vs Units waived Ratio 1::2 • FA not college operating revenue: pass through

directly to eligible students for non-institutional costs – FA Recipients = 1.07 million – FA Dollars = $2.99 billion – Average award = $2,800 – Largest recipients = Fee Waivers 1.04 Million – Largest Program Dollars = Pell $1.75 billion

11

What’s at stake? Non-compliance could result in:

– Audit finding(s) with: • Reconstruction Required for up to 5 years • Repayment required for ineligible program payments in

federal and State Cal Grant Program

– Suspension/limitations/termination for Title IV participation

12

9/14/2016

7

• Designed for FA/A&R and instruction to concentrate on correct processes for course and program approval and to identify best practices that will keep your programs in synch.

• All appropriate college personnel must work collaboratively to ensure FA eligible programs: – Are approved and listed in CI – Match exactly with:

• Catalogue • Title IV Federal Financial Aid PPA • Program listing in school-based software

Today’s Training cont’d

• Identify Institutional Corrective Actions – Programs offered that do not appear on CI

• Contact CO to confirm, and • Begin the process of submitting programs(s) for CO

approval.

– Programs offered and on CI but that have name, unit or TOP/CIP differentials • Submit these as non-substantial changes to the CO

for approval.

Today’s Training

9/19/2016

1

Jackie Escajeda Yvonne Lopez

Academic Affairs Division Chancellor’s Office

Curriculum Overview

The Latest & Greatest!

• Curriculum Process • Program and Course Approval Handbook

(PCAH), 6th Edition Update • Certificates of Achievement • Associate Degrees • Generating reports

2

9/19/2016

2

Collaboration Communication

Cooperation

Effective Practices

Academic Affairs + Student Services = SUCCESS!

4

Local Curriculum

Process

Chancellor’s Office

Curriculum Inventory

College

College Catalog

College Participation Agreement

College Software

Curriculum Process

9/19/2016

3

5

CO Process for Programs

Approval Letter & New Control

Number

New Substantial Change

College

Nonsubstantial Change

6

Substantial • New Program Record • New Program Control

Number – Goals/Objectives – TOP Code--different

discipline – New program award

using active proposal

Nonsubstantial • Changes Active Program

Record • Same Program Control

Number – Program title – TOP Code--same

discipline – Unit changes – Addition/removal of

courses

Sub vs. Nonsub Changes

9/19/2016

4

7

Process Breakdowns

New Substantial

Change

Approval Letter & New Control

Number College Catalog

College Software & Program

Participation Agreement

Nonsubstantial Change

No shortcuts!

ACCJC

8

PCAH 6th Edition

Standards and Guidelines

Implementation & Submission

Curriculum Inventory Manual

9/19/2016

5

9

10

CO Review

9 Proposal fields filled in 9 Course Outline of Records (CORs) attached 9 CORs in Narrative, Course Report &

Supporting Documentation match 9 Narrative is complete and accurate 9 Total units on proposal match total units on

Narrative

9/19/2016

6

11

CO Review for CTE

Supporting Documentation:

Labor Market Information (LMI) & Analysis

Regional Consortia Approval Meeting Minutes

Advisory Committee Recommendation

Program Review Date:

Must be within 2 years, Education Code 78016

12

• Program Award (SP02) • Program Goal • Units don’t match Narrative • Missing Supporting Documentation • CORs not listed • CORs duplicated

Common Revision Requests

9/19/2016

7

13

B – Certificate of Achievement: 12 to fewer than 18 semester units (quarter equivalent) units For these low unit certificates that don’t obtain CO approval:

¾ Cannot appear on student transcript ¾ Cannot call them Certificate of Achievement

C – Certificate of Achievement: 18 or greater semester (quarter equivalent) units

Program Award (SP02)

14

Program Goal must match “Item 1. Program Goals and Objectives” in the Narrative

Options for a Certificate are: o Career Technical Education (CTE) o Other (Local)

Both Certificates cannot have a program goal of transfer

Program Goal

9/19/2016

8

15

Certificates of Achievement - Transfer: � CSU-General Education-Breadth � IGETC title 5, section 55070 (a): …the term “general education” includes coursework taken to satisfy transfer patterns established by the UC, the CSU or accredited public postsecondary institutions in adjacent states which award the baccalaureate degree.

More about Program Goal

16

Associate Degrees

9/19/2016

9

17

CO Review

9 Proposal fields filled in 9 CORs attached 9 CORs in Narrative, Course Report &

Supporting Documentation match 9 Narrative is complete and accurate 9 Total units on proposal match total units on

Narrative

18

CO Review for CTE or CTE & Transfer

Supporting Documentation:

Labor Market Information (LMI) & Analysis

Regional Consortia Approval Meeting Minutes

Advisory Committee Recommendation

Program Review Date:

Must be within 2 years, Education Code 78016

9/19/2016

10

19

CTE & Transfer or Transfer

1 • ASSIST Articulation

Agreement

2 • Majority 51% of required

courses articulate

20

• Units don’t match Narrative • General Education Patterns • Missing Supporting Documentation • CORs not listed • CORs duplicated

Common Revision Requests

9/19/2016

11

21

General Education Patterns Local Degrees

� If Associate Degree Program Goal is CTE or Other, use local General Education pattern

� Okay to include other General Education patterns

Local Total Required Major: 21 units

College GE Requirements: 18 units Electives (if needed): 21 units

Total Degree Units: 60 units

22

General Education Patterns Transfer Degrees

� If Associate Degree Program Goal is Transfer or CTE and Transfer, the college must use an IGETC and/or CSU-GE Breadth General Education pattern

IGETC CSU-GE

Major Total: 18 units 18 units

Double Count (IGETC/ CSU-GE): 3 units 6 units

IGETC/ CSU-GE Breadth: 37 units 39 units

Electives (as needed): 8 units 9 units

Total Degree Units: 60 units 60 units

9/19/2016

12

23

Narrative for COAs & Degrees

1. Program Goals & Objectives 2. Catalog Description 3. Program Requirements 4. Master Planning 5. Enrollment and Completer Projections 6. Place of Program in Curriculum/Similar

Programs 7. Similar Programs within the region

24

LMI for COAs & Degrees

Required for CTE programs

Within two years & region college serves

Employer survey okay in lieu of LMI

9/19/2016

13

25

Generating Reports

26

CI Tools: College View

Courses Programs Ad Hoc Report—Select multiple fields—Save Report

http://www.bing.com/images/search?q=snoopy+animation&view=detailv2&&id=7E49F0DD8B76E919F8FC1325AEE46349E6776E2E&selectedIndex=140&ccid=WaaSgIpP&simid=608053927288570836&thid=OIP.M59a692808a4fe246360397879286d52fH0

9/19/2016

14

27

Reports

28

Make Selection

9/19/2016

15

29

Select Fields

Award Type: A -- A. A. S -- A. S. Y -- A. A. T. X -- A. S. T. B – COA: 12 to fewer than 18 C – COA: 18 or greater

Status: Draft Submitted Revision Requested Active Inactive Denied

Collaboration Communication

Cooperation

Effective Practices

Colleges + Chancellor’s Office = SUCCESS!

9/19/2016

16

31

IEPI: The Role of Curriculum in Institutional Financial Aid Eligibility

September 2016

1

California Community College Curriculum Training Irvine: September 22, 2016

Sacramento: September 26, 2016

The Role of Curriculum in Institutional Financial Aid Eligibility

• Program & Location Eligibility • Clock Hour Programs • Distance Education • Withdrawals – Official and Unofficial • Odds and Ends • Resources

2

Topics to Consider


September 2016

2

PROGRAM AND LOCATION ELIGIBILITY

• Types of eligible programs: – Bachelors degree – Associate degree – Transfer

• General – 668.8(b)(1)(ii) The successful completion of at least a two-year

program that is acceptable for full credit toward a bachelor's degree and qualifies a student for admission into the third year of a bachelor's degree program

• IGETC Certification + a AS/AA • CSU GE Breadth Certification + AS/AA (not certificates)

4

What Makes a Program Eligible? Degree goal


September 2016

3

• Certificate (must lead to gainful employment in recognized occupation): – At least 600 clock hours, 16 semester credit hours or

24 quarter credit hours AND 15 weeks of instruction – At least 300 clock hours, 8 semester credit hours or 12

quarter credit hours AND 10 weeks of instruction AND require prior completion of at least an associate degree

– At least 300 clock hours but less than 600 clock hours AND 10 weeks of instruction AND meet completion and placement rate requirements (short term)(Direct loan only)

5

What Makes a Program Eligible? Certificates

• ECAR = Eligibility and Certification Approval Report

• ECAR lists the eligible programs approved by ED

• Eligibility does not automatically include new programs – In some cases, the school may make a self-

determination of program eligibility and report at next recertification

– In some cases, the school must report and obtain approval before disbursing funds to enrolled students

6

Steps for Maintaining Eligibility New Educational Programs


September 2016

4

• There are two cases in which a school may determine program eligibility without prior ED approval

1. The added program leads to an associate, bachelor’s,

professional, or graduate degree; the school has already been approved to offer programs at that level; and the school’s PPA does not require approval of the program; or

7


2. A fully certified school adds a program that is at least: • 10-weeks (of instructional time) in length

AND • 8 semester hours, 12 quarter hours, or 600 clock hours AND that • Prepares students for gainful employment in the same or

related recognized occupation as an educational program that the Department already has designated as an eligible program at the school

• (“Recognized Occupation” as defined in 34 CFR 600.2)

8



September 2016

5

• If a school makes a self-determination: – It must have received the required state and

accrediting agency approvals before making the decision

– It must meet all required Gainful Employment Disclosures, Reporting, and Certification requirements

– It must include the “self-certified” program on the next recertification E-App, or may report the program sooner

– It is liable for FSA funds disbursed if self-determination is found to be incorrect

9


• School must report and receive approval: – For any program under 600 clock-hours, regardless of

school’s eligibility (short term program), unless the program requires an associate degree for admission (see slide #5)

– For any program added by a provisionally certified school (per PPA)

– For a new non-degree program at a fully certified school in a program of study different or unrelated to already eligible programs

– For a new Direct Assessment Program – For a new Comprehensive Transition and Postsecondary

(CTP) Program (Intellectual Disabilities)

10



September 2016

6

• ED will review all reported educational programs – Ensure program meets eligibility requirements – Evaluate school’s administrative and financial

capability (if program approval is required) – If approved, a revised ECAR and Approval Letter is

issued – School may disburse funds after receiving Approval

Letter (if program approval is required) – If not approved, Denial Letter is issued; school may

request reconsideration; school is liable if disbursements made

11


• ED will ensure program meets eligibility requirements: – Accreditor and state approval matches E-App

(name and program length) – CIP Code consistent with name of program – Leads to a recognized occupation (SOC code) where

required – Meets minimum weeks and clock- or credit-hours – Meets clock to credit conversion where required

12



September 2016

7

• ED will ensure program meets eligibility requirements (continued): – Meets placement and completion rates, and has

been in existence for one year, if short term (less than 600 hours)

– Does not exceed by more than 50% the minimum number of clock-hours established by the state for training in the occupation for which the program prepares students

– Aid is calculated based on clock-hours if licensing requirement stated clock-hours

13


• ED will ensure program meets eligibility requirements (continued): – Program meets special requirements if Direct

Assessment Program - See DCL GEN-13-10 – Program meets special requirements if

Comprehensive Transition and Postsecondary (CTP) Program - See DCL GEN-11-01

14



September 2016

8

• ECAR lists the main and additional locations offering 50% of a program that are eligible

• Eligibility does not automatically include separate locations and extensions

• If 50% or more of an educational program is offered at a new location, the school must report the location to ED – In some cases, the school must wait for ED approval

15

Steps for Maintaining Eligibility New Locations

• School must wait for approval before disbursing FSA funds if the institution is: – Provisionally certified – On cash monitoring or reimbursement – Acquiring assets of another institution – Subject to a loss of eligibility under 668.188 (default

rates), or – Required by ED to report and wait

16



September 2016

9

• School should consult with Region 9/10 if: – Location was a facility of another institution that

has closed – School is providing a teach-out of a closing school

at the closing school’s location

17


• ED will review all locations – Ensure location meets eligibility requirements – Evaluate school’s administrative and financial

capability (if location approval is required) – If approved, a revised ECAR and Approval Letter is

issued – School may disburse funds after receiving Approval

Letter (if location approval is required) – If not approved, Denial Letter is issued; school may

request reconsideration; school is liable if disbursements made

18



September 2016

10

• ED will ensure location meets eligibility requirements: – Accreditor and state/foreign government approval

is appropriate – Street address provided – If located at the site of a formerly eligible location,

meets all requirements to become an eligible location of another institution

– If located at the site of a currently eligible location, relationship between the two institutions and/or if the location is changing affiliation

19


PROGRAMS REQUIRED TO BE CLOCK HOUR FOR TITLE IV


September 2016

11

• In 2012, presentation on requirement that certain types of certificate programs must be treated as clock hour programs for Title IV (34 C.F.R. 668.8(k)(2))

• In spite of the training, many California community colleges did not meet this requirement

• Although this requirement will be gone on July 1, 2016, it is still in effect

• Schools must transition the programs back to credit hours

21

Clock Hours

DISTANCE EDUCATION


September 2016

12

• Uses one or more forms of technology to deliver instruction

• Technology supports regular and substantive interaction between students and instructor

23

Distance Education (DE) Definition

• Students are separated from instructor and instruction may be: – Synchronous (real-time interaction between

students/instructor), or – Asynchronous (work is completed on student’s own

time/schedule, without real-time interaction with the instructor)

24

DE Definition (cont.)


September 2016

13

• Technologies may include: – The internet – One-way and two-way transmissions through

open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices

25

DE Technologies

– Audio conferencing, or – Video cassettes, DVDs, and CD-ROMs, if they are

used in a course in conjunction with any of the three technologies listed above • See 34 C.F.R. § 600.2

26

DE Technologies (cont.)


September 2016

14

• Correspondence courses and programs may be eligible for Title IV (TIV), but with specific limitations

• Institution provides instructional materials and examinations via mail or electronic transmission

• Students are separated from instructor • Interaction between students and instructor is

limited, is not regular or substantive • Interaction is primarily initiated by student

27

Correspondence Definition

• Correspondence courses are typically self-paced

• If part correspondence and part residential, Secretary considers the course to be correspondence

• Correspondence courses are not distance education courses! – See 34 C.F.R. § 600.2

28

Correspondence Definition (cont.)


September 2016

15

• If more than 50% of courses OR 50% or more of students are enrolled in correspondence courses, the institution is not eligible – See 34 C.F.R. § 600.7 conditions of institutional

ineligibility

29

Correspondence and Institutional Eligibility

• An eligible institution is the sum of its eligible programs and it determines which programs it will include as eligible programs

• An institution may decide to exclude correspondence programs from TIV eligibility—that is allowable

• An institution may have incorrectly identified programs/courses as DE or correspondence

• Certificate programs offered via correspondence are not eligible for Title IV

30

Additional Considerations


September 2016

16

• Predominant method of instruction determines whether a program is DE or correspondence

• Adding DE technology to a correspondence course doesn’t necessarily turn it into a DE course!

31

Correspondence vs. Distance Ed

ODDS AND ENDS


September 2016

17

• Consumer Information Disclosures at a Glance: an excellent resource for assuring compliance – find it on IFAP, Tools for Schools, FSA Assessments,

Consumer Information • Lots of program review findings in this area

33

Consumer Information

• Many community colleges (not just in California) have been guilty of limiting loans to students in ways that are not allowable—many using loan counseling as a way to limit loans

• DCL GEN 15-06 Loan Counseling Requirements and Flexibilities provides clear guidance on what is allowable

• Loan Counseling Experimental site opportunity – Deadline to apply is September 29, 2016

34

Limiting Loans


September 2016

18

RESOURCES

Contact us if you have questions or issues

36

Contact Information

Tim Bonnel 916-445-0104 [email protected] Ruby Nieto 916-322-4300 [email protected] Bryan Dickason 916-323-5952 [email protected]


September 2016

19

37

QUESTIONS?

9/16/2016

1

Tiffany Garbis Curriculum Specialist

Linda Gunderson Financial Aid Computer Analyst

…and other campus experts Santiago Canyon College

SCC’s Curriculum Overview …and how it syncs with Financial Aid

2

Objectives

• Explain Education Code and California Code of Regulations (Title 5) requirements as it pertains to the college curriculum design process

• Diagram an example of a curriculum approval flowchart • Recognize the importance of consistent course and

program data stored in curriculum management systems, student information systems and college catalog

• Understand the value of the information in the catalog

9/16/2016

2

3

SCC’s Curriculum

Process



Santiago Canyon College

SCC’s College Catalog

SCC’s Financial Aid Participation Agreement

CurricUNET &

Colleague

SCC’s Curriculum Process

4

Participatory Governance Background

• Assembly Bill 1725 (AB1725) “It is the general purpose of this act to improve academic quality, and to that end the Legislature specifically intends to authorize more responsibility for faculty members in duties that are incidental to their primary professional duties.”

• Title 5, Article 2. Academic Senates, §53200 Definitions. “…Academic and professional matters” means the following policy development and implementation matters:

(1) curriculum, including establishing prerequisites and placing courses within disciplines; (2) degree and certificate requirements; …

…(4) educational program development; … …(6) district and college governance structures, as related to faculty roles …”

• Title 5, Article 2. Academic Senates, §53203 Powers "The appointment of faculty members to serve on college or district committees, task forces, or other groups dealing with academic and professional matters, shall be made, after consultation with the chief executive officer or his or her designee, by the academic senate. ...the collective bargaining representative may seek to appoint faculty members to committees..."

https://govt.westlaw.com/calregs/Document/I6EED7180D48411DEBC02831C6D6C108E?originationContext=Search+Result&listSource=Search&viewType=FullText&navigationPath=Search/v3/search/results/navigation/i0ad60024000001572ffea8de9f30ec58?startIndex=1&Nav=REGULATION_PUBLICVIEW&contextData=(sc.Default)&rank=1&list=REGULATION_PUBLICVIEW&transitionType=SearchItem&contextData=(sc.Search)&t_T2=53200&t_S1=CA+ADC+s



https://govt.westlaw.com/calregs/Document/I6FD671F0D48411DEBC02831C6D6C108E?originationContext=Search+Result&listSource=Search&viewType=FullText&navigationPath=Search/v3/search/results/navigation/i0ad60024000001573002d0679f30ec91?startIndex=1&Nav=REGULATION_PUBLICVIEW&contextData=(sc.Default)&rank=1&list=REGULATION_PUBLICVIEW&transitionType=SearchItem&contextData=(sc.Search)&t_T2=53203&t_S1=CA+ADC+s



9/16/2016

3

5

RSCCD Board Policy Program Curriculum & Course Development

“… the Chancellor shall establish procedures for the development and review of all curricular offerings, including their establishment, modification, or discontinuance.

Furthermore, these procedures shall include: •appropriate involvement of the faculty and Academic Senate in all processes; •regular review and justification of programs and course descriptions; •opportunities for training for persons involved in aspects of curriculum development. •consideration of job market and other related information for vocational and occupational programs….”

RSCCD Board Policy 4020

6

RSCCD Administrative Regulation Curriculum Handbook

http://rsccd.edu/Trustees/Pages/BP-4020.aspx

9/16/2016

4

7

RSCCD’s Curriculum & Instruction Council (DCIC)

This council fulfills the role of insuring common curriculum and academic policies between Santa Ana College and Santiago Canyon College. It is the body which receives, for information purposes, policy changes for the catalog approved by the Curriculum and Instruction Councils of each college, e.g.,

– IGETC and CSU courses – AA degree requirements – All academic standards and policies which are

developed at the Curriculum and Instruction Council.

Collegial Governance Handbook, December 2015, pg. 7

8

SCC’s Curriculum & Instruction Council (CIC)

• Mission The Curriculum and Instruction Council fulfills the state-mandated role of certifying the academic integrity of all credit and non-credit classes and programs. It is founded on a joint agreement between the Academic Senate and the Board of Trustees to rely primarily on the advice of the Academic Senate with regard to curriculum; for example, establishing prerequisites, degree and certificate requirements, and grading policies. The Council is also part of the college and district collegial governance framework and provides a forum for students, staff, and faculty to participate in formulating curricular, instructional, and academic policy. Collegial Governance Handbook, December 2015, pg. 7

9/16/2016

5

9


• Responsibilities – Approve, review, and modify all course outlines – Approve all catalog and policy changes affecting

curriculum, instruction, degree and certificate requirements, standards of student participation, etc.

– Approve and modify all college academic standards and policies


10


• Membership


9/16/2016

6

• Report to VP of Academic Affairs / Chief Instructional Officer

• Provide administrative and technical expertise involving coordination of curricular and instructional functions

• Participate in curriculum committees and support faculty

• Ensure compliance with policies, regulations and laws as required by local, state and federal agencies

• Maintain curricular records, database and archives

• Provide technical expertise for State Chancellor’s Office Curriculum Inventory

• Collaborate with District ITS for MIS reporting

• Maintain college catalog and addendum

11

SCC’s Curriculum Specialist

12

District and Campus Relations

9/16/2016

7

13

Sample of Reports and Publications

14

SCC’s Curriculum Management Systems

Do not communicate

Manually entered

Manually entered

Do not communicate

9/16/2016

8

15

SCC’s Curriculum

Process






CurricUNET &

Colleague


16

SCC’s Approval Flowchart Faculty/administrator idea

Determine feasibility/need

Regional Consortium Approval (programs only)

Curriculum Office Department & Articulation Approval

Honors Committee Approval (if applicable) Dean Review

Curriculum Cluster Approval Technical Review Approval

Curriculum Instruction Council Approval

Board of Trustee Approval

Chancellor’s Office Curriculum Inventory Approval

External Agencies Approvals

Catalog

CurricUNET

9/16/2016

9

17

Curriculum Management System

CurricUNET by Governet

18

Financial Aid Concerns

• New & Deactivated Curriculum

• Title Changes (courses and programs)

• Units/Hours or Clock Hours (courses and programs)

• TOPs Codes / CIP codes (courses and programs)

• Distance Education Offerings (courses and programs)

• Basic Skills/Remedial Courses (courses only)

• Degree/Certificate/Credential type (programs only)

• Program Control Numbers (programs only)

• Repeatability (courses only)

9/16/2016

10

19

Data Element Dictionary

• Course Data Elements (CB) • College Calendar Data Elements (CC) • Student CalWORKs Data Elements (CW) • Employee Demographic Data Elements

(EB) • Employee Assignment Data Elements (EJ) • General Data Elements (GI) • Student Assessment Data Elements (SA) • Student Characteristics Data Elements (SB) • Student DSPS Data Elements (SD) • Student EOPS Data Elements (SE) • Student Financial Aid Data Elements (SF)

and (FA)

• Special Populations Data Elements (SG) • SSN Update Record (SI) • Student Matriculation Data Elements (SM) • Student Program Awards Data Elements

(SP) • Student Success Data Elements (SS) • Student VTEA Data Elements (SV) • Student Enrollment Data Elements (SX) • Section Data Elements (XB) • Faculty Data Elements (XE) • Session Data Elements (XF)

20

Course Basic DED

http://extranet.cccco.edu/Divisions/TechResearchInfoSys/MIS/DED/Course.aspx



http://extranet.cccco.edu/Divisions/TechResearchInfoSys/MIS/DED/StudentProgramAward.aspx


9/16/2016

11

21

Taxonomy of Programs (CB03)

• WHO Only California community colleges US Department of Education & 4-year institutions use Classification of Instructional Program (CIP) codes

• WHAT System of numerical codes used at the state level to collect and report information on programs and courses that have similar outcomes

• WHERE Taxonomy of Programs (TOP) Manual 6th Ed, Corrected July 2013

• HOW Course/program approval, MIS reporting student awards & enrollment, vocational/CTE reporting, budgeting, facilities planning, and more!

22


• Six-digit code (1234.00) Discipline – first two digits Subdiscipline – third and fourth digits Field – fifth and six digits

– 0401.00 Biology – 0502.00 Accounting* – 0506.40 Small Business and Entrepreneurship*

• Traditional/Transfer or Vocational* Asterisk (*) designated programs for purposes of supplemental apportionments from the Carl D. Perkins Vocational and Technical Education Act

• Instruction (0101.00-4999.00) • Non-Instructional (5000.00 or higher)

9/16/2016

12

23

TOP and CIP Codes

• US Department of Education uses Classification of Instructional Programs (CIP) codes

• Crosswalk Table - TOPs (CA State) to CIPs (Federal) – Found at end of TOPs manual – More CIPs than TOPs, not always 1:1 ratio – Some CIPs codes are not relevant to California

Community Colleges • Best to determine TOPs using CIPs

– National Center for Education Statistics (NCES)

24

TOP and CIP Crosswalk

http://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55

9/16/2016

13

25

Maximum & Minimum Units (CB06/CB07)

§ 55002.5. Credit Hour

“(a) One credit hour of community college work (one unit of credit) requires a minimum of 48 hours of lecture, study, or laboratory…

(b) A course requiring 96 hours or more of lecture, study or laboratory … shall provide at least 2 units of credit

(c) The amount of credit awarded shall be adjusted in proportion to the number of hours of lecture, study or laboratory work in half unit increments

(d) A district may elect to adjust the amount of credit awarded in proportion to the number of hours of lecture, study or laboratory work in increments of less than one half unit”

26

Standard Credit Hour / Carnegie Unit

https://govt.westlaw.com/calregs/Document/IA9719B60D48411DEBC02831C6D6C108E?contextData=(sc.Search)&rank=1&originationContext=Search+Result&navigationPath=Search/v3/search/results/navigation/i0ad600560000014da10aa9572866963b?startIndex=1&Nav=REGULATION_PUBLICVIEW&contextData=(sc.Default)&list=REGULATION_PUBLICVIEW&transitionType=SearchItem&listSource=Search&viewType=FullText&t_T2=55002.5&t_S1=CA+ADC+s




9/16/2016

14

27

Data Element Dictionary

• Course Data Elements (CB) • College Calendar Data Elements (CC) • Student CalWORKs Data Elements (CW) • Employee Demographic Data Elements


and (FA)



28

Student Program DED






9/16/2016

15

29











Catalog

CurricUNET

30

Board of Trustees

• California Education Code, Title 3, 70902(b)(2)

• California Code of Regulations, Title 5, 55100

• RSCCD Board Policy 4020

• Minimum of 3 submission per year • March – annual summary of actions

• June & December – new courses & programs

http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=70001-71000&file=70900-70902

https://govt.westlaw.com/calregs/Document/I897E3410B6CB11DFB199EEE3FF08959C?contextData=(sc.Search)&rank=1&originationContext=Search+Result&navigationPath=Search/v3/search/results/navigation/i0ad70f760000014c13d58984e6363bfc?startIndex%3d1%26Nav%3dREGULATION_PUBLICVIEW%26contextData%3d(sc.Default)&list=REGULATION_PUBLICVIEW&transitionType=SearchItem&listSource=Search&viewType=FullText&t_T2=55100&t_S1=CA+ADC+s


9/16/2016

16

31











Catalog

CurricUNET

32

SCC’s Curriculum

Process






CurricUNET &

Colleague


9/16/2016

17

33











Catalog

CurricUNET

34

External Agency Approvals

ACCJC C-ID (courses only)

Other local consortia DOE Program Participation Agreement

DOE Gainful Employment Department of Veteran Affairs Certification

Division of Apprenticeship Standards

9/16/2016

18

35

SCC’s Curriculum

Process






CurricUNET &

Colleague


36

Campus Notifications

• CCCCO Approvals (courses and programs)

• Board of Trustee Summary Report • Emails to:

– Faculty – Division Offices – Curriculum Chair / Academic

Senate President – Chief Instructional Officer – Articulation Office – Dean of Counseling – Disabled Student Programs

and Services (DSPS)

– Extended Opportunity Programs and Services (EOPS)

– Financial Aid – Admissions and Records (Dean, Registrar, Graduation Specialist) – Degree Audit – Scheduling Office – Sister College (Santa Ana

College) – Cashier’s Office/Student

Business Office/Bursars Office – ITS/MIS

9/16/2016

19

37

SIS/Colleague Curriculum Flowchart

• CurricUNET → Colleague – Course Level (1 record)

– Section Level (__ records)

– Student Record (__ records)

– Various Student Services Records (__ records)

38

SIS/Colleague Scheduling Flowchart

9/16/2016

20

39

Student Information System

• Colleague by Ellucian (formerly owned by Datatel)

– 1000+ active courses (credit 800+, noncredit 150+) – 7+ screens, 60+ fields, 2 monitors, 1 mouse, 10 fingers – Common Curriculum (equates) & “Families” – State Approvals – Financial Aid Eligible Programs – Gainful Employment Eligible Programs – State Approvals – Audit Reports

40

Auditing Mechanisms

• MIS Audit Report • Internal Department Queries • Validation Checks

– Curriculum Inventory – Student Information System (Colleague) – Curriculum Management System (CurricUNET) – College Catalog

9/16/2016

21

41

Example of Reports

• Next we will show you examples of some reports

Websites • CurricUNET

• CCCCO Curriculum Inventory

• State Chancellor’s Office: Academic Affairs – Curriculum and Instruction

Unit

– Program and Course Approval Handbook

• State Chancellor’s Office: MIS

– Data Element Dictionary

– Data Mart

• ASCCC

• CCC Curriculum

• Code of Federal Regulations, Title 5, Division 6

• California Education Code, Title 3, Division 7, Part 43

• Regional Consortia

42

http://www.curricunet.com/sccc/

http://curriculum.cccco.edu/


http://extranet.cccco.edu/Divisions/AcademicAffairs.aspx

http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit.aspx


extranet.cccco.edu/Portals/1/AA/ProgramCourseApproval/Handbook_5thEd_BOGapproved.pdf


http://extranet.cccco.edu/Divisions/TechResearchInfoSys/MIS.aspx


http://datamart.cccco.edu/


http://www.asccc.org/

http://www.ccccurriculum.net/

https://govt.westlaw.com/calregs/Browse/Home/California/CaliforniaCodeofRegulations?guid=I836118C0D47E11DEBC02831C6D6C108E&originationContext=documenttoc&transitionType=Default&contextData=(sc.Default)&bhcp=1



http://www.leginfo.ca.gov/cgi-bin/calawquery?codesection=edc&codebody=&hits=20


http://doingwhatmatters.cccco.edu/ResourceMap.aspx

9/16/2016

22

43

Financial Aid PPA

44

PPA Continued

9/16/2016

23

45

Co-ordination with Curriculum

46

What is in Catalog

9/16/2016

24

47

Even Gainful Employment Programs Tracking

48

THANK YOU Tiffany Garbis (714) 628 – 4823 Curriculum Specialist [email protected] Linda Gunderson (714) 628 – 4968 Financial Aid Computer Analyst [email protected] Syed Rizvi (714) 628 – 4813 Dean, Enrollment Services & [email protected] Student Services Tuyen Nguyen (714) 628 – 4971 Assistant Dean, Admissions [email protected] Sergio Rodriguez (714) 628 – 4711 Project Manager [email protected]

Questions???? Thank You

California Community Colleges Chancellor’s Office Program and Course Approval Handbook, 5th Edition

131

Appendix C: Proposal Development Guide for an Associate Degree: Associate of Arts (A.A.) and Associate of Science (A.S.)


132

BACKGROUND This guide outlines requirements specific to submitting a “traditional” Associate Degree, specifically an Associate of Arts (A.A.) or Associate of Science (A.S), to the California Community Colleges Chancellor's Office for review. This guide is not intended for use in developing an Associate Degree for Transfer (ADT) – refer to the preceding Appendix B for detailed instructions specific to ADTs. Please note:

x Proposal requirements unique to a traditional associate degree with a program goal of “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer” are shown in red.

x Special instructions and requirements for an Apprenticeship proposal are noted.

This guide is divided into the following sub-sections related to submitting a new associate degree proposal:

x Curriculum Inventory Proposal Fields – items you enter directly into the CCC Curriculum Inventory. Fields entail the first step in developing a curriculum proposal. Please note: Forms are no longer used for curriculum submissions.

x Supporting Documentation – items you attach to the curriculum proposal.

x Submission Checklist – a summary of proposal requirements in a checklist format for review prior to submitting a proposal to the Chancellor's Office.

In addition, the final sub-section describes how to amend an existing associate degree proposal:

x Amend – taking action to make a correction, substantial change, nonsubstantial change, or change in active/inactive status of a proposal.

For related curriculum topics and technical guidance on using the CCC Curriculum Inventory, please refer to preceding sections of this Handbook.


133

CCC Curriculum Inventory PROPOSAL FIELDS Proposal information is entered directly into each CCC Curriculum Inventory proposal field by typing, selecting from a drop-down menu, or clicking on a yes/no radio button. Proposal fields marked with [SPXX] refer to the MIS Student Program (SP) Data Elements in the Data Element Dictionary. Appropriately coding data during the program development process is essential to properly tracking, reporting, and funding program courses. The complete Data Element Dictionary (DED) is accessible on the Chancellor’s Office website (www.cccco.edu) under the Management Information Systems (MIS) Unit of the Technology, Research, and Information Resources Division. After signing into the CCC Curriculum Inventory, click on the New Program hyperlink at the top right of the proposals queue. Next, select the desired SP02: Program Award as shown below (two traditional associate degree options are available: A – A.A. Degree and S – A.S. Degree; refer to the Handbook section three for a detailed discussion of each credit option).

Select only one program award. The Chancellor’s Office supports the Academic Senate for the California Community Colleges (ASCCC) Resolution 9.06, Spring 2008, in which associate degrees are classified as follows:

x Associate of Science (A.S.) is strongly recommended for any Science, Technology, Engineering, or Mathematics (STEM) field and for all CTE programs.

x Associate of Arts (A.A.) is strongly recommended for all other disciplines.

All new associate degree majors and areas of emphasis are required to be separately approved. Each proposed program will need to be submitted individually. After a selection is made, the proposal will automatically recalibrate and the following fields are shown:

http://www.cccco.edu/


134

1. SP02: Program Award: The previously selected program award (A.A. or A.S.) is shown. 2. Program Title: Enter the exact title that is proposed for the catalog. The title must clearly and accurately reflect the scope and level of the program. Do not include descriptors, such as “with an emphasis,” “degree,” “certificate,” “transfer” or “for transfer” in the program title. Note: the Associate Degree for Transfer is reserved for degrees that comply with Education Code section 66746. 3. Program Goal: Select the appropriate program goal from the following options: Career Technical Education (CTE), Transfer, Career Technical Education (CTE) and Transfer, or Other – Designed to meet community needs. Please refer to section two (Comprehensive Curriculum Topics) of this Handbook for a detailed discussion of each.

21

1

2

3

4

5

6

7

8

.D College

.DCollege

9

10

11

12

13

14

15

16

17

18

19

20


135

For a proposed program that is categorized by a TOP code that is designated as vocational or Career Technical Education (CTE) as denoted with an asterisk (*), the program goal selected must be “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer.” 4. SP01: Program TOP Code: Select an appropriate TOP code using the drop-down menu. An asterisk (*) denotes a vocational TOP code. The Taxonomy of Programs (TOP) Code Manual, 6th Edition may be accessed under the Admin > Resources tab in the CCC Curriculum Inventory. The TOP code is assigned according to the content and outcomes of the program, and must conform closely to the TOP code given to similar programs in other colleges around the state. The TOP code reflects the main discipline or subject matter, thus the program top code will reflect the majority of required degree courses. The TOP code is not based on local departmental structure, faculty qualifications, or budget groupings. A college that has difficulty identifying the most appropriate TOP code should contact the Chancellor’s Office. The Chancellor’s Office may change the proposed TOP code, if necessary, and will notify the college. 5. Units for Degree Major or Area of Emphasis – Minimum & Maximum: Enter the (minimum and maximum) number of semester or quarter units for the major or area of emphasis including course requirements, restricted electives, and other completion requirements. Do not include general education requirements and units completed in nondegree-applicable credit courses that raise student skills to standard collegiate levels of language and computational competence. When the proposed program includes a degree with an area of emphasis, students may be allowed to choose from a list of courses to complete a specified number of units. For these proposed programs, include the number of units that all students are required to complete. Do not convert quarter units to semester unit equivalents. If the units required are the same (not a range), then enter the same number in both (min/max) fields. 6. Total Units for Degree – Minimum & Maximum: Enter the total (minimum and maximum) units required to complete the degree including the units for the major or area of emphasis, the general education pattern units, any other graduation requirements, and electives to reach a minimum of 60 semester units or 90 quarter units. If the degree requires greater than 60 semester or 90 quarter units, then include a justification in Narrative Item 4. If the units required are the same (not a range), then enter the same number in both (min/max) fields. 7. Annual Completers: Enter the number of students projected to be awarded the degree each year after the program is fully established. The estimation submitted for annual completers should be reasonable in light of historical completion rates. As a point of reference, refer to the Chancellor's Office Data Mart (www.cccco.edu click on the DATAMART hyperlink on the top right header) for historical completion rates by academic year for each TOP Code. An explanation for this entry must



136

be provided in the Narrative Item 5. Enrollment and Completer Projections. The number entered must be greater than zero. 8. Net Annual Labor Demand: For programs with a selected program goal of “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” enter the estimated number of annual job openings, minus the annual number of program completers of other programs within the counties in the college service areas. The number entered here must be explicitly stated and consistent with the Labor Market Information and Analysis provided as Supporting Documentation. The figure entered must be greater than zero. 9. Faculty Workload: Enter the number of full-time equivalent faculty (FTEF) that will be dedicated to teaching in the degree during the first full year of operation, regardless of whether they are new or existing faculty. The number must be entered as a decimal—for example, one and a quarter FTEF would be entered as 1.25. This estimate is not the number of FTES (full time equivalent students) expected to be generated by the program. Typically, a college will enter approximately 0.5 to 7.0 FTEF as Faculty Workload for a proposed program. 10. New Faculty Positions: Enter the number (not FTEF) of separately identified new faculty positions, both part- and full-time. For example, if three part-time positions will be new, then enter the number 3 (three). If existing faculty are sufficient for offering the degree and no plans exist to hire new faculty, enter 0 (zero). Refer to Title 5, Subchapter 4. Minimum Qualifications, sections 53400 thru 53430 for requisites for faculty positions. 11. New Equipment: If new equipment will be acquired for the degree, estimate (in dollars) the total cost from all sources, including district and state funds. If no new equipment will be acquired for the degree, enter zero (0). 12. New/Remodeled Facilities: If new or remodeled facilities will be acquired for the degree, estimate (in dollars) the cost from all sources, including district and state funds. If no new or remodeled facilities will be acquired for the degree, enter zero (0). 13. Library Acquisitions: If new library and learning resources materials will be acquired for the degree, estimate (in dollars) the total cost for all materials. If no new library and learning resource materials will be acquired for the degree, enter zero (0). 14. Program Review Date: Enter the month and year of the first scheduled review of the degree after it has been approved. For a degree with a program goal of “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” pursuant to Education Code section 78016, the degree must be reviewed every two (2) years.


137

15. Gainful Employment (yes/no): Indicate if the program meets U.S. Department of Education gainful employment criteria. A complete set of resource documents is available on the U.S. Department of Education website under the Gainful Employment Information section (www.ifap.ed.gov/GainfulEmploymentInfo). Please note: this data is used for Chancellor’s Office generated reports only. It is the sole responsibility of the college to submit gainful employment data to the U.S. Department of Education. The college may use or modify the detailed records created by the Chancellor’s Office or elect to use their own records. 16. Apprenticeship (yes/no): Select “No” if the program is not an apprenticeship. Select “Yes” if the program is an apprenticeship with approval from the Division of Apprenticeship Standards. If “Yes” is selected, the following additional proposal fields will appear and are required:

Employer or Joint Apprenticeship Committee (JAC) Sponsor: Enter the Name, Address, and Telephone Number of the Sponsor. RSI - Year & Hours: Enter the estimated total number of related and supplemental instruction (RSI) hours the program is likely to generate in the first three years.

Year 1 [Whole number] Year 2 [Whole number] Year 3 [Whole number] Total [auto total]

It is important to note that a credit apprenticeship proposal must also have a corresponding program goal (selected in field #3 above) of “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer.”

17. Distance Education: Indicate the extent to which the courses associated with the degree are conducted via distance education; four choices are available, 0%, 1-49%, 50-99%, or 100%. Refer to Section Two (Comprehensive Curriculum Topics) of this Handbook for a detailed discussion of distance education. 18. CTE Regional Consortium Approved (yes/no) – For programs with a selected program goal of “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” by selecting “yes,” the college certifies that the certificate was approved by the CTE regional consortium (including delegated authority), pursuant to Title 5 section 55130(b)(8)(E). For a program with a selected goal that does not include Career Technical Education (CTE), this field is not shown or required. 19. District Governing Board Approved (yes/no) – By selecting “yes,” the college certifies that the degree was approved by the governing board of the district (including delegated authority), pursuant to Title 5 section 55130.

http://www.ifap.ed.gov/GainfulEmploymentInfo


138

20. District Governing Board Approval Date – Enter the corresponding historical date in which the governing board of the district (or delegated authority) approved the degree, pursuant to Title 5 section 55130. 21. After completing the aforementioned fields, click the Save button at the bottom of the page. Next, the required Course Report box and section for adding Supporting Documentation will appear (shown below). Course Report: In the Course Report box, click on the Add/Remove (+/-) icon shown at the top right corner. Add all courses required for the degree. As each course is added, the CCC Curriculum Inventory will automatically generate a dynamic Course Report shown within the proposal. This report must reconcile with the courses listed in the Narrative Item 3. Program Requirements. In addition, the Supporting Documentation box will appear (shown below).

SUPPORTING DOCUMENTATION All traditional associate degree proposals (including apprenticeships) require the following supporting documentation:

x Narrative - describing the development of the degree, addressing items outlined in the following sub-section.

x Course Outlines of Record (for each course listed on the Course Report and Narrative Item 3. Program Requirements). General education course outlines are not required to be attached to the proposal.

x Transfer Documentation –An associate degree with a program goal including “Transfer” prepares students to continue study in the same or similar area at a baccalaureate-granting institution. For a program with a selected program goal of “Transfer” or “Career Technical Education (CTE) and Transfer,” required documentation includes one ASSIST Articulation Agreement by Major (AAM) report showing that required courses fulfill the majority (51% or greater) of lower-division requirements for the baccalaureate major. Articulation agreements can be downloaded from the ASSIST website at www.assist.org. (ASSIST is the official online repository of articulation for California’s public colleges and universities and provides the most

http://www.assist.org/


139

accurate and up-to-date information about student transfer in California.) The documentation must show a good-faith effort on the part of the college to assure that, to the extent possible, students will not have to repeat courses completed at the community college after they transfer.

A sample ASSIST Articulation Agreement by Major is shown below:

If the proposed program includes more than one area of emphasis, please note that the supporting documentation submitted must include lower division requirements for each area of emphasis (some ASSIST reports include all areas of emphasis on one report while others require the college to access and aggregate multiple ASSIST reports – one for each area of emphasis – to submit complete transfer documentation for the proposed program. For a program that does not satisfy lower division transfer preparation, documentation must show that the required courses are accepted for general education and/or elective credit by at least one baccalaureate institution. Indicate to which specific baccalaureate institution for the proposed program may transfer. A sample ASSIST CSU Baccalaureate Level Course List by Department is shown on the following page:


140

A sample ASSIST CSU GE Certification Course List by Department is shown below:

Similarly, ASSIST provides CSU GE Certification Course Lists by Area (not shown). NARRATIVE TEMPLATE for a Traditional Associate Degree: Associate of Arts (A.A.) and Associate of Science (A.S.) Please adhere to the following format conventions:

x Use the heading (item) and numbering convention (for example: Item 1. Program Goals and Objectives).

x Ensure the description provided under each item is removed from the narrative prior to submission.


141

Item 1. 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.

Based upon the program goals, objectives appropriate to these goals, and program design consistent with these objectives, the determination is made as to whether the proposed program is appropriate to the mission of the local college and community college system. For example, a program must be directed at the appropriate level for community colleges—that is, it must not be directed at a level beyond the associate degree or the first two years of college. Similarly, a program must address a valid transfer, occupational, basic skills, civic education, or lifelong learning purpose. The program may not be primarily avocational or recreational. The statement of goals and objectives serves to define the degree over time and is one of the major factors in determining whether future changes to the degree are considered substantial or nonsubstantial for Chancellor’s Office review purposes.

If the associate degree program goal selected is “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” 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. If the associate degree program goal selected is “Transfer” or “Career Technical Education (CTE) and Transfer,” then the statement must, at a minimum, include the preparation of students for one or more baccalaureate majors. Courses required for the degree are specifically designed as transferable courses so students are prepared for an area of study at a baccalaureate institution. Describe how these courses will meet the lower division requirements of a major at baccalaureate institutions. List the baccalaureate institutions that students will be able to transfer to upon completion of the program. For programs designed for the student not intending to transfer, community colleges may develop degree majors or areas of emphasis that meet community needs and reflect the educational philosophy of the faculty in a discipline or disciplines. The required courses may not be aligned with requirements for transfer, but they may represent a cohesive package of courses in an area of study. If the associate degree program goal selected is “Other – Designed to Meet Community Needs,” then the statement must, at a minimum, explain in detail how the degree was designed to meet community needs in accordance with the community college mission. Describe how the degree embodies a pattern of learning experiences that are focused on specific capabilities or knowledge areas. Student Selection and Fees: If the program is selective, describe relevant entry criteria, the selection process for admission to the program, and compliance with provisions of Title 5, sections 55201 and 58106. Similarly, specify all mandatory fees (for materials, insurance, travel, and/or


142

uniforms) that students will incur, for the program as a whole or any of its constituent courses, aside from the ordinary course enrollment fee prescribed in Education Code section 76300. Item 2. Catalog Description The catalog description must be entered exactly as it will appear in the college catalog. The description must also:

x Convey the associate degree’s goal(s) and objectives; suggest how they differ from the goals and objectives of other programs

x Provide an overview of the knowledge and skills that students who complete the requirements must demonstrate (student learning outcomes)

x List all prerequisite skills or enrollment limitations

x Suggest some caveats that students must be aware of where job market data or other factors are documented in the proposal. These warnings must be as clearly conveyed in the catalog description as possible. The catalog description needs to mention any risks, such as occupations that are inherently competitive or low-salaried and/or occupational areas where inexperienced graduates are not generally hired.

x If the associate degree program goal selected is “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” then the description must list the potential careers students may enter upon completion.

x If the associate degree program goal selected includes Transfer, then the description must list baccalaureate major or related majors.

x If applicable, advise students if this is a high-unit program (more than 60 semester or 90 quarter units) and how this impacts degree completion

x If applicable, reference accrediting and/or licensing standards including an explanation of any departures from the standards. In some occupations, while there is no legal requirement for a license to practice, there is a widely recognized certification provided by a professional association. For example, the American Massage Therapy Association certifies massage therapists; the California Association of Alcohol and Drug Abuse Counselors certify counselors in that field. In these cases, the Chancellor’s Office expects that the description will specify whether the program will fully prepare completers for the recognized professional certification.

The description must also convey what students may expect as an outcome. The catalog description represents a commitment to the student. Exaggerated statements must not be included. For a program designed with scaffolds among program awards, ensure the catalog description describes but does not overstate this relationship. Assertions of transfer applicability as well as career applicability must be reasonable and capable of being documented.


143

Item 3. 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, general education pattern/s (local, CSU-GE-Breadth, or IGETC), number of units for each pattern, 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 sequence must be arranged so that a full-time student could complete a degree program in two years, except in the case of a high-unit technical or health occupation program where a sequence longer than two years is necessary. Students who begin college in need of developmental courses in reading, writing, and/or mathematics may need more than two years to complete a two-year program. Ensure the general education requirement pattern(s) specified does not constrain students' individual general education choices unless specific general education courses are recommended to enhance student preparation for a field of study. The program requirements table may include the course sequence (as shown in the sample) 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. A sample table format (with program requirements and course sequence combined) is shown below (for illustration purposes only): A.A. Administration of Justice

Requirements

Dept. Name/#

Name

Units

CSU-GE

IGETC

Sequence

Required Core (6 units)

ADMJ 50 ADMJ 60

Introduction to Justice Criminal Law

3 3

A1 B2

Area 1 Area 4

Yr 1, Fall Yr 2, Spring

Two courses (6 units)

ADMJ 40 ADMJ 55 ADMJ 61 ADMJ 63 ADMJ 70 ADMJ 80 ADMJ 85

Juvenile Justice Procedures Introduction to Correctional Science Evidence Criminal Investigation Community Relations Criminal Trial Process Introduction to Forensics

3 3 3 3 3 3 3

A1

Area 2

Yr 1, Fall Yr 2, Spring Yr 2, Spring Yr 1, Summer Yr 1, Fall/Spring Yr 2, Fall/Spring Yr 1, Spring/Summer Yr 2, Fall


144

Two courses (6 units)

SOC 1 PSY 1 PSY 5

Principles of Sociology General Psychology Behavioral Sciences

3 3 4

D6 A1

Area 1 Yr 2, Spring Yr 1, Summer Yr 1, Fall

Required Major Total: 18-19 units Completion of CSU-GE Breadth or IGETC pattern: 37-39 units (Possible double counting: 12 units) Transferable electives (as needed to reach 60 units) TOTAL UNITS: 60 units Proposed Sequence: Year 1, Fall = 15 units Year 1, Spring = 12 units Year 1, Summer = 3 units Year 2, Fall = 14 units Year 2, Spring = 16 units TOTAL UNITS: 60 units Documentation of applicable general education requirements should be in the form of a range that, combined with the degree requirements, totals 60 semester or 90 quarter units (or higher, as justified in Narrative Item 4. Specific recommendations for appropriate general education course choices for students in this program may be included. If the total of required and general education courses may equal less than 60 semester or 90 quarter units, the college should include the range of other transferrable electives to make the total program requirements equal 60 semester or 90 quarter units. For all associate degrees, the courses designated for the program must, collectively, be sufficient to enable students to fulfill the program goals and meet the program objectives. Courses must be required that will address the college level communication and analytic skills necessary for success in a transfer program or that will generally enable graduating students to participate as full team members in a company, maintain currency in rapidly changing fields, and/or advance in selected occupations over a lifetime. If the associate degree program goal selected is “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” then the set of requirements must reflect the thinking of the advisory committee, as indicated in advisory committee minutes that are submitted as part of the proposal. If the CTE program requirements do not reflect the advisory committee’s recommendation, then the college must explain its departure from those recommendations. If the associate degree program goal selected is “Transfer,” or Career Technical Education (CTE) and Transfer,” then students must be advised to complete the CSU-GE-Breadth or IGETC pattern. Unless the major requires a high number of units, students who intend to transfer must not be allowed to complete only 18 or more units of local general education requirements. In most cases, the local general education requirements do not provide adequate preparation for transfer.


145

If the associate degree program goal selected is “Other – Designed to meet local community needs,” then the college may use a locally-developed general education pattern to complete the 60 semester or 90 quarter units, and must so state when adding the general education units at the bottom of the program requirements table. The locally-developed general education pattern is not sufficient to meet the requirements of the CSU-GE or IGETC patterns designed for degrees that include “Transfer” as a goal. Item 4. 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. The proposal must demonstrate a need for the program that meets the stated goals and objectives in the region the college proposes to serve with the degree. Furthermore, a proposed new degree must not cause undue competition with an existing program at another college. Need is determined by multiple factors, including the master plan of the college or district and accreditation standards. Colleges are required to periodically review curriculum through “program review,” during which the faculty and administrators review the program requirements and related course content in consultation with appropriate advisory groups. Program review is a planning process whereby academic departments determine the future needs and goals of their educational programs. Both new and revised curriculum must reflect the fulfillment of this planning requirement. If any expenditure values were entered in proposal fields #12-13 (as discussed in Section One of this Guide), then please explain the specific needs for facilities and equipment in this section. Note what is already available, what is planned or in some stage of development, and what would need to be acquired after approval in order to implement the program. Programs that require new facilities, major renovation to existing facilities, or an expenditure of over $100,000 in district and state funds for equipment must submit an itemized matrix that details program costs and anticipated revenue (either public or private), both for the initial year of operation and in the near future years. If applicable, this section may also be used to justify program objectives or the inclusion of a given course as a requirement. Similarly, high-unit programs (above 60 semester or 90 quarter units) must be addressed in this section by providing a rationale for the additional unit requirements (e.g.; mandate, law, baccalaureate requirement, etc.). Finally, if the selected program goal is “Other – Designed to meet local community needs,” then a description of the community or other need leading to the program development is required.


146

Similarly, for a program with a selected goal of “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” 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. It is not necessary to repeat information covered elsewhere in the proposal, as long as the proposal includes a cross-reference to a page number or section number. If reference is made to appended meeting minutes, then corresponding section(s) in the minutes must be highlighted in the attachment. Item 5. Enrollment and Completer Projections This item should justify the number of projected students or “annual completers” to be awarded the degree each year after the program is fully established as entered into the CCC Curriculum Inventory proposal field (discussed in sub-section one of this Guide). The justification must include either: (A) enrollment (student headcount) data or (B) a survey of prospective students and completer projections information. (A) Enrollment Data Use a table format (sample below*) to provide final (not census) enrollment data for all required existing courses for the last two years to validate the need for this program in the college service area. Include course department number, course title, annual sections, and annual enrollment total.

<Year 1> <Year 2> CB01: Course Department Number

CB02: Course Title

Annual # Sections

Annual Enrollment Total

Annual # Sections


*Use as many rows as required to provide requested data. As a point of reference, refer to the Chancellor's Office Data Mart (www.cccco.edu click on the DATAMART hyperlink on the top right header) for historical completion rates by academic year for each TOP Code. (B) Survey In the case of a survey, the survey questionnaire, a description of the population surveyed, and survey results must be included.



147

If the associate degree program goal selected is “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” then the enrollment and completer projections must be compared to the net annual labor demand projection entered into the CCC Curriculum Inventory field and stated in the Labor Market Information and Analysis provided as Supporting Documentation. The data must demonstrate adequate demand for the completer projections. Item 6. Place of Program in Curriculum/Similar Programs Before completing this section, review the college’s existing program inventory in the CCC Curriculum Inventory, then address the following questions:

a) Do any active inventory records need to be made inactive or changed in connection with the approval of the proposed program? If yes, please specify.

b) Does the program replace any existing program(s) on the college’s inventory? Provide relevant details if this program is related to the termination or scaling down of another program(s).

c) What related programs are offered by the college?

Item 7. Similar Programs at Other Colleges in Service Area Describe all similar programs offered by colleges within commuting distance of the college, commonly known as the “college service area.” A brief description of each program is required. Pages from other colleges' catalogs may be included as additional attachments to the proposal in the CCC Curriculum Inventory. Similarities and differences need to be described, and justification for a program of this type and in this region needs to be provided. In most instances, a college proposing a new program needs to make a convincing case that the existing capacities at other colleges are insufficient to meet the demand. If the proposed program has a different emphasis than similar programs at other colleges, targets a different market, demonstrates state-of-the-art offerings, or for a number of reasons will be a stronger program, documentation and/or explanation need to be provided. The college needs to provide evidence that faculty affiliated with the program proposal have been in communication with faculty offering similar programs at other community colleges, as well as with transfer institutions (if applicable). The college also must demonstrate how such communication helped to design the proposed program. When two or more colleges in the same region are seeking approval for new programs of a similar kind at or near the same time, evidence of collaboration is especially important. Generally, competition between districts is not an issue for transfer programs, nor is redundancy of offerings, since every college is presumed to have the right to offer a range of transfer majors. For transfer programs, the main reason for considering programs in neighboring colleges is to compare the program requirements.


148

ADDITIONAL SUPPORTING DOCUMENTATION – CTE (Excluding Apprenticeships) Please note: the following discussion does not apply to apprenticeships. Refer to the next sub-section for a description of additional supporting documentation required for credit apprenticeship proposals. If the selected program goal is “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” then the following are required as additional supporting documentation:

1. Labor Market Information (LMI) & Analysis – current labor market information 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. Refer to Section Three (Credit Curriculum) of this Handbook for a detailed discussion of Labor Market Information (LMI) & Analysis.

2. Advisory Committee Recommendation: This document (in a single attachment) must include the following three components (1) demonstrate how the advisory committee is comprised of typical/prospective employers, discipline faculty from transfer institutions, entrepreneurs, or others qualified to provide guidance in developing and reviewing the program by providing a list of advisory committee member names, job titles, and business affiliations. (2) Minutes of the advisory committee meetings at which the program was discussed and approved must be included. Highlight using an electronic highlighter or another easily visible method in the attachment the approval action in the minutes. Minutes of other meetings, such as curriculum committee meetings, may also be included if they reflect relevant discussion. Meeting minutes must include the date and place of the meeting and names of all who attended. (3) Summary of the advisory committee recommendations and discuss how the proposed program aligns with the recommendations. If it was not possible to incorporate all of the recommendations, describe how decisions were made when selecting major topics to be addressed in the program.

3. Regional Consortia Approval Meeting Minutes – California community colleges are organized into 10 economic regions (www.cccaoe.org), served by seven consortia of CTE faculty and administrators from community colleges in that region. The Career Technical Education Regional Consortia provide leadership for colleges to:

x Integrate and coordinate economic development and CTE programs and services x Develop and coordinate staff development x Increase the knowledge of programs and services in the region, and to disseminate best

practices In addition to Advisory Committee recommendation for approval (with a motion approved in meeting minutes), Title 5, section 55130(b)(8)E, also requires that credit programs be reviewed by Regional Consortia, when applicable. Consequently, proposals for credit programs with a selected program goal of “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” must also include a recommendation for approval from the appropriate Career Technical Education Regional Consortium. Minutes of the regional consortia

http://www.cccaoe.org/


149

meeting(s) at which the program was discussed and approved must be included. The recommendation should be clearly stated with a motion approved in the meeting minutes. Highlight using an electronic highlighter or another easily visible method in the attachment the approval action in the minutes. Highlight portions of the minutes that deal with substantive issues of program need, objectives, design, and resource requirements. Suggestions included in the minutes, questions or concerns that were raised, and decisions noted must be specifically addressed in the proposal. Meeting minutes must include the date and place of the meeting and names of all who attended.

SUPPORTING DOCUMENTATION – APPRENTICESHIP Note: Advisory Committee and Regional Consortia approval meeting minutes are NOT required for an apprenticeship proposal. If the proposed program is an apprenticeship, then the following two items are required as additional supporting documentation:

x Labor Market Information (LMI) & Analysis – current labor market information 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. Refer to Section Three (Credit Curriculum) of this Handbook for a detailed discussion of Labor Market Information (LMI) & Analysis.

x California Division of Apprenticeship Standards (DAS) Approval Letter – Ensure the approval letter includes the “file number” assigned to the apprenticeship by the DAS.

SUBMISSION CHECKLIST This submission checklist provides a quick reference check for traditional associate degree proposal requirements; please refer to sections 1-3 of this guide for a detailed discussion of each requirement. 9 Proposal fields #1-20 – All fields are complete, no fields are left blank. Please refer to section

one of this guide for a detailed description of requirements unique to each field. 1. SP02: Program Award: A.A. or A.S. is selected as the program award. 2. Program Title: Entered as it will appear in the catalog; does not include descriptors, such as “with an emphasis,” “degree,” “certificate,” “transfer” or “for transfer.” 3. Program Goal: Career Technical Education (CTE), Transfer, Career Technical Education (CTE) and Transfer, or Other – Designed to meet community needs is selected; refer to section two (Comprehensive Curriculum Topics) of this Handbook for a detailed discussion of each. For a proposed program that is categorized by a TOP code that is designated as vocational or Career Technical Education (CTE) as denoted with an asterisk (*), the program goal selected must be “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer.”


150

4. SP01: Program TOP Code: An appropriate TOP code is selected. 5. Units for Degree Major or Area of Emphasis – Minimum & Maximum: The (minimum and maximum) number of semester or quarter units for the major or area of emphasis including course requirements, restricted electives, and other completion requirements is entered. If the units required are the same (not a range), then enter the same number in both (min/max) fields. 6. Total Units for Degree – Minimum & Maximum: The total (minimum and maximum) units required to complete the degree including the units for the major or area of emphasis, the general education pattern units, any other graduation requirements, and electives is entered. If the units required are the same (not a range), then enter the same number in both (min/max) fields. 7. Annual Completers: The number of students projected to be awarded the degree each year after the program is fully established is entered and reconciles with the Narrative Item 5. Enrollment and Completer Projections. The number entered is greater than zero. 8. Net Annual Labor Demand: For programs with a selected program goal of “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” the estimated number of annual job openings, minus the annual number of program completers of other programs within the counties in the college service areas is entered. The number is explicitly stated and consistent with the Labor Market Information and Analysis provided as Supporting Documentation. The figure entered is greater than zero. 9. Faculty Workload: The number of full-time equivalent faculty (FTEF) that will be dedicated to teaching in the degree during the first full year of operation, regardless of whether they are new or existing faculty is entered as a decimal. 10. New Faculty Positions: The number (not FTEF) of separately identified new faculty positions, both part- and full-time is entered. 11. New Equipment: If new equipment will be acquired for the degree, an estimate (in dollars) is provided. If no new equipment will be acquired for the degree, zero (0) is entered. 12. New/Remodeled Facilities: If new or remodeled facilities will be acquired for the degree, an estimate (in dollars) is provided. If no new or remodeled facilities will be acquired for the degree, zero (0) is entered. 13. Library Acquisitions: If new library and learning resources materials will be acquired for the degree, an estimate (in dollars) is provided. If no new library and learning resource materials will be acquired for the degree, zero (0) is entered.


151

14. Program Review Date: A future date is entered; for a degree with a program goal of “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” pursuant to Education Code section 78016, the degree must be reviewed every two (2) years. 15. Gainful Employment (yes/no): If the program meets U.S. Department of Education gainful employment criteria is indicated. 16. Apprenticeship (yes/no): “No” is selected if the program is not an apprenticeship. “Yes” if the program is an apprenticeship with approval from the Division of Apprenticeship Standards and the following additional proposal fields are complete:

Employer or Joint Apprenticeship Committee (JAC) Sponsor: The Name, Address, and Telephone Number of the Sponsor are entered. RSI - Year & Hours: The estimated total number of related and supplemental instruction (RSI) hours the program is likely to generate in the first three years is entered.



17. Distance Education: The extent to which the courses associated with the degree are conducted via distance education is indicated. 18. CTE Regional Consortium Approved (yes/no) – For programs with a selected program goal of “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” “Yes” is selected. For a program with a selected goal that does not include Career Technical Education (CTE), this field is not shown or required. 19. District Governing Board Approved (yes/no): “Yes” is selected. 20. District Governing Board Approval Date: A historical date is entered.

9 Course Report – The course report reflects all courses listed in the Narrative Item 3. Program

Requirements (general education courses are not required to be attached to the proposal).


152

9 Supporting Documentation – Course Outlines of Record (CORs); a COR is attached for each course listed in the Narrative Item 3. Program Requirements (general education courses are not required to be attached to the proposal).

9 Supporting Documentation – Transfer Documentation; If applicable, articulation and transfer reports downloaded from ASSIST website at www.assist.org (ASSIST is the official online repository of articulation for California’s public colleges and universities and provides the most accurate and up-to-date information about student transfer in California.) are attached.

9 Supporting Documentation – Narrative Items #1-7 are complete; refer to the aforementioned discussion for details.

If the program goal (selected in field #3 above) is “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer” and the program is NOT an apprenticeship, then the following additional supporting documentation is attached:

9 Supporting Documentation – Labor Market Information (LMI) & Analysis is

complete and demonstrates 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.

9 Supporting Documentation – Advisory Committee Recommendations including (1) a list of advisory committee members, (2) minutes of committee meetings highlighting the action to approve the proposed program, and (3) a description of how program design aligns with committee recommendations.

9 Supporting Documentation – Regional Consortia Approval Meeting Minutes clearly indicating the action to approved the proposed program.

If the program is an apprenticeship, then the following additional supporting documentation is attached:



9 Supporting Documentation – California Division of Apprenticeship Standards (DAS) Approval Letter is attached indicating the “file number” assigned to the program by the DAS.

Amending an Existing Proposal To amend an existing traditional associate degree proposal, identify the active inventory record for which an amendment is desired. In the far left column of the queue, click on amend in the row corresponding to the desired record (red circle shown below).



153

Next you will see a box titled Proposal Action (red oval shown below). Notice the proposal for which you are taking action is visible below under the section titled Current Program Information (red arrow shown below). Depending upon the action selected, proposal fields shown for the existing proposal will recalibrate. In addition, select fields (if any) will be locked for editing based upon the type of amendment selected. Amend action choices include: Correction, Substantial Change, Nonsubstantial Change, or Active to Inactive (note: if the selected proposal was previously made Inactive then the option Inactive to Active would appear). Amend action definitions are provided in Section One, Table Six of the Handbook and discussed below. Amend: Correction – An action to correct a value previously reported in error. This action will not issue a new control number. A correction will allow editing to all fields. Correct the proposal fields (and if needed supporting documentation) in the record. After desired correction(s) are made, click Save. Corrections do not require district governing board approval. It is important to note that correction(s) made to an active inventory record will impact historical data for that record and will need to reconcile with MIS data reported. Amend: Substantial Change – An action to create a new program record based upon an active program record. Examples of substantial changes include:

x The goals and objectives of the program are substantially changed. x The TOP code will change to a different TOP code at the discipline-level (e.g.; biological

sciences (04) to health (12). x Addition/creation of a new program award (degree or certificate) or major/area of emphasis

using an active proposal. For example, a college may decide to create an associate degree for


154

transfer (A.A.-T or A.S.-T) in the same four-digit TOP code as an existing degree or certificate offered by the college.

x The job categories for which program completers qualify are substantially different from the job categories for which completers previously qualified.

x The baccalaureate major to which students typically transfer is different from the baccalaureate major students typically transferred to in the past.

This action will initiate a new control number. Upon approval, the submitted proposal will be assigned a new program control number. Some colleges choose to keep both program proposals active. Unless requested as part of the substantial change, the CCC Curriculum Inventory does not automatically inactivate the original (old) program record after a (new) substantial change proposal is approved (and a new, second program control number is assigned). To request that the original record is made inactive immediately upon approval of the substantial change – select Yes for the radio button corresponding to the option shown in the CCC Curriculum Inventory proposal fields (sample shown on the following page – note the original record control number that will be made inactive is provided in the field).

It is critical to use this feature with caution as prematurely inactivating a record may cause issues with local college MIS data needs for statewide reporting. For a substantial change, all proposal fields will be unlocked for editing. Make desired changes to the proposal fields and/or supporting documentation. For all substantial change proposals, the same supporting documentation is required for the substantial change proposal as would be required of a new program submission. Unless revised as a component of the desired substantial change, original supporting documentation should remain attached to the proposal. For example, if the change includes adding or removing courses from an existing program, the Course Report and attached Course Outlines of Record (CORs) should reflect only the current courses required as a result of the substantial change proposal (remove any courses that will not be associated with the program after the substantial change is approved). If the program goal includes Transfer, then new transfer documentation should also be included in the proposals. A revised Narrative (items 1-7) is required (refer to the aforementioned discussion for details) as supporting documentation. (Note: the sole exception for the revised narrative is if the college is creating a new Associate Degree for Transfer (ADT), then only Narrative items #1-2 are required –


155

please see Appendix B for details.) For each Narrative Item, please provide the context, justification and details of the proposed change(s) where appropriate in the document. If the program goal (selected in proposal field #3) is “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer” and the program is NOT an apprenticeship, then the following additional supporting documentation is required for a substantial change:





If the program is an apprenticeship, then the following additional supporting documentation is required for a substantial change:




Finally, describe the change(s) and rationale for the changes in the Justification box (shown below) in the proposal. After desired change(s) are made,


156

save the proposal, complete the validation process, and submit the proposal to the Chancellor’s Office for review. After submission, notations will appear in the proposal (shown in green brackets) indicating the old or former program record data. This distinction will enable Chancellor's Office staff to expedite review of the proposed change(s). Amend: Nonsubstantial Change – An action to change an active course record that will not initiate a new control number. Examples of nonsubstantial changes include:

x Title changes x The TOP code will change to a TOP code within the same discipline-level (e.g.; a change within

the discipline of biological sciences (04) from the field of Biology, General (0401.00) to Microbiology (0403.00)).

x degree unit changes x Addition to or removal of courses from an existing approved program

For a nonsubstantial change, select proposal fields will be unlocked for editing. Make desired changes to the proposal fields and/or supporting. Unless revised as a component of the desired nonsubstantial change, original supporting documentation (such as the program narrative, transfer documentation, CORs, etc.) should remain attached to the proposal. If the nonsubstantial change entails adding or removing courses from an existing program and/or the total number of required unit changes, the following is required:

x The Course Report should reflect only the current courses required as a result of the nonsubstantial change proposal (remove any courses that will not be associated with the program after the nonsubstantial change is approved).

x Ensure all Course Outlines of Record are attached as supporting documentation for all courses listed in the Course Report.

x Submit a revised Program Requirements table (narrative item #3).

x If the selected associate degree program goal includes Transfer (equals “Transfer” or “Career Technical Education (CTE) and Transfer”), submit revised Transfer Documentation (where applicable).

The college may elect to revise the previously submitted program proposal narrative with track changes or color-coded text to indicate content changed in the proposal narrative. Note: A nonsubstantial change to a previously approved credit program with a program goal “Career Technical Education (CTE) and Transfer” or “Career Technical Education (CTE)” does not require regional consortium approval.


157

Next, describe the change(s) and rationale for the changes in the Justification box (shown below) in the proposal.

After desired change(s) are made, save the proposal, complete the validation process, and submit the proposal to the Chancellor’s Office for review. After submission, notations will appear in the proposal (shown in green brackets) indicating the old or former course record data. This distinction will enable Chancellor's Office staff to expedite review of the proposed change(s). Amend: Correction vs. Substantial Change vs. Nonsubstantial Change for Qualitative Program Data? Qualitative changes to a program may or may not include changes to MIS Course Data Elements. When no changes to MIS Student Program Data Elements (such as SP01 or SP02) are made, determining which type of amend action to select is subjective. The following provides a general framework for a college to use when making this determination.

Correction – Changes include no substantive changes to the program. Changes typically include grammar, updates to department/division naming conventions, clarification to narrative items. In addition, with the migration of curriculum records from a paper-based system to an online repository – some records are incomplete – thus the correction feature may be used to update or complete the record. For example, an active program record in the CCC Curriculum Inventory that does not have program CORs or a Narrative attached as supporting documentation may be updated using the correction feature (clicking on Amend > Take Action > Correction, adding the CORs and/or Narrative as supporting documentation, and clicking on Save). Substantial Change – If the qualitative content of a program has substantially changed, a new program control number is required. Put differently, this substantially changed program is


158

in essence a “new program” and requires its own unique control number. Either a proposal for a substantial change to an existing program or a proposal for a new program may be submitted to the Chancellor's Office – the college may decide which type of submission is made via the CCC Curriculum Inventory. What matters most is to ensure a control number is assigned and the college retains active control numbers for MIS reporting of student enrollment. The interpretation of “substantially changed” qualitative content refers to the extent to which college faculty deem changes as substantially or fundamentally changing the program design and course content required in accordance with Title 5 sections 55130 (Approval of Credit Programs) and 55002 (Standards and Criteria for Courses). Nonsubstantial Change – If the qualitative content required in Title 5 sections 55130 (Approval of Credit Programs) and 55002 (Standards and Criteria for Courses) is beyond the scope of a correction but has not substantially changed, then a new program control number is not required.

Amend: Active to Inactive – An action to make an active degree inactive. This action will not issue a new control number. No validation process is required for this action prior to submitting the proposal to the Chancellor’s Office. After selecting Amend and Active to Inactive as the desired Proposal Action, the confirmation screen (shown below) will appear. Click the Inactive Proposal button (red arrow shown below).

Important Note: A proposal to make a program inactive is made effective in the CCC Curriculum Inventory system immediately upon submission (no Chancellor's Office review or approval is required). Respectively, when a program is inactive in the CCC Curriculum Inventory, the program record will not appear in the Public Search Tool results; however, the program record will remain in the Inventory for historical reference and use. Amendment: Inactive to Active – An action to reactivate an active program which was previously made inactive. This action will not initiate a new control number. No validation process is required for this action prior to submitting the proposal to the Chancellor’s Office. After selecting Amend and Inactive to Active as the desired Proposal Action, the confirmation screen (shown on the following page) will appear. Click the Activate Proposal button (red arrow shown on the following page).


159

Important Note: A proposal to make a program active is effective in the CCC Curriculum Inventory system immediately upon submission. Respectively, when a program is active in the CCC Curriculum Inventory, the program record will appear in the Public Search Tool results.


160

Appendix D: Proposal Development Guide for a Certificate of Achievement (Credit)


161

BACKGROUND This guide outlines requirements specific to submitting a Certificate of Achievement (referred herein as “certificate”) to the California Community Colleges Chancellor's Office for review. Title 5, section 55070, defines Certificate of Achievement as any credit certificate that may appear by name on a student transcript, diploma, or completion award and which requires 18 or more semester units or 27 or more quarter units of degree-applicable coursework. Chancellor’s Office approval is required for a college to award a Certificate of Achievement. A college may also request approval from the Chancellor’s Office for certificate programs that require fewer units in order to list these certificates on student transcripts. In order to be approved, the proposed certificate must require 12 or more semester units (or 18 or more quarter units) of degree-applicable credit coursework and must represent a well-defined pattern of learning experiences designed to develop certain capabilities that may be oriented to career or general education. After Chancellor’s Office approval, they must be called Certificates of Achievement and may be listed on student transcripts. Submission of Certificates of Achievement requiring 12 to fewer than 18 semester (or 18 to fewer than 27 quarter) units to the Chancellor's Office for review has many benefits; for example, the certificate will be represented in the CCC Curriculum Inventory Public Search Tool of Chancellor's Office approved programs. Similarly, after approval, the certificate is assigned a program control number and included in the Chancellor's Office (Management Information System) for use when reporting metrics (such as award and completion rates). The Chancellor's Office MIS is the primary source of data referenced to provide data presented in the Student Success Scorecard and Salary Surfer tools. Community colleges may also award certificates for fewer than 18 semester or 27 quarter units without Chancellor’s Office approval, but must call such certificates something other than “Certificate of Achievement.” Respectively, this guide is not intended for use in developing credit certificates (not awarded as a Certificate of Achievement) which are not submitted to the Chancellor's Office for review. Please note:

x Proposal requirements unique to a certificate with a program goal of “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer” are shown in red.

x Special instructions and requirements for an Apprenticeship proposal are noted.

x Refer to section three (Credit Curriculum) of this Handbook for an overview of Certificates of Achievement as well as a unique type of Certificates of Achievement in CSU-GE-Breadth or IGETC pursuant to Title 5, section 55070.

This guide is divided into the following sub-sections related to submitting a new certificate proposal:


162

x Curriculum Inventory Proposal Fields – items you enter directly into the CCC Curriculum Inventory. Fields entail the first step in developing a curriculum proposal. Please note: Forms are no longer used for curriculum submissions.

x Supporting Documentation – items you attach to the curriculum proposal.

x Submission Checklist – a summary of proposal requirements in a checklist format for review prior to submitting a proposal to the Chancellor's Office.

In addition, the final sub-section describes how to amend an existing associate degree proposal:

x Amend – taking action to make a correction, substantial change, nonsubstantial change, or change in active/inactive status of a proposal.

For related curriculum topics and technical guidance on using the CCC Curriculum Inventory, please refer to preceding sections of this Handbook. CCC Curriculum Inventory PROPOSAL FIELDS Proposal information is entered directly into each CCC Curriculum Inventory proposal field by typing, selecting from a drop-down menu, or clicking on a yes/no radio button. Proposal fields marked with [SPXX] refer to the MIS Student Program (SP) Data Elements in the Data Element Dictionary. Appropriately coding data during the program development process is essential to properly tracking, reporting, and funding program courses. The complete Data Element Dictionary (DED) is accessible on the Chancellor’s Office website (www.cccco.edu) under the Management Information Systems (MIS) Unit of the Technology, Research, and Information Resources Division. After signing into the CCC Curriculum Inventory, click on the New Program hyperlink at the top right of the proposals queue. Next, select the desired SP02: Program Award as shown below (two certificate options are available: B – Certificate of Achievement: 12 to fewer than 18 semester (or 18 to fewer than 27 quarter) units and C – Certificate of Achievement: 18 or greater semester (or 27 or greater quarter) units.

A special note for users whom reconcile MIS data with the CCC Curriculum Inventory: In the CCC Curriculum Inventory, “C” is used to denote Certificates of Achievement for 18 or greater semester (or 27 or greater quarter) units. This “C” reconciles with the Management Information



163

Systems (MIS) Data Element Dictionary (DED) three classifications for a Certificate of Achievement unit breakdowns (specifically, DED coding of L, T, and F).

Select only one program award. After a selection is made, the proposal will automatically recalibrate and the following fields are shown:

1. SP02: Program Award: The previously selected program award (Certificate of Achievement) is shown. 2. Program Title: Enter the exact title that is proposed for the catalog. The title must clearly and accurately reflect the scope and level of the program. Do not include descriptors, such as “with an emphasis,” “degree,” “certificate,” “transfer” or “for transfer” in the program title. Note: the

1

2

3

4

5

6

7

20

.

.

.

8

9

10

11

12

13

14 15 16 17 18 19


164

Certificate of Achievement in CSU-GE and Certificate of Achievement in IGETC are reserved for certificates that comply with Title 5, section 55070. 3. Program Goal: Select the appropriate program goal from the following two options: Career Technical Education (CTE) or Other – Designed to meet community needs. For a proposed program that is categorized by a TOP code that is designated as vocational or Career Technical Education (CTE) as denoted with an asterisk (*), the program goal selected must be “Career Technical Education (CTE).” Pursuant to Title 5, section 55070, Certificates of Achievement CSU-GE-Breadth or IGETC may have a program goal of transfer. Refer to the section two (Comprehensive Curriculum Topics) of this Handbook for a detailed discussion of each program goal type. 4. SP01: Program TOP Code: Select an appropriate TOP code using the drop-down menu. An asterisk (*) denotes a vocational TOP code. The Taxonomy of Programs (TOP) Code Manual, 6th Edition may be accessed under the Admin > Resources tab in the CCC Curriculum Inventory. The TOP code is assigned according to the content and outcomes of the program, and must conform closely to the TOP code given to similar programs in other colleges around the state. The TOP code reflects the main discipline or subject matter, thus the program top code will reflect the majority of required certificate courses. The TOP code is not based on local departmental structure, faculty qualifications, or budget groupings. A college that has difficulty identifying the most appropriate TOP code should contact the Chancellor’s Office. The Chancellor’s Office may change the proposed TOP code, if necessary, and will notify the college. 5. Required Certificate Units – Minimum & Maximum: Enter the (minimum and maximum) number of semester or quarter units required including course requirements, restricted electives, and other completion requirements. Do not include general education requirements and units completed in nondegree-applicable credit courses that raise student skills to standard collegiate levels of language and computational competence. Do not convert quarter units to semester unit equivalents. If the units required are the same (not a range), then enter the same number in both (min/max) fields. 6. Annual Completers: Enter the number of students projected to be awarded the certificate each year after the program is fully established. The estimation submitted for annual completers should be reasonable in light of historical completion rates. As a point of reference, refer to the Chancellor's Office Data Mart (www.cccco.edu click on the DATAMART hyperlink on the top right header) for historical completion rates by academic year for each TOP Code. An explanation for this entry must be provided in the Narrative Item 5. Enrollment and Completer Projections. The number entered must be greater than zero.



165

7. Net Annual Labor Demand: For programs with a selected program goal of “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” enter the estimated number of annual job openings, minus the annual number of program completers of other programs within the counties in the college service areas. The number entered here must be explicitly stated and consistent with the Labor Market Information and Analysis provided as Supporting Documentation. The figure entered must be greater than zero. 8. Faculty Workload: Enter the number of full-time equivalent faculty (FTEF) that will be dedicated to teaching in the certificate during the first full year of operation, regardless of whether they are new or existing faculty. The number must be entered as a decimal—for example, one and a quarter FTEF would be entered as 1.25. This estimate is not the number of FTES (full time equivalent students) expected to be generated by the program. Typically, a college will enter approximately 0.5 to 7.0 FTEF as Faculty Workload for a proposed program. 9. New Faculty Positions: Enter the number (not FTEF) of separately identified new faculty positions, both part- and full-time. For example, if three part-time positions will be new, then enter the number 3 (three). If existing faculty are sufficient for offering the certificate and no plans exist to hire new faculty, enter 0 (zero). Refer to Title 5, Subchapter 4. Minimum Qualifications, sections 53400 thru 53430 for requisites for faculty positions. 10. New Equipment: If new equipment will be acquired for the certificate, estimate (in dollars) the total cost from all sources, including district and state funds. If no new equipment will be acquired for the degree, enter zero (0). 11. New/Remodeled Facilities: If new or remodeled facilities will be acquired for the certificate, estimate (in dollars) the cost from all sources, including district and state funds. If no new or remodeled facilities will be acquired for the certificate, enter zero (0). 12. Library Acquisitions: If new library and learning resources materials will be acquired for the certificate, estimate (in dollars) the total cost for all materials. If no new library and learning resource materials will be acquired for the certificate, enter zero (0). 13. Program Review Date: Enter the month and year of the first scheduled review of the degree after it has been approved. For a degree with a program goal of “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” pursuant to Education Code section 78016, the degree must be reviewed every two (2) years. 14. Gainful Employment (yes/no): Indicate if the program meets U.S. Department of Education gainful employment criteria. A complete set of resource documents is available on the U.S. Department of Education website under the Gainful Employment Information section (www.ifap.ed.gov/GainfulEmploymentInfo). Please note: this data is used for Chancellor’s Office

http://www.ifap.ed.gov/GainfulEmploymentInfo


166

generated reports only. It is the sole responsibility of the college to submit gainful employment data to the U.S. Department of Education. The college may use or modify the detailed records created by the Chancellor’s Office or elect to use their own records. 15. Apprenticeship (yes/no): Select “No” if the program is not an apprenticeship. Select “Yes” if the program is an apprenticeship with approval from the Division of Apprenticeship Standards. If “Yes” is selected, the following additional proposal fields will appear and are required:

Employer or Joint Apprenticeship Committee (JAC) Sponsor: Enter the Name, Address, and Telephone Number of the Sponsor. RSI - Year & Hours: Enter the estimated total number of related and supplemental instruction (RSI) hours the program is likely to generate in the first three years.



16. Distance Education: Indicate the extent to which the courses associated with the certificate are conducted via distance education; four choices are available, 0%, 1-49%, 50-99%, or 100%. Refer to Section Two (Comprehensive Curriculum Topics) of this Handbook for a detailed discussion of distance education. 17. CTE Regional Consortium Approved (yes/no) – For programs with a selected program goal of “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” by selecting “yes,” the college certifies that the certificate was approved by the CTE regional consortium (including delegated authority), pursuant to Title 5 section 55130(b)(8)(E). For a program with a selected goal that does not include Career Technical Education (CTE), this field is not shown or required. 18. District Governing Board Approved (yes/no) – By selecting “yes,” the college certifies that the certificate was approved by the governing board of the district (including delegated authority), pursuant to Title 5 section 55130. 19. District Governing Board Approval Date – Enter the corresponding historical date in which the governing board of the district (or delegated authority) approved the certificate, pursuant to Title 5 section 55130.


167

20. After completing the aforementioned fields, click the Save button at the bottom of the page. Next, the required Course Report box and section for adding Supporting Documentation will appear (shown below). Course Report: In the Course Report box, click on the Add/Remove (+/-) icon shown at the top right corner. Add all courses required for the degree. As each course is added, the CCC Curriculum Inventory will automatically generate a dynamic Course Report shown within the proposal. This report must reconcile with the courses listed in the Narrative Item 3. Program Requirements. In addition, the Supporting Documentation box will appear (shown below).

SUPPORTING DOCUMENTATION All credit certificate proposals (including apprenticeships) require the following supporting documentation:

x Narrative - describing the development of the certificate, addressing items outlined in the following sub-section.

x Course Outlines of Record (for each course listed on the Course Report and Narrative Item 3. Program Requirements). General education course outlines are not required to be attached to the proposal.

x Transfer Documentation – If Applicable –A certificate with a program goal including “Transfer” prepares students to continue study in the same or similar area at a baccalaureate-granting institution; refer to section three of this Handbook for Certificate of Achievement in CSU-GE-Breadth and IGETC for details.

ADDITIONAL SUPPORTING DOCUMENTATION – CTE (excluding apprenticeships) Please note: the following discussion does not apply to apprenticeships. Refer to the next sub-section for a description of additional supporting documentation required for credit apprenticeship proposals.


168

If the selected program goal is “Career Technical Education (CTE),” then the following are required as additional supporting documentation:

1. Labor Market Information (LMI) & Analysis – current labor market information 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. Refer to Section Three (Credit Curriculum) of this Handbook for a detailed discussion of Labor Market Information (LMI) & Analysis.

2. Advisory Committee Recommendation: This document (in a single attachment) must include the following three components (1) demonstrate how the advisory committee is comprised of typical/prospective employers, discipline faculty from transfer institutions, entrepreneurs, or others qualified to provide guidance in developing and reviewing the program by providing a list of advisory committee member names, job titles, and business affiliations. (2) Minutes of the advisory committee meetings at which the program was discussed and approved must be included. Highlight using an electronic highlighter or another easily visible method in the attachment the approval action in the minutes. Minutes of other meetings, such as curriculum committee meetings, may also be included if they reflect relevant discussion. Meeting minutes must include the date and place of the meeting and names of all who attended. (3) Summary of the advisory committee recommendations and discuss how the proposed program aligns with the recommendations. If it was not possible to incorporate all of the recommendations, describe how decisions were made when selecting major topics to be addressed in the program.

3. Regional Consortia Approval Meeting Minutes – California community colleges are organized into 10 economic regions (www.cccaoe.org), served by seven consortia of CTE faculty and administrators from community colleges in that region. The Career Technical Education Regional Consortia provide leadership for colleges to:

x Integrate and coordinate economic development and CTE programs and services x Develop and coordinate staff development x Increase the knowledge of programs and services in the region, and to disseminate best

practices In addition to Advisory Committee recommendation for approval (with a motion approved in meeting minutes), Title 5, section 55130(b)(8)E, also requires that credit programs be reviewed by Regional Consortia, when applicable. Consequently, proposals for credit programs with a selected program goal of “Career Technical Education (CTE),” must also include a recommendation for approval from the appropriate Career Technical Education Regional Consortium. Minutes of the regional consortia meeting(s) at which the program was discussed and approved must be included. The recommendation should be clearly stated with a motion approved in the meeting minutes. Highlight using an electronic highlighter or another easily visible method in the attachment the approval action in the minutes. Highlight portions of the minutes that deal with substantive issues of program need, objectives, design, and resource requirements. Suggestions included in the minutes, questions or concerns that were raised, and

http://www.cccaoe.org/


169

decisions noted must be specifically addressed in the proposal. Meeting minutes must include the date and place of the meeting and names of all who attended.

SUPPORTING DOCUMENTATION – APPRENTICESHIP Note: Advisory Committee and Regional Consortia approval meeting minutes are NOT required for an apprenticeship proposal. If the proposed program is an apprenticeship, then the following two items are required as additional supporting documentation:

x Labor Market Information (LMI) & Analysis – current labor market information 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. Refer to Section Three (Credit Curriculum) of this Handbook for a detailed discussion of Labor Market Information (LMI) & Analysis.

x California Division of Apprenticeship Standards (DAS) Approval Letter – Ensure the approval letter includes the “file number” assigned to the apprenticeship by the DAS.

NARRATIVE TEMPLATE for a Certificate of Achievement Please adhere to the following format conventions:

x Use the heading (item) and numbering convention (for example: Item 1. Program Goals and Objectives).

x Ensure the description provided under each item is removed from the narrative prior to submission.

Item 1. 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.

Based upon the program goals, objectives appropriate to these goals, and program design consistent with these objectives, the determination is made as to whether the proposed program is appropriate to the mission of the local college and community college system. For example, a program must be directed at the appropriate level for community colleges—that is, it must not be directed at a level beyond the certificate or the first two years of college. Similarly, a program must address a valid transfer, occupational, basic skills, civic education, or lifelong learning purpose. The program may not be primarily avocational or recreational. The statement of goals and objectives serves to define the degree over time and is one of the major factors in determining whether future changes to the degree are considered substantial or nonsubstantial for Chancellor’s Office review purposes.


170

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. For programs designed for the student not intending to transfer, community colleges may develop degree majors or areas of emphasis that meet community needs and reflect the educational philosophy of the faculty in a discipline or disciplines. The required courses may not be aligned with requirements for transfer, but they may represent a cohesive package of courses in an area of study. If the certificate program goal selected is “Other – Designed to Meet Community Needs,” then the statement must, at a minimum, explain in detail how the degree was designed to meet community needs in accordance with the community college mission. Describe how the degree embodies a pattern of learning experiences that are focused on specific capabilities or knowledge areas. Student Selection and Fees: If the program is selective, describe relevant entry criteria, the selection process for admission to the program, and compliance with provisions of Title 5, sections 55201 and 58106. Similarly, specify all mandatory fees (for materials, insurance, travel, and/or uniforms) that students will incur, for the program as a whole or any of its constituent courses, aside from the ordinary course enrollment fee prescribed in Education Code section 76300. Item 2. Catalog Description The catalog description must be entered exactly as it will appear in the college catalog. The description must also:

x Convey the certificate’s goal(s) and objectives; suggest how they differ from the goals and objectives of other programs

x Provide an overview of the knowledge and skills that students who complete the requirements must demonstrate (student learning outcomes)

x List all prerequisite skills or enrollment limitations

x Suggest some caveats that students must be aware of where job market data or other factors are documented in the proposal. These warnings must be as clearly conveyed in the catalog description as possible. The catalog description needs to mention any risks, such as occupations that are inherently competitive or low-salaried and/or occupational areas where inexperienced graduates are not generally hired.

x If the certificate program goal selected is “Career Technical Education (CTE),” then the description must list the potential careers students may enter upon completion.

x If applicable, reference accrediting and/or licensing standards including an explanation of any departures from the standards. In some occupations, while there is no legal requirement for a license to practice, there is a widely recognized certification provided by a professional association. For example, the American Massage Therapy Association certifies massage


171

therapists; the California Association of Alcohol and Drug Abuse Counselors certify counselors in that field. In these cases, the Chancellor’s Office expects that the description will specify whether the program will fully prepare completers for the recognized professional certification.

The description must also convey what students may expect as an outcome. The catalog description represents a commitment to the student. Exaggerated statements must not be included. For a program designed with scaffolds among program awards, ensure the catalog description describes but does not overstate this relationship. Assertions of transfer applicability as well as career applicability must be reasonable and capable of being documented. Item 3. 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 sequence must be arranged so that a full-time student could complete a degree program in two years, except in the case of a high-unit technical or health occupation program where a sequence longer than two years is necessary. Students who begin college in need of developmental courses in reading, writing, and/or mathematics may need more than two years to complete a two-year program. Ensure the general education requirement pattern(s) specified does not constrain students' individual general education choices unless specific general education courses are recommended to enhance student preparation for a field of study. 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. A sample table format (with program requirements and course sequence combined) is shown on the following page (for illustration purposes only): Certificate of Achievement: Administration of Justice


172

Requirements

Dept. Name/#

Name Units

Sequence

Required Core (6 units)

ADMJ 50 ADMJ 60

Introduction to Justice Criminal Law

3 3

Yr 1/2, Fall Yr 1, Spring

Four Electives (12 units)

ADMJ 40 ADMJ 55 ADMJ 61 ADMJ 63 ADMJ 70

Juvenile Justice Procedures Introduction to Correctional Science Evidence Criminal Investigation

3 3 3 3 3

Yr 1/2, Fall Yr 2, Spring Yr 1, Summer Yr 1, Fall/Spring Yr 2, Fall/Spring

Required Core Total: 6 units TOTAL UNITS: 18 units Proposed Sequence: Year 1, Fall = 6 units Year 1, Spring = 6 units Year 1, Summer = 3 units Year 2, Fall = 3 units TOTAL UNITS: 18 units 0r Year 1, Fall = 9 units Year 1, Spring = 9 units TOTAL UNITS: 18 units If the program goal selected is “Career Technical Education (CTE),” then the set of requirements must reflect the thinking of the advisory committee, as indicated in advisory committee minutes that are submitted as part of the proposal. If the CTE program requirements do not reflect the advisory committee’s recommendation, then the college must explain its departure from those recommendations. Item 4. 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. The proposal must demonstrate a need for the program that meets the stated goals and objectives in the region the college proposes to serve with the certificate. Furthermore, a proposed new certificate must not cause undue competition with an existing program at another college. Need is determined by multiple factors, including the master plan of the college or district and accreditation standards.


173

Colleges are required to periodically review curriculum through “program review,” during which the faculty and administrators review the program requirements and related course content in consultation with appropriate advisory groups. Program review is a planning process whereby academic departments determine the future needs and goals of their educational programs. Both new and revised curriculum must reflect the fulfillment of this planning requirement. If any expenditure values were entered in proposal fields #12-13 (as discussed in Section One of this Guide), then please explain the specific needs for facilities and equipment in this section. Note what is already available, what is planned or in some stage of development, and what would need to be acquired after approval in order to implement the program. Programs that require new facilities, major renovation to existing facilities, or an expenditure of over $100,000 in district and state funds for equipment must submit an itemized matrix that details program costs and anticipated revenue (either public or private), both for the initial year of operation and in the near future years. If applicable, this section may also be used to justify program objectives or the inclusion of a given course as a requirement. Similarly, low-unit (fewer than 18 semester or 27 quarter units) and high-unit programs must be addressed in this section by providing a rationale for the additional unit requirements (e.g.; mandate, law, baccalaureate requirement, etc.). Finally, if the selected program goal is “Other – Designed to meet local community needs,” then a description of the community or other need leading to the program development is required. Similarly, for a 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. It is not necessary to repeat information covered elsewhere in the proposal, as long as the proposal includes a cross-reference to a page number or section number. If reference is made to appended meeting minutes, then corresponding section(s) in the minutes must be highlighted in the attachment. Item 5. Enrollment and Completer Projections This item should justify the number of projected students or “annual completers” to be awarded the certificate each year after the program is fully established as entered into the CCC Curriculum Inventory proposal field (discussed in sub-section one of this Guide). The justification must include either: (A) enrollment (student headcount) data or (B) a survey of prospective students and completer projections information. (A) Enrollment Data


174

Use a table format (sample provided below*) to provide final (not census) enrollment data for all required existing courses for the last two years to validate the need for this program in the college service area. Include course department number, course title, annual sections, and annual enrollment total.

<Year 1> <Year 2> CB01: Course Department Number

CB02: Course Title

Annual # Sections


Annual # Sections


*Use as many rows as required to provide requested data. As a point of reference, refer to the Chancellor's Office Data Mart (www.cccco.edu click on the DATAMART hyperlink on the top right header) for historical completion rates by academic year for each TOP Code. (B) Survey In the case of a survey, the survey questionnaire, a description of the population surveyed, and survey results must be included. If the associate degree program goal selected is “Career Technical Education (CTE),” then the enrollment and completer projections must be compared to the net annual labor demand projection entered into the CCC Curriculum Inventory field and stated in the Labor Market Information and Analysis provided as Supporting Documentation. The data must demonstrate adequate demand for the completer projections entered in the CCC Curriculum Inventory field. Item 6. Place of Program in Curriculum/Similar Programs Before completing this section, review the college’s existing program inventory in the CCC Curriculum Inventory, then address the following questions:

d) Do any active inventory records need to be made inactive or changed in connection with the approval of the proposed program? If yes, please specify.

e) Does the program replace any existing program(s) on the college’s inventory? Provide relevant details if this program is related to the termination or scaling down of another program(s).

f) What related programs are offered by the college?

Item 7. Similar Programs at Other Colleges in Service Area Describe all similar programs offered by colleges within commuting distance of the college, commonly known as the “college service area.” A brief description of each program is required. Pages from other colleges' catalogs may be included as additional attachments to the proposal in the CCC Curriculum Inventory. Similarities and differences need to be described, and justification for a program of this type and in this region needs to be provided. In most instances, a college proposing a new program needs to make a convincing case that the existing capacities at other colleges are insufficient to meet the demand.



175

If the proposed program has a different emphasis than similar programs at other colleges, targets a different market, demonstrates state-of-the-art offerings, or for a number of reasons will be a stronger program, documentation and/or explanation need to be provided. The college needs to provide evidence that faculty affiliated with the program proposal have been in communication with faculty offering similar programs at other community colleges, as well as with transfer institutions (if applicable). The college also must demonstrate how such communication helped to design the proposed program. When two or more colleges in the same region are seeking approval for new programs of a similar kind at or near the same time, evidence of collaboration is especially important. Generally, competition between districts is not an issue for transfer programs, nor is redundancy of offerings, since every college is presumed to have the right to offer a range of transfer majors. For transfer programs, the main reason for considering programs in neighboring colleges is to compare the program requirements.

SUBMISSION CHECKLIST This submission checklist provides a quick reference check for certificate proposal requirements; please refer to sections 1-3 of this guide for a detailed discussion of each requirement. 9 Proposal fields #1-19 – All fields are complete, no fields are left blank. Please refer to section

one of this guide for a detailed description of requirements unique to each field. 1. SP02: Program Award: Certificate of Achievement is selected as the program award. 2. Program Title: Entered as it will appear in the catalog; does not include descriptors, such as “with an emphasis,” “degree,” “certificate,” “transfer” or “for transfer.” 3. Program Goal: Career Technical Education (CTE) or Other – Designed to meet community needs is selected. The sole exceptions for Certificates of Achievement which may have a program goal of transfer are those in CSU-GE-Breadth or IGETC, pursuant to Title 5, section 55070. For a proposed program that is categorized by a TOP code that is designated as vocational or Career Technical Education (CTE) as denoted with an asterisk (*), the program goal selected must be “Career Technical Education (CTE).” 4. SP01: Program TOP Code: An appropriate TOP code is selected. 5. Required Certificate Units – Minimum & Maximum: The (minimum and maximum) number of semester or quarter units required including course requirements, restricted electives, and other completion requirements is entered. If the units required are the same (not a range), the same number is entered in both (min/max) fields.


176

6. Annual Completers: The number of students projected to be awarded the degree each year after the program is fully established is entered and reconciles with the Narrative Item 5. Enrollment and Completer Projections. The number entered is greater than zero. 7. Net Annual Labor Demand: For programs with a selected program goal of “Career Technical Education (CTE),” the estimated number of annual job openings, minus the annual number of program completers of other programs within the counties in the college service areas is entered. The number is explicitly stated and consistent with the Labor Market Information and Analysis provided as Supporting Documentation. The figure entered is greater than zero. 8. Faculty Workload: The number of full-time equivalent faculty (FTEF) that will be dedicated to teaching in the degree during the first full year of operation, regardless of whether they are new or existing faculty is entered as a decimal. 9. New Faculty Positions: The number (not FTEF) of separately identified new faculty positions, both part- and full-time is entered. 10. New Equipment: If new equipment will be acquired for the degree, an estimate (in dollars) is provided. If no new equipment will be acquired for the degree, zero (0) is entered. 11. New/Remodeled Facilities: If new or remodeled facilities will be acquired for the degree, an estimate (in dollars) is provided. If no new or remodeled facilities will be acquired for the degree, zero (0) is entered. 12. Library Acquisitions: If new library and learning resources materials will be acquired for the degree, an estimate (in dollars) is provided. If no new library and learning resource materials will be acquired for the degree, zero (0) is entered. 13. Program Review Date: A future date is entered; for a degree with a program goal of “Career Technical Education (CTE),” pursuant to Education Code section 78016, the degree must be reviewed every two (2) years. 14. Gainful Employment (yes/no): If the program meets U.S. Department of Education gainful employment criteria is indicated. 15. Apprenticeship (yes/no): “No” is selected if the program is not an apprenticeship. “Yes” if the program is an apprenticeship with approval from the Division of Apprenticeship Standards and the following additional proposal fields are complete:

Employer or Joint Apprenticeship Committee (JAC) Sponsor: The Name, Address, and Telephone Number of the Sponsor are entered.


177

RSI - Year & Hours: The estimated total number of related and supplemental instruction (RSI) hours the program is likely to generate in the first three years is entered.


It is important to note that a credit apprenticeship proposal must also have a corresponding program goal (selected in field #3 above) of “Career Technical Education (CTE).”

16. Distance Education: The extent to which the courses associated with the certificate are conducted via distance education is indicated. 17. CTE Regional Consortium Approved (yes/no) – For programs with a selected program goal of “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer,” “Yes” is selected. For a program with a selected goal that does not include Career Technical Education (CTE), this field is not shown or required. 18. District Governing Board Approved (yes/no): “Yes” is selected. 19. District Governing Board Approval Date: A historical date is entered.

9 Course Report – The course report reflects all courses listed in the Narrative Item 3. Program

Requirements (general education courses are not required to be attached to the proposal).

9 Supporting Documentation – Course Outlines of Record (CORs); a COR is attached for each course listed in the Narrative Item 3. Program Requirements (general education courses are not required to be attached to the proposal).

9 Supporting Documentation – Transfer Documentation; If applicable, articulation and transfer reports downloaded from ASSIST website at www.assist.org (ASSIST is the official online repository of articulation for California’s public colleges and universities and provides the most accurate and up-to-date information about student transfer in California.) are attached.

9 Supporting Documentation – Narrative Items #1-7 are complete; refer to the aforementioned discussion for details.

If the program goal (selected in field #3 above) is “Career Technical Education (CTE)” and the program is NOT an apprenticeship, then the following additional supporting documentation is attached:


complete and demonstrates that jobs are available for program completers within the



178

local service area of the individual college and/or that job enhancement or promotion justifies the proposed curriculum.



If the program is an apprenticeship, then the following additional supporting documentation is attached:




Amending an Existing Proposal To amend an existing certificate proposal, identify the active inventory record for which an amendment is desired. In the far left column of the queue, click on amend in the row corresponding to the desired record (red circle shown below). Next you will see a box titled Proposal Action (red oval shown below). Notice the proposal for which you are taking action is visible below under the section titled Current Program Information (red arrow shown on the following page).


179

Depending upon the action selected, proposal fields shown for the existing proposal will recalibrate. In addition, select fields (if any) will be locked for editing based upon the type of amendment selected. Amend action choices include: Correction, Substantial Change, Nonsubstantial Change, or Active to Inactive (note: if the selected proposal was previously made Inactive then the option Inactive to Active would appear). Amend action definitions are provided in Section One, Table Six of the Handbook and discussed below. Amend: Correction – An action to correct a value previously reported in error. This action will not issue a new control number. A correction will allow editing to all fields. Correct the proposal fields (and if needed supporting documentation) in the record. After desired correction(s) are made, click Save. Corrections do not require district governing board approval. It is important to note that correction(s) made to an active inventory record will impact historical data for that record and will need to reconcile with MIS data reported. Amend: Substantial Change – An action to create a new program record based upon an active program record. Examples of substantial changes include:

x The goals and objectives of the program are substantially changed. x The TOP code will change to a different TOP code at the discipline-level (e.g.; biological

sciences (04) to health (12). x Addition/creation of a new program award (degree or certificate) or major/area of emphasis

using an active proposal. For example, a college may decide to create an associate degree for transfer (A.A.-T or A.S.-T) in the same four-digit TOP code as an existing degree or certificate offered by the college.

x The job categories for which program completers qualify are substantially different from the job categories for which completers previously qualified.

x The baccalaureate major to which students typically transfer is different from the baccalaureate major students typically transferred to in the past.

This action will initiate a new control number. Upon approval, the submitted proposal will be assigned a new program control number. Some colleges choose to keep both program proposals active. Unless requested as part of the substantial change, the CCC Curriculum Inventory does not automatically inactivate the original (old) program record after a (new) substantial change proposal is approved (and a new, second program control number is assigned). To request that the original record is made inactive immediately upon approval of the substantial change – select Yes for the radio button corresponding to the option shown in the CCC Curriculum Inventory proposal fields (sample


180

shown below – note the original record control number that will be made inactive is provided in the field).

It is critical to use this feature with caution as prematurely inactivating a record may cause issues with local college MIS data needs for statewide reporting. For a substantial change, all proposal fields will be unlocked for editing. Make desired changes to the proposal fields and/or supporting documentation. For all substantial change proposals, the same supporting documentation is required for the substantial change proposal as would be required of a new program submission. Unless revised as a component of the desired substantial change, original supporting documentation should remain attached to the proposal. For example, if the change includes adding or removing courses from an existing program, the Course Report and attached Course Outlines of Record (CORs) should reflect only the current courses required as a result of the substantial change proposal (remove any courses that will not be associated with the program after the substantial change is approved). If the program goal includes Transfer, then new transfer documentation should also be included in the proposals. A revised Narrative (items 1-7) is required (refer to the aforementioned discussion for details) as supporting documentation. For each Narrative Item, please provide the context, justification and details of the proposed change(s) where appropriate in the document. If the program goal (selected in proposal field #3) is “Career Technical Education (CTE)” or “Career Technical Education (CTE) and Transfer” and the program is NOT an apprenticeship, then the following additional supporting documentation is required for a substantial change:






181

If the program is an apprenticeship, then the following additional supporting documentation is required for a substantial change:




Finally, describe the change(s) and rationale for the changes in the Justification box (shown below) in the proposal.

After desired change(s) are made, save the proposal, complete the validation process, and submit the proposal to the Chancellor’s Office for review. After submission, notations will appear in the proposal (shown in green brackets) indicating the old or former program record data. This distinction will enable Chancellor's Office staff to expedite review of the proposed change(s). Amend: Nonsubstantial Change – An action to change an active course record that will not initiate a new control number. Examples of nonsubstantial changes include:

x Title changes


182

x The TOP code will change to a TOP code within the same discipline-level (e.g.; a change within the discipline of biological sciences (04) from the field of Biology, General (0401.00) to Microbiology (0403.00)).

x certificate unit changes x Addition to or removal of courses from an existing approved program

For a nonsubstantial change, select proposal fields will be unlocked for editing. Make desired changes to the proposal fields and/or supporting. Unless revised as a component of the desired nonsubstantial change, original supporting documentation (such as the program narrative, transfer documentation, CORs, etc.) should remain attached to the proposal. If the nonsubstantial change entails adding or removing courses from an existing program and/or the total number of required unit changes, the following is required:

x The Course Report should reflect only the current courses required as a result of the nonsubstantial change proposal (remove any courses that will not be associated with the program after the nonsubstantial change is approved).

x Ensure all Course Outlines of Record are attached as supporting documentation for all courses listed in the Course Report.

x Submit a revised Program Requirements table (narrative item #3).

x If the selected certificate program goal includes Transfer (special circumstances), submit revised Transfer Documentation.

The college may elect to revise the previously submitted program proposal narrative with track changes or color-coded text to indicate content changed in the proposal narrative. Note: A nonsubstantial change to a previously approved credit program with a program goal of “Career Technical Education (CTE)” does not require regional consortium approval. Next, describe the change(s) and rationale for the changes in the Justification box (shown on the following page) in the proposal.


183

After desired change(s) are made, save the proposal, complete the validation process, and submit the proposal to the Chancellor’s Office for review. After submission, notations will appear in the proposal (shown in green brackets) indicating the old or former course record data. This distinction will enable Chancellor's Office staff to expedite review of the proposed change(s). Amend: Correction vs. Substantial Change vs. Nonsubstantial Change for Qualitative Program Data? Qualitative changes to a program may or may not include changes to MIS Course Data Elements. When no changes to MIS Student Program Data Elements (such as SP01 or SP02) are made, determining which type of amend action to select is subjective. The following provides a general framework for a college to use when making this determination.

Correction – Changes include no substantive changes to the program. Changes typically include grammar, updates to department/division naming conventions, clarification to narrative items. In addition, with the migration of curriculum records from a paper-based system to an online repository – some records are incomplete – thus the correction feature may be used to update or complete the record. For example, an active program record in the CCC Curriculum Inventory that does not have program CORs or a Narrative attached as supporting documentation may be updated using the correction feature (clicking on Amend > Take Action > Correction, adding the CORs and/or Narrative as supporting documentation, and clicking on Save). Substantial Change – If the qualitative content of a program has substantially changed, a new program control number is required. Put differently, this substantially changed program is in essence a “new program” and requires its own unique control number. Either a proposal


184

for a substantial change to an existing program or a proposal for a new program may be submitted to the Chancellor's Office – the college may decide which type of submission is made via the CCC Curriculum Inventory. What matters most is to ensure a control number is assigned and the college retains active control numbers for MIS reporting of student enrollment. The interpretation of “substantially changed” qualitative content refers to the extent to which college faculty deem changes as substantially or fundamentally changing the program design and course content required in accordance with Title 5 sections 55130 (Approval of Credit Programs) and 55002 (Standards and Criteria for Courses). Nonsubstantial Change – If the qualitative content required in Title 5 sections 55130 (Approval of Credit Programs) and 55002 (Standards and Criteria for Courses) is beyond the scope of a correction but has not substantially changed, then a new program control number is not required.

Amend: Active to Inactive – An action to make an active degree inactive. This action will not issue a new control number. No validation process is required for this action prior to submitting the proposal to the Chancellor’s Office. After selecting Amend and Active to Inactive as the desired Proposal Action, the confirmation screen (shown below) will appear. Click the Inactive Proposal button (red arrow shown below).

Important Note: A proposal to make a program inactive is made effective in the CCC Curriculum Inventory system immediately upon submission (no Chancellor's Office review or approval is required). Respectively, when a program is inactive in the CCC Curriculum Inventory, the program record will not appear in the Public Search Tool results; however, the program record will remain in the Inventory for historical reference and use. Amendment: Inactive to Active – An action to reactivate an active program which was previously made inactive. This action will not initiate a new control number. No validation process is required for this action prior to submitting the proposal to the Chancellor’s Office. After selecting Amend and Inactive to Active as the desired Proposal Action, the confirmation screen (shown below) will appear. Click the Activate Proposal button (red arrow shown below).

2–5FSA HB June 2016

CHAPTERC 1Glossary/Acronyms CFR DCL

Schools must apply to and receive approval from the Department to be eligible to participate in the FSA programs before they can be certified for participation. Some schools apply only for designation as an eligible institution—they do not seek to participate—so that their students may receive deferments on FSA program loans or be eligible for the American Opportunity and Lifetime Learning tax credits or other non-FSA programs that require schools to be FSA-eligible. The same application is used to apply for both eligibility and certification for participation (see Chapter 2).

TYPE AND CONTROLThe three types of eligible institutions

The law defines three kinds of eligible institutions : institutions of higher education, proprietary institutions of higher education, and postsecondary vocational institutions. Each type of school is eligible to participate in all the FSA programs, provided it offers the appropriate type of program (see the chart on the next page). This section covers the key elements of the three definitions, giving special attention to those requirements that affect the definition of an eligible program.

Although the criteria for the three types of institutions differ, it is possible for some programs at an institution of higher education to meet the requirements for a postsecondary vocational institution.

Institutional controlThe control of an institution distinguishes whether it is public or private,

nonprofit or for-profit. By definition, an institution of higher education or a postsecondary vocational institution can be either public or private but is always nonprofit. A proprietary institution of higher education is always a private, for-profit institution.

Institutional EligibilityThis chapter discusses the three types of institutions that are eligible to participate in the Federal Student Aid (FSA) programs. If circumstances change and a participating school no longer qualifies as an eligible institution, it must notify the Department of Education (the Department; see Chapter 5) and carry out the closeout procedures described in Chapter 8.

Assessing your school’s complianceTo assess your school’s compliance with the provisions of this chapter, see the FSA Assessment module for “Institutional Eligibility,” at:(http://ifap.ed.gov/qahome/qaassessments/institutionalelig.html).

Related information ➔ Eligible program—Chapter 2➔ Closeout procedures—Chapter 8➔ Applying to participate, New School Guide➔ Eligibility of homeschooled and correspondence students—Volume 1, Chapter 1

Definitions of eligible institutions34 CFR 600.4, 600.5, and 600.6

http://ifap.ed.gov/fsahandbook/attachments/1516FSAHbkAppendixA.pdf

http://www.ecfr.gov/cgi-bin/text-idx?SID=b77732b217218b901208072d3ecd740c&tpl=/ecfrbrowse/Title34/34chapterVI.tpl

http://www.ifap.ed.gov/ifap/byYear.jsp?type=dpcletters

Volume 2—School Eligibility and Operations, 2016–2017


Glossary/Acronyms CFR DCL

Type and Control of Eligible Institutions

The institution offers

(1) associate, bachelor’s, gradu-ate, or professional degree programs;

(2) a program of at least two years that is acceptable for full credit toward a bachelor’s degree; or

(3) a training program of at least one academic year that leads to a certificate or other nondegree recognized credential and prepares students for gainful employment in a recognized occupation.

The institution must

(1) provide training for gainful employment in a recognized occupation or

(2) have provided a program leading to a baccalaureate degree in liberal arts continuously since 1/1/09 (with continuous regional accreditation since 10/1/07 or earlier).

Programs offered must meet the criteria of at least one category below:

(1) They are at least a 15-week (instructional time) undergraduate program of 600 clock hours, 16 semester or trimester hours, or 24 quarter hours. They may admit students without an associate degree or equivalent.

(2) They are at least a 10-week (instructional time) program of 300 clock hours, 8 semester or trimester hours, or 12 quarter hours. They must be a graduate/professional program or must admit only students with an associate degree or equivalent.

(3) They are at least a 10-week (instructional time) undergraduate program of 300–599 clock hours. They must admit at least some students who do not have an associate degree or equivalent and must meet specific qualitative standards. Note: These programs are eligible only for Direct Loan participation.

Any school may act as a postsecondary vocational institution to offer GE programs less than one academic year in length. Also, all three institutional types may provide a comprehensive transition and postsecondary program for individuals with intellectual disabilities.

“Two-Year Rule” (applicable to proprietary and postsecondary vocational institutions): Legally authorized to give (and continuously have been giving) the same postsecondary instruction for at least two consecutive years.

The institution must provide training for gainful employment in a recognized occupation.

Programs offered must meet the criteria of at least one category below:

(1) They are at least a 15-week (instructional time) undergraduate program of 600 clock hours, 16 semester or trimester hours, or 24 quarter hours. They may admit students without an associate degree or equivalent.

(2) They are at least a 10-week (instructional time) program of 300 clock hours, 8 semester or trimester hours, or 12 quarter hours. Must be a graduate/professional program or must admit only students with an associate degree or equivalent.

(3) They are at least a 10-week (instructional time) undergraduate program of 300–599 clock hours. Must admit at least some students who do not have an associate degree or equivalent and must meet specific qualitative standards. Note: These programs are eligible only for Direct Loan participation.

Institution of Higher Education

A public or private nonprofit educational institution located

in a state

Proprietary Institution of Higher Education

A private, for-profit educational institution

located in a state

Postsecondary Vocational Institution

A public or private nonprofit educational institution located

in a state




Chapter 1—Institutional Eligibility



BASIC CRITERIA FOR ELIGIBLE INSTITUTIONSTo be eligible an institution must

• be legally authorized by a state to provide a postsecondary education program in that state,

• be accredited by a nationally recognized accrediting agency or have met the alternative requirements, if applicable, and

• admit as a regular student only individuals with a high school diploma or its recognized equivalent or individuals beyond the age of compulsory school attendance in the state where the institution is located.

These requirements are discussed in the following sections.

LEGAL AUTHORIZATION BY A STATEGenerally, an eligible institution must be located in a state. A school is

physically located in a state if it has a campus or instructional site in that state. There are exceptions:

• Institutions of higher education in the Federated States of Micronesia and the Republic of the Marshall Islands are eligible for purposes of the Federal Pell Grant Program.

• Institutions of higher education in Palau are eligible for purposes of the Federal Pell Grant, FSEOG, and FWS programs.

• Foreign schools may participate in the Direct Loan Program, subject to the rules of Subpart E of 34 CFR Part 600.

There are two basic requirements for an institution to be considered legally authorized by a state for the purpose of Title IV program eligibility: (1) the state must authorize the institution by name to operate postsecondary educational programs; and (2) the state must have a process to review and act on complaints concerning the schools, including enforcing applicable state laws. The following are exempt from both of these requirements:

• schools authorized by name by the federal government to offer educational programs beyond secondary education, and

• schools authorized by name by an Indian tribe [as defined in 25 USC 1801(a)(2)] to offer educational programs beyond secondary education, provided they are located on tribal lands and the tribal government has a process to review and appropriately act on complaints concerning the schools and enforces applicable tribal requirements or laws.

Religious institutions must comply with (2) but are exempt from (1) above—i.e., they are already considered to be legally authorized to operate postsecondary educational programs—if they are exempt from state authorization as religious institutions under the state constitution or by state law. See the definition in the margin on the following page.

Nonprofit institutionA school that is• owned and operated by one or

more nonprofit corporations or associations whose net earnings do not benefit any private shareholder or individual,

• legally authorized to operate as a nonprofit organization by each state in which it is physically located, and

• determined by the Internal Revenue Service (IRS) to be eligible for tax-deductible contributions in accordance with the IRS Code [26 U.S.C. 501(c)(3)].

State authorizationThe regulations for a school to be considered legally authorized by a state were effective July 1, 2011, although annual delays in implementation were provided for schools in states that could not implement the changes in 34 CFR 600.9(a) and (b) in time. The state authorization regulations are now fully effective as of July 1, 2015; see DCL GEN-15-10 for guidance going forward.

Foreign schools eligible for Direct Loan ProgramBy law a foreign school can participate in the Direct Loan Program if it is comparable to an institution of higher education in the United States and has been approved by the Department. The regulations give specific requirements. For more about foreign school eligibility, see the page at (http://ifap.ed.gov/ForeignSchoolInfo/ForeignSchoolInfo.html).

State defined“State” includes not only the 50 states, but also American Samoa, Puerto Rico, the District of Columbia, Guam, the U.S. Virgin Islands, and the Northern Mariana Islands. See 34 CFR 600.2.







Authorization to operate postsecondary educational programsA school can be established by name as an educational institution

through a state charter, statute, constitutional provision, or other action by an appropriate state entity. The school must be authorized to operate educational programs beyond the secondary level, including programs leading to a degree or certificate. In addition, the institution must comply with any applicable state approval or licensure requirement, although the state may exempt the school from that approval or requirement based on the school being in operation for at least 20 years or on its accreditation by one or more accrediting agencies recognized by the Department.

If a school was not established by name as an educational institution but was established by a state on the basis of an authorization to conduct business or to operate as a nonprofit charitable organization, it must be approved or licensed by name by the state to offer programs beyond secondary education, including programs leading to a degree or certificate. Such a school can’t be exempted from state approval or licensure requirements based on accreditation, years in operation, or a comparable exemption.

A school must have documentation that it has the authority to operate in a state at the time of its certification to participate in the FSA programs. For more information on applying for participation in the FSA programs, see the New School Guide. Existing Title IV schools should ensure that they are currently in compliance with the regulations, but they are not required to immediately update their Eligibility and Certification Approval Report (ECAR). Instead, they can include the information showing their state authorization when they next submit their application for approval to

Definition of Indian tribeThe institutional eligibility regulations (see 34 CFR 600.9) incorrectly cite 25 USC 1802(2); this will be corrected in the Federal Register to 25 USC 1801(a)(2).

Definition of religious institutionAn institution that• is owned, controlled, operated,

and maintained by a religious organization lawfully operating as a nonprofit religious corporation; and

• awards only religious degrees or certificates including but not limited to a certificate of Talmudic studies, an associate of Biblical studies, a bachelor of religious studies, a master of divinity, or a doctor of divinity.

34 CFR 600.9(b)(2)

How different types of schools meet state authorization requirementsLegal Entity Entity Description Approval or Licensure Process

EducationalInstitution

A public, private nonprofit, or for-profit institution established by name through a charter, statute, articles of incorporation, or other action issued by an appropriate state entity as an educational institution authorized to operate educational programs beyond secondary education, including programs leading to a degree or certificate.

The institution must comply with any applicable state approval or licensure process and be approved or licensed by name. It may be exempted from such requirement based on its accreditation or being in operation at least 20 years.

Business A for-profit entity established by the state on the basis of an authorization or license to conduct commerce or provide services.

The state must have a state approval or licensure process, and the institution must comply with that process and be approved or licensed by name to offer postsecondary education. An institution in this category may not be exempted from state approval or licensure based on accreditation, years in operation, or a comparable exemption.

CharitableOrganizations

A nonprofit entity established by the state on the basis of an authorization or license for the public interest or common good.

Notes: The chart does not apply to federal, tribal, and religious institutions, which are exempt from these requirements, or to distance education programs offered out of state. A state must have a process to review and address complaints directly or through referrals; this applies to all institutions except tribal and federal institutions. For tribal institutions, the tribal government must have a process to review and appropriately act on complaints concerning them and to enforce applicable tribal requirements or laws.







List of accrediting agenciesThe Department periodically publishes a list of nationally recognized accrediting bodies in the Federal Register based on criteria in 34 CFR Part 602. The list of accrediting agencies recognized for FSA purposes is on the Department’s website at (www.ed.gov/admins/finaid/accred/index.html).Agencies recognized for their preaccreditation categories are in Section 7. Information about national recognition of state approval agencies is in Section 10.

participate in the FSA programs. For questions about documenting state legal authorization, schools should contact their participation team, information for which can be found at www.eligcert.ed.gov/.

State complaint processThe state must have a process to review and act on complaints (for

example, about fraud or false advertising) concerning a school, which must provide the contact information for filing those complaints to enrolled and prospective students. Complaints can be handled by the state attorney general’s office or a state agency as long as that entity can review, investigate, and resolve complaints against the school. There may be different complaint processes for different types of schools. Whatever entity handles complaints, the state must have the final authority for the process. See DCL GEN-14-04 for more information.

ACCREDITATIONGenerally, a school must be accredited or preaccredited by a nationally

recognized accrediting agency or association (both referred to here as agencies) to be eligible.

Except as provided here, a school must be accredited by an agency that has the authority to cover all of the institution’s programs. An agency such as this is referred to as the school’s primary accrediting agency. A school can have only one primary accreditor.

A school may also be accredited by one or more programmatic accrediting agencies. A programmatic accrediting agency is one that accredits only individual educational programs that prepare students for entry into a profession, occupation, or vocation.

If a school is seeking to change primary accreditors, it must first provide the Department and the agencies all materials documenting the reasons for the change. Information on accreditation changes is in Chapter 5.

Alternatives to regular accreditationThe law provides two statutory alternatives to accreditation by a

recognized accrediting agency. First, a public or private nonprofit institution may be preaccredited by an agency or association that has been approved by the Department to grant such preaccreditation. Second, public postsecondary vocational educational institutions may be eligible for FSA funds if accredited by a state agency that the Department determines to be a reliable authority.

Primary accreditor The primary accreditor typically is an accrediting agency whose scope is

institution-wide rather than only programmatic. A participating institution must tell the Department which accrediting agency it wants to serve as its primary accrediting agency for FSA eligibility. If a school offers only programs of a singular nature, the school’s primary accreditor may be an agency that accredits only those specific educational programs.

Nationally recognized accrediting agencyAn agency or association the Department has recognized to accredit or preaccredit a category of institution, school, or educational program according to 34 CFR Parts 602 and 603.

PreaccreditedA status granted by a nationally recognized accrediting agency or association to a public or private nonprofit institution that is progressing toward accreditation within a reasonable period of time.Institutions of Higher Education34 CFR 600.4(a)(5)(ii)Postsecondary Vocational Institutions34 CFR 600.6(a)(5)(i)

Alternatives to accreditationInstitutions of Higher Education34 CFR 600.4(a)(5)(ii)Postsecondary Vocational Institutions34 CFR 600.6(a)(5)(ii)

Role of state entitiesThe regulations mention, as one option, that an institution may be established by name through some “other action” by an appropriate state entity. Other institutions, established as businesses or nonprofit charitable institutions, must show that the state took an active role in approving or licensing them to operate postsecondary educational programs. For details on these and other issues, see DCL GEN-13-20.







Dual accreditationIf a school is accredited by two agencies at the same time, the school

must designate which agency’s accreditation will be used in determining institutional eligibility for FSA funds and must inform the Department via the E-App. Further, the school must provide to the Department and to both agencies all materials documenting the reasons for dual accreditation before the school adds the additional accreditation. See Chapter 5 for more on changes in accreditation and loss of eligibility.

ADMISSIONS STANDARDSAn eligible institution may admit as regular students only persons who

have a high school diploma or its recognized equivalent, are beyond the age of compulsory school attendance in the state in which the school is located, or are dually enrolled in the college and a secondary school.

An eligible student must have a high school diploma or its recognized equivalent or be beyond the age of compulsory attendance and meet the criteria for homeschooled students. Students who are dually enrolled in high school and college are not eligible for FSA funds. See Volume 1, Chapter 1.

High school diplomaA high school diploma is a document recognized by the state in which

the high school is located. Unless required by its accrediting or state licensing agency, the college is not required to keep a copy of a student’s high school diploma or recognized equivalent of a high school diploma (see below). Rather, the college may rely on the student’s certification (including that on the FAFSA) that he or she has received the credential and a copy of the certification must be kept on file. This certification need not be a separate document. It may be collected on the college’s admissions application. The college may also require the student to provide supporting documentation.

Recognized equivalent of a high school diplomaThe following are the equivalent of a high school diploma:

• A GED certificate.• A state certificate awarded after passing an authorized test and that

the state recognizes as equivalent to a high school diploma. This includes evidence of a passing score on tests recognized by the state and similar to the GED, such as the High School Equivalency Test or HiSET and the Test Assessing Secondary Completion or TASC.

• An academic transcript showing that the student has successfully completed at least a two-year program that is acceptable for full credit toward a bachelor’s degree.

• For a student seeking enrollment in a program of at least the associate degree level, documentation showing that he excelled academically in high school and has met the formalized written admissions policies of the college.

Related requirementsA school may not deny readmission to a service member of the uniformed services for reasons relating to that service. See Chapter 3 for more information.

Regular student definitionA person who is enrolled or accepted for enrollment in an eligible program to obtain a degree, certificate, or other recognized educational credential. If a person is not yet beyond the age of compulsory school attendance in the state where the college is physically located, it may only enroll her as a regular student if she has a high school diploma or its equivalent or is dually enrolled in high school and college.34 CFR 600.2

Admissions standards34 CFR 600.4(a)(2), 600.5(a)(3), 600.6(a)(2)

Checking validity of high school diplomasA school must evaluate the validity of a student’s high school completion if the school or the Department has reason to believe that the high school diploma is not valid or was not obtained from an entity that provides secondary school education. This is discussed in detail in Volume 1, Chapter 1.34 CFR 668.16(p)

Dual enrollment in high school and college20 USC 1001(b)(2)(B), 1002(b)(2)(B) and (c)(2)(B)







Homeschooled students and compulsory school attendanceThe Department considers a homeschooled student to be beyond the age

of compulsory school attendance if the state in which the college is located does not consider him truant once he has completed homeschooling.

For instance, if your state requires children to attend school until age 17, you may admit as a regular student a child who completes her secondary homeschooling curriculum at age 16 if your state would not consider her truant and would not require her to go to high school or continue homeschooling until age 17.

You may rely on a homeschooled student’s self-certification that he completed secondary school in a homeschool setting, as discussed in Volume 1, Chapter 1, under “Academic Qualifications.”

Preparatory programs for students without a high school diploma or equivalent

A school that admits students without a high school diploma or its recognized equivalent (except homeschooled students) must make available to them a program that has proven successful in helping students obtain the equivalent of a high school diploma.

For example, such a program might assist a student in obtaining a GED certificate or the state certificate mentioned earlier. It could be a preparatory program conducted by state and local secondary school authorities, as well as a program for which the school has documentation that statistically demonstrates success. The school must provide information about the availability of the program to interested students.

The school does not have to provide the program or pay for its cost. The program must be offered at a place that is convenient for students, and the school must take reasonable steps to ensure that they have access to it, such as coordinating the timing of school programs and the preparatory program.

The law does not require a school to verify that a student is enrolled in a preparatory program or to monitor his progress in it. A student who does not have a high school diploma or its recognized equivalent is not required by law to enroll in such a program, but the school may make this an admission requirement.

A student may not receive FSA funds for the program.

“TWO-YEAR” RULE FOR NEW PROPRIETARY OR VOCATIONAL SCHOOLS

To be eligible as a proprietary institution or a postsecondary vocational institution, a school must be legally authorized to give (and have continuously been giving) the same postsecondary instruction for at least two consecutive years prior to its application. The educational program(s) offered must remain substantially the same in length and subject matter except for changes made because of new technology or requirements of other federal agencies. A school subject to the two-year rule may not award FSA funds to a student in a program that is not included in the school’s approval documents.

Related topicsSee Chapter 2 for transition programs for students with intellectual disabilities.See also Volume 1, Chapter 1, about that and about remedial coursework.

Students admitted without a high school diploma or equivalentA school that admits students who do not have a high school diploma or a recognized equivalent has additional considerations. See Limitation on students admitted without a high school diploma or equivalent in Chapter 4.

Career pathway programsStudents enrolled in an eligible career pathway program who are not high school graduates and don’t have a diploma equivalent may be eligible to receive Title IV aid if they pass an independently administered, ED-approved ability-to-benefit test or complete at least 6 credit hours or 225 clock hours that apply to a degree or certificate offered by the school. See DCL GEN-16-09 for more information, including a list of Q’s and A’s about career pathway programs.







If a school is subject to the two-year rule, during the school’s initial period of participation in the FSA programs, the Department will not approve additional programs that would expand the institution’s eligibility. An exception would be considered if the school demonstrates that the program has been legally authorized and continuously provided for at least two years prior to the date of the request.

A branch campus of an eligible proprietary institution or postsecondary vocational institution seeking status as a main campus or freestanding institution is subject to the two-year rule. It must be designated as a branch campus for two years after certification as such by the Department before it can seek certification as a main or freestanding school.

An additional location must obtain approval from the Department to become a branch campus. A branch campus then must satisfy the two-year rule before it may be considered for status as a freestanding institution. Time at an additional location of an eligible proprietary institution or postsecondary vocational institution does not count toward the two years.

FACTORS LEADING TO LOSS OF ELIGIBILITYLimitations

An otherwise eligible institution becomes ineligible if it violates, among other requirements,

• the 50% limit on students without a high school diploma or equivalent (for schools that don’t offer a 4-year bachelor’s degree program or a 2-year associate degree program),

• the incarcerated student limitation (25%), or• the correspondence course limitation (50%) or correspondence

student limitation (50%).

The school must demonstrate compliance with these limitations, and its calculations must be attested to by the independent auditor. Chapter 4, which describes FSA audit requirements, discusses the calculations in more detail and how the school must notify the Department of a failure to meet any of these requirements.

Bankruptcy or crimes involving FSA programsA school is not eligible if it files for relief in bankruptcy or has entered

against it an order for bankruptcy. The school is also ineligible if either of these circumstances apply to an affiliate of the school that has the power, by contract or ownership interest, to direct or cause the direction of the management of policies of the school.

A school also loses eligibility if it, its owner, or its executive officer has

• pled guilty or nolo contendere to, or is found guilty of, a crime involving the acquisition, use, or expenditure of FSA program funds; or

Conditions of institutional ineligibility34 CFR 600.7

Notifying ED of changes to school’s E-App informationIf there is a change to any of a school’s answers to the Yes/No questions in Section G of a submitted Electronic Application (E-App), which deal with enrollment thresholds for the limitations below, the school must notify the Department via the E-App (see Chapter 5). The Department will advise the school of its options, including whether the school might be eligible for a waiver. Waivers are available for the correspondence student limitation, the incarcerated student limitation, and the limitation on students without a high school diploma or equivalent.34 CFR 600.7(h)

Prohibition on employment of individuals who have misused government fundsA school may not have as principals or employ or contract with other organizations that employ individuals who have engaged in the misuse of government funds. See Chapter 3 for details.

Branch campusA branch campus is geographically apart and independent of the school’s main campus. It is considered to be independent of the main campus if it:• is permanent in nature;• offers educational programs

leading to a degree, certificate, or other recognized credential;

• has its own faculty and administrative or supervisory organization; and

• has its own budgetary and hiring authority.

Branch campus34 CFR 600.2 and 600.8 Additional location34 CFR 600.32







• been judicially determined to have committed fraud involving FSA program funds.

If a school becomes ineligible for any of these reasons, it must notify the Department of the change within 10 days. A school that becomes ineligible because of one of these factors must immediately stop awarding FSA funds and must follow the requirements for a school that has lost its FSA participation (see Chapter 8). The loss of eligibility is effective as of the date of the bankruptcy or the date the school or individual pleads guilty to, or is found responsible for, the crime, as applicable. A loss of eligibility for these two reasons is permanent—the school’s eligibility cannot be reinstated.

PARTICIPATING IN THE TEACH GRANT PROGRAMEligibility for the Teacher Education Assistance for College and Higher

Education (TEACH) Grant program is not automatically extended to an FSA-eligible postsecondary school. A school qualifies as a “TEACH Grant-eligible institution” if it offers a high-quality teacher preparation program at either the baccalaureate or master’s level and provides supervision and support services to teachers (or assists in the provision of such services). The teacher preparation program must be accredited by a specialized accrediting agency recognized by the Department for the accreditation of professional teacher education programs or be approved by a state and provide extensive pre-service clinical experience.

If a school does not have a teacher preparation program, it can qualify for TEACH grants if it

• provides one or more 2-year programs of study that are acceptable for full credit to either a baccalaureate teacher preparation degree program or a baccalaureate degree program in a high-need field at another TEACH-eligible school with which it has an agreement;

• offers a baccalaureate degree that, in combination with other training or experience, will prepare a student to teach in a high-need field and has an agreement with another institution that offers a teacher preparation program or a post-baccalaureate program that prepares students to teach; or

• offers a postbaccalaureate program that prepares students to teach.

APPLYING AS AN ELIGIBLE NONPARTICIPATING SCHOOLSome schools choose to establish their eligibility for FSA programs but

elect not to participate in them because designation as an eligible institution qualifies a school or its students to take advantage of non-FSA programs or benefits, such as the American Opportunity and Lifetime Learning tax credits. In addition, only students attending eligible institutions qualify for in-school deferments of payments on their federal education loans.

A school wishing to be designated an eligible nonparticipating institution may submit an E-App to the Department at any time. The application must be materially complete.

TEACH grant eligibility Recognized agencies for the accreditation of professional teacher education programs include the Teacher Education Accreditation Council (TEAC) and National Council for Accreditation of Teacher Education (NCATE). Note: On October 22, 2010, TEAC and NCATE agreed to merge as the Council for the Accreditation of Educator Preparation (CAEP).GEN-08-0734 CFR 686.234 CFR 686.4

TEACH Grant Program34 CFR Part 686

Experimental sitesThe Experimental Sites Initiative permits statutory and regulatory flexibility for schools participating in the experiments. This gives the Department data for judging the effectiveness of certain laws and regulations and whether they should change. For example, the Dual Enrollment Experiment allows participating colleges to award Pell grants to students for their Title IV-eligible college program while still being enrolled in high school. For more information and other experiments, see the website at (https://experimentalsites.ed.gov).







The Department will contact the school, generally within 90 days of receiving the application, if it has additional questions. If it approves the school’s application, it will send an electronic notice to the president and financial aid officer stating that the school is eligible and that its approval letter and ECAR must be printed and maintained. If the Department does not approve the school’s application, it will tell the school why.

WITHDRAWAL RATESStudents are considered to have withdrawn if they officially withdraw,

unofficially drop out, are expelled from the school, or receive a 100% refund of their tuition and fees. Those who withdraw from one or more courses or programs but do not withdraw entirely from the school (e.g., the student reduced his credit hours from 12 to 6) does not meet the definition of withdrawn. Instead, this action is considered a change in enrollment status.

New schools (those seeking to participate in an FSA program for the first time) must have an undergraduate withdrawal rate for regular students of no more than 33% during the last completed award year.

When calculating the withdrawal rate, the school must include all regular, enrolled students. The definition of enrolled does not require either payment of tuition or class attendance; therefore, the withdrawal rate calculation must include enrolled students who have not yet paid tuition or begun attending classes.

THE PROGRAM PARTICIPATION AGREEMENT To participate in the FSA programs, a school must have a current

Program Participation Agreement (PPA), signed by the school’s president, chief executive officer, or chancellor and an authorized representative of the Secretary of Education.

Purpose and scope of the PPAWith the PPA the school agrees to comply with the laws, regulations, and

policies governing the FSA programs. After being certified for FSA program participation, the school must administer FSA program funds in a prudent and responsible manner. A PPA contains critical information: in addition to the effective date of a school’s approval, the date by which the school must reapply for participation, and the date on which the approval expires, the PPA lists the FSA programs in which the school is eligible to participate.

Beginning to disburse funds when first signing the PPAA school may make Pell and TEACH grant disbursements to students

for the payment period in which the PPA is signed by the Secretary. Schools receiving initial certification can participate in the Campus-Based programs in the next award year that funds become available. Direct Loan program disbursements may begin in the loan period that the PPA is signed.

Expiration or termination of the agreementEither the school or the Department may terminate the PPA. The

agreement automatically terminates if the school loses eligibility.

“Enrolled” for the purpose of withdrawal ratesStudents enroll when they complete the school’s registration requirements (except payment of tuition and fees). Correspondence students are enrolled if they have been admitted to the program and have submitted one lesson (that was completed without the assistance of a school representative).

Program Participation Agreement Sec. 487 of the HEA 34 CFR 668.1420 U.S.C. 1085, 1088, 1091, 1092, 1094, 1099a-3, 1099c, and 1141

Programs covered by the PPAAn eligible school must enter into a PPA with the Department to participate in the following programs: • Federal Pell Grant• Iraq and Afghanistan Service Grant*• TEACH Grant• Federal Supplemental Educational Opportunity Grant (FSEOG)• Federal Work-Study (FWS)• Federal Perkins Loan• Federal Direct Loan Program (DL)

* A school that is certified for Pell Grant purposes is considered to be certified for the Iraq and Afghanistan Service Grant program.







Selected provisions of the PPAMost of the provisions of the Program Participation Agreement (PPA) are discussed in detail in Volume 2 and other volumes of the Federal Student Aid Handbook. In this section, we highlight some of the general school requirements in the PPA that may not be as familiar to financial aid professionals.

Note that the PPA may list additional requirements that are school-specific; schools must carefully review all of the requirements listed on their PPA.

General Terms & Conditions

• The school certifies that it will comply with

a. Title VI of the Civil Rights Act of 1964, as amended, barring discrimination on the basis of race, color, or national origin;

b. Title IX of the Education Amendments of 1972, barring discrimination on the basis of sex;

c. The Family Rights and Privacy Act of 1974 (see Chapter 7);

d. Sections 501 and 505(b)(2) of the Gramm-Leach-Bliley Act, on safeguarding information (see Chapter 7);

e. Section 504 of the Rehabilitation Act of 1973, barring discrimination on the basis of physical handicap (34 CFR Part 104); and

f. The Age Discrimination Act of 1975 (34 CFR Part 110).

• The school acknowledges that the Department, states, and accrediting agencies may share information about the school without limitation.

• The school acknowledges that the school must, prior to any other legal action, submit any dispute involving the final denial, withdrawal, or termination of accreditation to initial arbitration.

General Provisions

• The school will use funds received under any FSA program, as well as any interest and other earnings thereon, solely for the purposes specified for that program.

• If the school is permitted to request FSA program funds under an advance payment method, the school will time its requests for funds to meet only the school’s immediate FSA program needs (see Volume 4, Chapter 2).

• The school will not charge for processing or handling any application, form, or data used to determine a student’s FSA eligibility (see Chapter 3).

A school’s Program Participation Agreement expires on the date that

• the school changes ownership that results in a change in control (see Chapter 5),

• the school closes or stops offering educational programs for a reason other than a normal vacation period or natural disaster that directly affects it or its students (see closure procedures in Chapter 8),

• the school ceases to meet the eligibility requirements (see Chapter 4 and “Factors Leading to Loss of Eligibility” in this chapter),

• the school’s period of participation expires, or

• its provisional certification is revoked (Chapters 4, 5, and 8).

A school’s PPA no longer covers an additional location as of the date on which that location ceases to be a part of the school.







Selected provisions of the PPA, continued

• The school will establish administrative/fiscal procedures and reports that are necessary for the proper and efficient management of FSA funds, and it will provide timely information on its administrative capability and financial responsibility to the Department and to the appropriate state, guaranty, and accrediting agencies (see Chapter 6).

• The school must acknowledge the authority of the Department and other entities to share information regarding fraud, abuse, or the school’s eligibility for participation in the FSA programs (see Chapter 8).

• The school must, in a timely manner, complete reports, surveys, and any other data collection effort of the Department including surveys under the Integrated Postsecondary Education Data System (see Chapter 6).

• The school cannot penalize in any way a student who is unable to pay school costs due to compliance with the FSA program requirements or due to a delay in an FSA loan disbursement caused by the school.

• The school must comply with the program integrity requirements established by the Department, state authorizing bodies, and accrediting agencies (see Chapter 8).

• The school is liable for all improperly administered funds received or returned under the FSA programs, including any funds administered by a third-party servicer (see Chapter 3).

• If the program offered by the school is preparing students for gainful employment in a recognized occupation, the school will

a. demonstrate a reasonable relationship [as defined in 34 CFR 668.14(b)(26)(i)] between the length of the program and entry level requirements for the recognized occupation, and

b. establish the need for the training for students to obtain employment in the recognized occupation.

CertificationsThree certifications are included in the PPA:

• Lobbying; Debarment, Suspension, and other responsibility matters; and Drug-Free Workplace Requirements (see Chapter 6).

• Drug Prevention Certification (see Chapter 6).

• Certification regarding Debarment, Suspension, Eligibility, and Voluntary Exclusion—lower-tier covered transactions.

Direct Loans• The school will not charge any fees of any kind to student or parent borrowers for loan application, origination activities,

or the provision and processing of any information needed to receive a Direct Loan.

• The note or evidence of obligation of the loan shall be the property of the Secretary.

• The school accepts responsibility and financial liability stemming from its failure to perform its functions under this Program Participation Agreement.

Additional requirementsIn addition to the requirements listed on the PPA, a school must meet any requirements for participation in the General Provisions (34 CFR Part 668), as well as those specific to an individual FSA program.

FEDERAL PELL GRANT PROGRAM, 20 USC 1070a et seq; 34 CFR Part 690.

FEDERAL DIRECT STUDENT LOAN PROGRAM, 20 USC 1087a et seq; 34 CFR Part 685.

FEDERAL PERKINS LOAN PROGRAM, 20 USC 1087aa et seq; 34 CFR Part 674.

FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT PROGRAM, 20 USC 1070b et seq; 34 CFR Part 676.

FEDERAL WORK-STUDY PROGRAM, 42 USC 2751 et seq; 34 CFR Part 675.

These requirements are discussed in the Application and Verification Guide and volumes 1–6 of this Federal Student Aid Handbook.






Many of the program eligibility requirements are derived from the institutional definitions that we discussed in Chapter 1. However, bear in mind that institutional eligibility does not mean that all programs at the school are eligible. A financial aid office should have a process to confirm the eligibility of an educational program before paying any FSA funds to students enrolled in that program and should promptly report changes to the Department following the procedures in Chapter 5.

DETERMINING PROGRAM ELIGIBILITY A school’s eligibility does not necessarily extend to all its programs,

so the school is responsible for ensuring that a program is eligible before awarding FSA funds to students in that program.

In addition to determining that the program meets the eligible program criteria given in this chapter, the school should make certain that the program is included under the notice of accreditation from a nationally recognized accrediting agency (unless the agency does not require that particular programs be accredited).

The school should also make certain that it is authorized by the appropriate state to offer the program (if the state licenses individual programs at postsecondary institutions). In some instances a school or program may need a general authorization as well as licensure for a specific program approval. (See the chart on eligible institutions and the discussion under Legal Authorization By a State in Chapter 1.)

A school’s eligibility extends to all eligible programs and locations on its E-App, unless the school participation division (SPD) determines that certain programs or locations did not meet the eligibility requirements or it has not approved the expansion’s FSA eligibility. Generally, the school’s eligible nondegree programs and locations are specifically named on the Eligibility and Certification Approval Report (ECAR). Additional locations and programs may be added later. Once the SPD has approved the program/location, it will notify the school and an updated ECAR can be printed.

If a program offered through distance or continuing education meets the definition of an eligible program, students enrolled in that program must be considered for FSA program assistance on the same basis as students enrolled in eligible programs offered through traditional modes. With some limitations, if a correspondence program meets the definition of an eligible program, students enrolled in that program are considered eligible (see Distance Education & Correspondence Study in this chapter).

Program eligibility34 CFR 668.834 CFR 691.2(b)

Program Eligibility, Written Arrangements, & Distance Education

School, program, and student eligibilityTo qualify as an eligible institution, a school must offer at least one eligible program. Not all programs at an eligible institution must be eligible, but at least one of the programs at the school must meet the eligible program requirements.

Except for students enrolled in certain preparatory or teacher certification courses, a student must be enrolled in an eligible program to receive FSA funds (see Volume 1, Chapter 1 for more information).

Related topics ➔ Eligibility requirements for specific educational programs—Volume 1, Chapter 1➔ Types of educational programs defined for eligible institutions—Volume 2, Chapter 1➔ Updating the E-App to change programs and locations—Volume 2, Chapter 5




Volume 2—School Eligibility and Operations 2016–2017



BASIC TYPES OF ELIGIBLE PROGRAMSThere is a wide variety of programs that are eligible for Title IV aid. This

section explains some of the most common for each type of institution. Later in the chapter we explain others, such as direct assessment programs and comprehensive transition and postsecondary programs.

Eligible programs at an institution of higher educationAt a public or private nonprofit institution of higher education, the

following types of programs are Title IV-eligible:

• a program that leads to an associate, bachelor’s, professional, or graduate degree,

• a transfer program of at least two academic years in duration that does not award a credential and is acceptable for full credit toward a bachelor’s degree,

• a program of at least one academic year in duration that leads to a certificate or other nondegree recognized credential and prepares students for gainful employment in a recognized occupation, or

• a certificate or diploma training program that is less than one year (if the school also meets the definition of a postsecondary vocational institution).

Note that a nondegree program at a public or private nonprofit institution is subject to the rules for a “gainful employment program” (unless the program is at least a 2-year transfer program). Gainful employment or GE programs are explained later.

Eligible programs at a proprietary or postsecondary vocational institution

There are several types of eligible programs at a proprietary institution or a postsecondary vocational institution. Generally these programs must have a specified number of weeks of instruction and must provide training that prepares a student for gainful employment in a recognized occupation.

• The program provides at least 600 clock hours, 16 semester or trimester hours, or 24 quarter hours of undergraduate instruction offered during a minimum of 15 weeks of instruction. The program may admit as regular students persons who have not completed the equivalent of an associate degree.

• The program provides at least 300 clock hours, 8 semester hours, or 12 quarter hours of instruction offered during a minimum of 10 weeks of instruction. The program must be a graduate or professional program or must admit as regular students only persons who have completed the equivalent of an associate degree.

• The program is known as a short-term program, which qualifies for the Direct Loan program only. This type of program must provide at least 300 but less than 600 clock hours of instruction offered during a minimum of 10 weeks of instruction. The program must admit as regular students some persons who have not completed the equivalent of an associate degree. It must also have been in existence for at least one year, have verified completion and placement rates




Chapter 2—Program Eligibility, Written Arrangements, & Distance Education



of at least 70% (see below), and not be more than 50% longer than the minimum training period required by the state or federal agency, if any, for the occupation for which the program of instruction is intended.

Lastly, a program that leads to a baccalaureate degree in liberal arts [as defined in 34 CFR 600.5(e)] at an accredited proprietary institution is an eligible (non-GE) program. The school must have been continuously accredited by a recognized regional accrediting agency or association since at least October 1, 2007, and have provided the program continuously since January 1, 2009.

Number of students who obtained employment* within 180 days of receiving credential and who are employed (or have been employed) for at least 13 weeks following receipt of credential

Number of regular students who received credential for successfully completing the program during the award year

*in the recognized occupation for which they were trained or in a related comparable occupation

The school must document the employment of any student it includes as employed in the placement rate calculation. Examples of such documentation include but are not limited to a written statement from the employer, signed copies of state or federal income tax forms, or written evidence of payment of Social Security taxes.

The school must reasonably determine whether a related occupation is comparable. For instance, for a student who was trained as an auto mechanic, it is reasonable to determine that a job as a boat mechanic is comparable. However, for a person trained in retail sales management, a counter-service job at a fast-food restaurant is not comparable.

Number of regular students who earned credentials for successfully completing the program within 150% of its length

Number of regular students enrolled in the program for the award year, including the number of regular students who withdrew with a 100% refund of tuition and fees and the number of regular students enrolled at the end of the award year

For the purpose of demonstrating compliance with the standards for short-term (300–600 clock-hour) programs, a school must calculate the completion and placement rates for the award year. The independent auditor who prepares the school’s compliance audit report must attest to the accuracy of the school’s calculation of completion and placement rates. See 34 CFR 668.8(e), (f ), and (g).

Completion & placement rates for short-term programs

= Completion Rate

= Placement Rate







PROGRAMS LEADING TO GAINFUL EMPLOYMENTTo be eligible for Title IV funding, an educational program at a

postsecondary school must lead to a degree—associate, bachelor’s, graduate, or professional—or prepare students for “gainful employment in a recognized occupation.” We refer to the latter as “gainful employment programs” or “GE programs” for short. They include nondegree programs offered by public and private nonprofit institutions and almost all academic programs offered by proprietary institutions; see below for details. They are subject to the Department’s regulations on disclosures (see Chapter 6).

Programs offered by for-profit institutionsAll educational programs offered by for-profit (proprietary) institutions

are GE programs with the following three exceptions:

1. Preparatory coursework necessary for enrollment in a Title IV-eligible program [34 CFR 668.32(a)(1)(ii)];

2. Approved Comprehensive Transition and Postsecondary (CTP) programs for students with intellectual disabilities [34 CFR 668.231]; and

3. A limited number of bachelor degree programs in liberal arts if offered by the school since January 2009 and if the school has been regionally accredited since October 2007 [34 CFR 600.5(a)(5)(i)(B)].

Programs offered by public and private nonprofit institutionsAll non-degree educational programs offered by public or private non-

profit institutions are GE programs with the following four exceptions:

1. Preparatory coursework as noted under (1) above;2. Approved CTP programs as noted under (2) above;3. Programs that are at least two years long and are designed to be fully

transferable to a bachelor’s degree program and for which the school does not confer a credential [34 CFR 668.8(b)(1)(ii)]; and

4. Teacher certification programs the institution does not award a credential for [34 CFR 668.32(a)(1)(iii)].

See also the margin note on embedded programs.

A student who is concurrently enrolled in a GE and a non-GE program must be included as an enrolled student in the former for purposes of GE reporting and in the calculation of information for disclosures.

State requirements and program lengthThe institution must demonstrate a reasonable relationship between

the length of the program and entry level requirements for which the program prepares the student. The Secretary considers the relationship to be reasonable if the number of clock hours provided in the program does not exceed by more than 50% the minimum number of clock hours required for training in the recognized occupation for which the program prepares the student, as established by the State in which the program is offered, or as established by any federal agency (if applicable). See 34 CFR 668.14(b)(26).

Embedded programsSome public and private nonprofit institutions offer degree programs in which students may also be awarded a non-degree credential (e.g., certificate, diploma) after completing a portion of the degree program. These are not GE programs as long as a significant number of the students enrolled in the program earn the degree rather than withdraw after obtaining the certificate. If a significant number of students enrolled in the program do not earn the degree, all of the students are considered to be enrolled in a non-degree program, that is, a GE program.

Gainful employment guidanceGainful Employment ElectronicAnnouncement #53 on May 20, 2015,explains GE program identification.

Recognized occupation34 CFR 600.2All non-degree programs must prepare students in that program for gainful employment in a specific recognized occupation. This requirement also applies to degree programs at proprietary schools.

A recognized occupation is one that is:• identified by a Standard

Occupational Classification (SOC) code established by the Office of Management and Budget or an Occupational Information Network O*NET–SOC code established by the Department of Labor and available at O*NET OnLine at (www.onetonline.org) or its successor site, or

• considered by ED, in consultation with the Department of Labor, to be a recognized occupation.

If the title of the program does not clearly indicate the specific occupation that the program prepares the student for, that information must appear on the E-App.







Certification requirements for GE programsBy December 31, 2015, schools were required to certify to the

Department—via a newly-executed Program Participation Agreement (PPA) on or after July 1, 2015, or via a transitional certification amending the school’s existing PPA—that each of the GE programs included on their ECAR met the following requirements:

• It is approved by a recognized accrediting agency or is included in the school’s accreditation or, if the school is a public postsecondary vocational institution, the program is approved by a recognized state agency in lieu of accreditation.

• It is programmatically accredited if so required by a federal government agency or by a government agency in a state in which the school is located or is required to get state approval under the state authorization regulations of 34 CFR 600.9.

• For the state in which the school is located or is required to obtain state approval under 34 CFR 600.9, the program qualifies students who seek employment in that state to take any licensure or certification examination needed for employment in an occupation the program prepares them for.

• If the school is trying to establish Title IV eligibility for the program, it is not substantially similar to a program the school offered in the prior three years that became ineligible due to its debt-to-earnings (D/E) rates or that had failing or zone D/E rates and was voluntarily discontinued by the school. For this purpose a program is substantially similar to another if they share the same four-digit Classification of Instructional Program (CIP) code. The school must explain in its certification how the new program is not substantially similar to any such ineligible or discontinued program.

A school may not update its list of eligible programs to include a failing or zone GE program that it voluntarily discontinued, a program that became ineligible due to D/E rates, or a program that is substantially similar to a discontinued or ineligible program until three years have passed.

A school adding or revising GE program information on an E-App that does not result in a new PPA will need to provide a new certification with each update. This includes establishing or reestablishing the eligibility of a program; discontinuing a program’s eligibility under 34 CFR 668.410; ceasing to provide a program for at least 12 consecutive months; losing program eligibility under 34 CFR 600.40; or changing a program’s name, CIP code, or credential level.

ADDITIONAL ELIGIBILITY REQUIREMENTSThere are additional FSA program eligibility requirements for specific

educational programs. For example, only undergraduate educational programs are eligible under the Pell Grant and FSEOG programs. Correspondence programs are not eligible unless they meet the general requirements for an eligible program and are required for the student’s regular program of study leading to a degree.

GE programs at foreign collegesThe only programs at foreign proprietary institutions that are eligible for FSA loan funds are degree programs in medicine, nursing, and veterinary science. All Title IV-eligible programs at these institutions are GE programs.

The determination if a program is a GE program at a foreign public or nonprofit institution is the same as for domestic public and nonprofit institutions.







Programs for students with intellectual disabilitiesA student with an intellectual disability who enrolls in a comprehensive

transition and postsecondary (CTP) program at a school that participates in the FSA programs is eligible for non-loan assistance (Pell Grants, FSEOG, and Federal Work-Study). As discussed in Volume 1, the student is exempt from some student eligibility requirements.

A CTP program is a degree, certificate, non-degree, or non-certificate program that is designed to support students with intellectual disabilities who want to continue their instruction (academic, career and technical, and independent living) at a postsecondary school to prepare for gainful employment. Schools must apply to the Department to have such a program judged eligible.

The program must be delivered to students physically attending the institution, include an advising and curriculum structure, and provide students with intellectual disabilities opportunities to participate in coursework and other activities with students without disabilities.

Such programs must require that at least half of the students’ participation in the program, as determined by the school, focuses on academic components through one or more of the following activities:

• taking credit-bearing courses with students without disabilities,• auditing, or otherwise participating in, courses the student does not

receive regular academic credit for with students without disabilities,• taking non-credit-bearing, nondegree courses with students without

disabilities, and• participating in internships or work-based training in settings with

individuals without disabilities.

Educational programs eligible for TEACH GrantsTo qualify for TEACH Grants, an educational program must be

• designed to prepare an individual to teach as a highly qualified teacher in a high-need field and lead to a baccalaureate or master’s degree (including 2-year programs of study that are acceptable for full credit toward a baccalaureate degree), or

• a postbaccalaureate program of study for students who have completed a baccalaureate degree but need to take additional state-required courses for teacher certification or licensure.

A postbaccalaureate program consists of courses required by a state for a student to receive a professional certification or licensing credential that is needed for employment as a teacher in an elementary or secondary school in that state. It must be a program that is treated as an undergraduate program for FSA purposes and may not lead to a graduate degree. Note that the program cannot be considered a postbaccalaureate program if the school offers a baccalaureate degree in education. For TEACH grant student eligibility requirements, see Volume 1, Chapter 6.

Applying for eligibility for a CTP programWhen applying to the Department for eligibility for a CTP program, a school must follow the procedures in 34 CFR 600.20 and provide the information described in 34 CFR 668.232. See the electronic announcement dated 6/21/10 on the IFAP website.

Definition of intellectual disabilityA student with an intellectual disability means a student 1) with mental retardation or a cognitive impairment characterized by significant limitations in—(i) Intellectual and cognitive functioning; and(ii) Adaptive behavior as expressed in conceptual, social, and practical adaptive skills; and(2) Who is currently, or was formerly, eligible for special education and related services under the Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1401), including a student who was determined eligible for special education or related services under the IDEA but was homeschooled or attended private school.

TEACH Grant program34 CFR Part 686







ESL programsStudents enrolled in a program that consists solely of English as a second

language (ESL) instruction are only eligible for Pell Grants. An ESL program must meet the general requirements for eligible programs (e.g., it must lead to a degree or other credential), and a school must request an eligibility determination for it from the Department. The program may admit only students who need instruction in English to be able to use the knowledge, training, or skills they already have. The school must document its determination that the ESL instruction is necessary for each student enrolled.

Competency-based education programsCompetency-based education (CBE) is an innovative approach in higher

education that organizes academic content according to competencies—what a student knows and can do—rather than follow a more traditional scheme, such as by course.

As with all Title IV-eligible programs (except correspondence programs), CBE programs must be designed to ensure that there is regular and substantive interaction between students and instructors. Interaction that is wholly optional, initiated primarily by the student, or occuring only upon the request of the student is not sufficient.

Some schools use a CBE model where instructors perform different roles and no single faculty member is responsible for all aspects of a course or competency. Such a model may be used, but schools must ensure that regular and substantive interaction between students and instructors occurs, that instructors meet accrediting agency standards for instruction in their subject, and that the faculty resources dedicated to the program are sufficient for the accrediting agency. Interactions between students and personnel who don’t meet accrediting agency standards for providing instruction in the subject area would not be considered substantive interaction with an instructor.

FSA funds may be awarded only for learning that results from instruction provided or overseen by the school. FSA funds cannot be awarded for any portion of the program based on study or life experience prior to enrollment in the program or based on tests of learning that are not associated with educational activities overseen by the school.

A school must ensure that the instructional materials and faculty support necessary for academic engagement are available to students every week that the school counts toward its defined payment period or academic year. Educational activity in a CBE program includes but is not limited to:

• participating in regularly scheduled learning sessions (where there is an opportunity for direct interaction between the student and the faculty member);

• submitting an academic assignment;• taking an exam, an interactive tutorial, or computer-assisted

instruction;• attending a study group that is assigned by the institution;• participating in an online discussion about academic matters;

Program eligibility vs. student eligibility in TEACHThe preamble to the June 23, 2008, TEACH regulations draws a distinction between program eligibility, where the school may identify, within the parameters of the regulations, the scope of school programs that are TEACH Grant-eligible, and student eligibility, where the school must adhere to the eligibility criteria in the regulations.

The preamble further states that it is up to the institution to decide, based on regulatory requirements, what programs are TEACH Grant-eligible and when a student is considered to be accepted into a TEACH Grant-eligible program.

For instance, a school can determine that only some of the programs for which it currently awards other FSA funds are also eligible for TEACH, even if some programs it does not wish to make TEACH Grant-eligible meet the regulatory definition.

Additional ESL considerationsA school must define the effect of any noncredit remedial courses, including ESL courses, on a student’s academic progress. See Chapter 3.

Awarding FSA loans to a student for too many semesters for ESL or remedial coursework could exhaust his eligibility under the aggregate loan limits before he completes his educational program. See Volume 1, Chapter 1.







• consultations with a faculty mentor to discuss academic course content; and

• participation in faculty-guided independent study (as defined in 34 CFR 668.10(a)(3)(iii)).

For direct assessment programs only, educational activity also includes development, in consultation with a qualified faculty member, of an academic action plan that addresses competencies identified by the school.

As with other types of eligible programs, CBE programs may be offered as nonterm or as standard or nonstandard term programs. Such programs may also last less than a year if all applicable requirements are met. See DCL GEN-14-23 for more information, including guidance about CBE programs and cost of attendance, satisfactory academic progress, return of Title IV funds, and direct assessment programs.

Types of CBE programsThere are two types of CBE programs: those that measure progress using

clock or credit hours and direct assessment programs.

Credit- or clock-hour CBE programs are organized by competency but measure student progress using clock or credit hours. In such programs, Title IV aid must be administered under normal statutory and regulatory provisions for credit- or clock-hour programs.

An institution offering a CBE program using credit hours must ensure that for Title IV purposes each credit hour in the program requires sufficient educational activity to fulfill the federal definition of a credit hour (see page 31) and must reasonably approximate not less than one hour of classroom instruction and two hours of out-of-class work each week. A credit hour in a CBE program might not require structured class sessions but must still require sufficient academic activity—for instance, reading and writing assignments with feedback from an instructor—to reasonably approximate three hours of expected academic engagement per week for each credit hour. The CBE program could allow this work to be completed more flexibly and at the student’s pace as long as he is making satisfactory academic progress.

Direct assessment programs are a type of CBE program that does not use credit or clock hours. Progress in a direct assessment program is measured solely by assessing whether students can demonstrate that they have a command of a specific subject, content area, or skill or can demonstrate a specific quality associated with the subject matter of the program. Therefore, unlike a CBE program measured in credit hours, a direct assessment program does not specify the level of educational activity in which a student is expected to engage in order to complete the program.

Because direct assessment programs do not use credit or clock hours, schools must establish credit- or clock-hour equivalencies for the programs and provide a factual basis for that to the Department as part of the application process for direct assessment programs. The equivalencies must be approved by a school’s accrediting agency, and the school must document that approval. See GEN-14-23 for more about equivalencies.

Direct assessment programs34 CFR 668.10For more information, including step-by-step instructions on how to apply for Title IV approval of a direct assessment program, see DCL GEN-13-10.







The entire program must be provided by direct assessment—one offered partly with credit or clock hours is not Title IV-eligible—and the assessment must be consistent with the accreditation of the institution or program.

A direct assessment program may use learning resources (e.g., courses or portions of courses) that are provided by entities other than the school providing the direct assessment program without regard to the limitations on contracting for part of an educational program (see Written Arrangements Between Schools later in this chapter).

Several types of programs and coursework that might otherwise be eligible for FSA purposes are not eligible if they involve direct assessment:

• Programs at foreign schools. • Preparatory coursework required for entry into an eligible program

(see Volume 1, Chapter 6).• Courses necessary for an elementary or secondary school teaching

credential or certificate (see Volume 1, Chapter 6). • Remedial coursework measured through direct assessment.

However, note that remedial instruction offered in credit or clock hours in conjunction with a direct assessment program is eligible for FSA funds.

A school that wishes to award FSA funds for a program using direct assessment must submit an updated E-App (at www.eligcert.ed.gov) to the Department to apply for approval of the program. In addition to updating the E-App, the school will email to the case teams (at [email protected]) supporting documentation: a detailed program description (recommended length not to exceed 20 pages), a detailed description of financial aid administration (not to exceed 5 pages), and documentation that the school’s accrediting agency has evaluated and approved the program and agrees with the school’s credit- or clock-hour equivalency. See DCL GEN-13-10 for complete instructions.

The detailed program description will be a succinct narrative clearly indicating the name of the program and how it meets the regulatory requirements of 34 CFR 668.10(b). Each requirement must be specifically identified in the narrative; for example, there must be a description of how the assessment of learning is done [668.10(b)(2)].

The detailed description of financial aid administration for the program explains how the program meets the Title IV requirements. For example, the school must provide a basis for its credit- or clock-hour equivalent for the program or portion thereof (the clock or credit hours will be used as the basis for the FSA award calculations described in Volume 3, Chapter 1).

If a school plans to change any aspect of the program, it must obtain prior approval from the Department by reapplying.

Direct assessment definitionsAn academic year in a direct assessment program consists of a minimum of 30 weeks of instructional time, during which a full-time student is expected to complete the equivalent of at least 24 semester or trimester credit hours or 36 quarter credit hours for an undergraduate program.A week of instructional time is any seven-day period in which at least one day of educational activity occurs.Educational activity includes assessments, regularly scheduled learning sessions, faculty-guided independent study, consultations with a faculty mentor, and development of an academic action plan addressed to the competencies identified by the school.Independent study occurs when a student follows a course of study and works with a faculty member to decide how the student will meet defined course objectives. Both agree on what the student will do (e.g., readings, research, and work products), how the student’s work will be evaluated, and the time frame for completion. The student must interact with the faculty member on a regular and substantive basis to assure progress within the course or program.A full-time student is one carrying a full-time academic workload, as determined by the school, that is the standard for all students in the program. For undergraduate students, the school’s standard must equal or exceed the minimum requirements in the definition of full-time student in 34 CFR 668.2, based on the credit- or clock-hour equivalency for the program.







ApprenticeshipsAn apprenticeship combines job-related instruction with on-the-

job experience. Postsecondary schools may provide related classroom instruction, technical training, or other certified training. If all or part of an apprenticeship meets an academic requirement of a Title IV-eligible educational program, students enrolled in that program may receive Title IV aid for the entire program, including for the apprenticeship portion.

Since student aid is partly determined by the number of credit or clock hours in the program, the structured on-the-job portion must be associated with a defined number of credit or clock hours. For clock-hour educational programs, students’ completion of the clock hours associated with the on-the-job training must be under the supervision of school faculty.

Except as may be required by the accrediting agency or state, there is no limit on the percentage of the program that consists of on-the-job training as long as the school provides the training. Note that schools must report to the Department any location at which 50% or more of an educational program is provided, including any on-the-job component. If an entity other than the school provides the on-the-job training, that component must be 25% of the program or less or, with specific permission of the institution’s accrediting agency, over 25% but less than 50% of the program.

In such contracted situations, the school must enter into a written arrangement with the entity providing the on-the-job training. If the program is offered in credit hours, the written arrangement should establish the equivalent credit hours for the non-coursework portion of the program. A school’s policies for establishing credit hours must meet all requirements and standards set by its accrediting agency.

Study-abroad programsA participating institution may establish study-abroad programs for

which students are eligible to receive FSA funds. A study-abroad program is eligible if the home school awards academic credit for it and students in it remain concurrently enrolled at their home school.

While the study-abroad program must be considered part of the student’s eligible program, it does not have to be a required part. However, a school must have a written agreement with the institution offering the study-abroad program or with an entity representing that institution (see the next section). Moreover, the school must mention the availability of FSA funds in the information it provides to students about the study-abroad program.

Flight school programsA flight school program must maintain current valid certification by

the Federal Aviation Administration to be eligible.

WRITTEN ARRANGEMENTS BETWEEN SCHOOLSUnder a consortium or contractual agreement (including those for

study-abroad programs), the home school must give credit for courses taken at the other schools on the same basis as if it provided the training itself. The

ApprenticeshipsFor more information see Dear Colleague Letter GEN-14-22 and Volume 6, Chapter 2, of the Handbook.







underlying assumption of such an agreement is that the home school has found the other school’s or organization’s academic standards equivalent to its own and the instruction an acceptable substitute for its own.

A home school may decline to give credit for courses in which a student earns a grade that is not acceptable at the home school even though the host school has a policy of accepting that grade for its resident students. Also, although grades received through consortium or contractual agreements do not have to be included in a student’s grade point average, they must be included when calculating the quantitative component (the percentage of credits earned vs. attempted) of her satisfactory academic progress.

If not written for an individual student or group of students, agreements between schools can go on indefinitely. These agreements do not have to be renewed unless the terms of the agreement change.

A school must provide enrolled and prospective students with a description of the written arrangements it has entered into, including

• the portion of the educational program that the school that grants the degree or certificate is not providing,

• the name and location of the other schools or organizations that are providing that portion of the educational program,

• the method of delivery of that part of the educational program, and• estimated additional costs students may incur by enrolling in an

educational program provided under the written arrangement.

Consortium agreementA consortium agreement can apply to all FSA programs. Under a

consortium agreement, students may take courses at a school other than the home school and have those courses count toward the degree or certificate at the home school. A student can only receive FSA assistance for courses that are applicable to the student’s certificate or degree program.

A consortium agreement can be a blanket agreement between two or more eligible schools, or it can be written for a specific student. Such an agreement is often used when a student takes related courses at neighboring schools or when a student is enrolled in an exchange program with another eligible school for a term or more. A school could have one agreement for each student, a separate agreement with each host school, or a blanket agreement with a group of schools.

In a consortium agreement there is no limit on the portion of the eligible program that may be provided by eligible schools other than the home school. Agreement contents can vary widely and will depend upon the interests of the schools involved and the accrediting or state agency standards. (See sidebar for required contents of an agreement.)

Usually the home school is responsible for disbursing funds, but if the student is enrolled for a full term or academic year at the host school, it may be easier for the host school to monitor his eligibility and make payments.

Flight school program34 CFR 668.8(i)

DefinitionsConsortium agreement—a written agreement between two or more eligible schools.Contractual agreement—a written agreement between an eligible school and an ineligible school.Home school—the school where the student is enrolled in a degree or certificate program.Host school—the school where the student is taking part of his or her program requirements through either a consortium or contractual agreement.Two plus two program—a partnership between a two-year and a four-year school that facilitates a student’s completing the last two years of the student’s four-year degree.

Requirement to inform students of an arrangement34 CFR 668.43(a)(12)

Written arrangements34 CFR 668.5







When there is a written arrangement between eligible schools, any of the schools participating in the written arrangement may make FSA calculations and disbursements without that school being considered a third-party servicer. This is true even if the student is not currently taking courses at the school that is calculating and disbursing the aid.

The school that disburses an FSA award is responsible for maintaining information on the student’s eligibility, how the award was calculated, what money has been disbursed, and any other documentation associated with the award, even if some of that documentation comes from other schools. Moreover, the school paying the student must return FSA funds if required, for example, in refund/return or overpayment situations. For determining enrollment status under a consortium agreement, see Volume 3, Chapter 3.

Contractual agreementIf the limitations in the following paragraphs are adhered to, an eligible

school may enter into a contractual agreement with an ineligible school or organization that provides part of the educational program of students enrolled at the eligible school.

Such a contract is prohibited with an ineligible school or organization whose

• eligibility or certification to participate in the FSA programs has been terminated or revoked by the Department or

• application for certification or recertification to participate in the FSA programs was denied by the Department.

Similarly, an eligible school is prohibited from entering into a contract with an ineligible school or organization that has voluntarily withdrawn from participation in the FSA programs under a termination, show-cause, suspension, or similar type of proceeding initiated by the Department or the school’s state licensing agency, accrediting agency, or guarantor.

Under a contractual agreement, the eligible school is always the home school. It performs all the aid processing and disbursement for students attending the ineligible school and is responsible for maintaining all records necessary to document student eligibility and receipt of aid (see Chapter 7).

With a contractual agreement, the ineligible school can in general provide no more than 25% of the educational program. However, it may provide more than 25% but less than 50% of the program as long as (1) the home and ineligible schools are not owned or controlled by the same individual, partnership, or corporation; and (2) the home school’s accrediting agency or state agency (in the case of a public postsecondary vocational institution) determines and confirms in writing that the agreement meets its standards for contracting out education services.

Study-abroad programsA study-abroad program must be part of a written contractual agreement

between two or more schools. The study-abroad program does not have to be a required part of the eligible program at the home school for the student to be eligible to receive FSA funds, but the credits earned through the study-

Written arrangements between schools under same ownership or controlIf the written arrangement is between two or more eligible institutions that are owned or controlled by the same individual, partnership, or corporation, the Department considers the educational program to be an eligible program if• the educational program offered by

the school that grants the degree or certificate otherwise satisfies the requirements of an eligible program (described in this chapter), and

• the school that grants the degree or certificate provides more than 50% of the educational program.

State process for complaintsNote that under 34 CFR 668.43(b) you must provide state contact information to students or prospective students for filing complaints in each state in which you operate. (See Chapter 6 for the school consumer information requirement.)

Contents of a consortium agreementThe Department does not dictate the format of the agreement (which can be executed by several different offices) or where the agreement is kept. However, the following information should be included in all agreements:• the school that will grant the

degree or certificate;• the student’s tuition, fees, and

room and board costs at each school;

• the student’s enrollment status at each school;

• the school that will be responsible for disbursing aid and monitoring student eligibility; and

• the procedures for calculating awards, disbursing aid, monitoring satisfactory progress and other student eligibility requirements, keeping records, and returning funds when the student withdraws.







abroad or exchange program must apply toward graduation in the student’s program at the home school.

If a study-abroad program has higher costs than the home school, those should be reflected in the student’s cost of attendance. This may result in the student being eligible for additional FSA funds.

Some eligible students have had problems receiving FSA funds for study-abroad programs because neither their home school nor the school they were temporarily attending documented that they were enrolled in an eligible program of study. These circumstances have caused otherwise eligible students to be denied financial assistance at both schools. The law states that a student participating in a study-abroad program approved by his home school is eligible for FSA funds regardless of whether the program is required for his regular, eligible program of study as long as he is an eligible regular student enrolled in an eligible program at the home school, which approves the study-abroad work for academic credit. The Program Participation Agreement requires participating schools to establish procedures that ensure that students participating in study-abroad programs receive the FSA funds to which they are entitled.

Types of study-abroad programsStudy-abroad program configurations include the following:

• A home school sends students to a study-abroad program at an eligible or ineligible foreign host school. The home school must have a contractual agreement with the foreign school. A written arrangement between a domestic institution and one in another country is always considered a contractual agreement in which the domestic institution is the home school.

• A home school has, instead of a separate agreement with each foreign school, a written arrangement with a study-abroad organization that represents one or more foreign schools. The arrangement must adequately describe the duties and responsibilities of each entity and meet the requirements of the regulations.

• A variant of the study-abroad program occurs when a home school sends faculty and students to a foreign site. This is not a consortium or contractual study-abroad program; rather, the foreign site is considered an additional location under 34 CFR 600.32.

DISTANCE EDUCATION AND CORRESPONDENCE STUDYSchools use distance education and correspondence courses to respond

to students’ needs for alternatives to the schedules and locations at which courses traditionally have been offered. A school may not refuse to provide FSA funds to a student because she is enrolled in correspondence or distance education courses unless the courses are not part of an eligible program.

Some participating institutions contract with distance education providers that are not eligible to participate in the FSA programs. These participating institutions must ensure that they do not exceed the limitations on contractual arrangements (see previous section).

Study abroad referencesArrangements with a study-abroad organization34 CFR 668.5Student eligibility in study-abroad programs34 CFR 668.39

Foreign schools acting on behalf of other foreign schoolsAn eligible U.S. school may have a written arrangement with a foreign school or organization that is acting on behalf of a foreign school, but such an arrangement is always considered to be one between an eligible domestic school where the student enrolls and an ineligible foreign school, even if the latter is otherwise Title IV-eligible. Therefore, these arrangements are considered contractual agreements that must follow the rules that apply to such. See DCL GEN-11-18 for more information about Title IV eligibility of programs offered through written arrangements between U.S. and foreign schools.

Internships and externshipsInternships and externships that are part of a program and are provided by organizations other than the institution are subject to the written arrangement requirements. However, an internship or externship portion of a program does not have to meet the written arrangement requirements if the internship or externship is governed by explicit accrediting agency standards that require the oversight and supervision of the institution, where the institution is responsible for the internship or externship and students are monitored by qualified institutional personnel.







Distance EducationA distance education program at a domestic school is considered an

eligible FSA program if it has been accredited by an accrediting agency recognized by the Department for accreditation of distance education. It is not subject to the rules that apply to correspondence coursework, which are discussed in the next section.

Distance education means education that uses certain technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor. The interaction may be synchronous (student and instructor are in communication at the same time) or asynchronous. The technologies may include the Internet; audio conferencing; or one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices.

A course taught through video cassettes or discs is also considered a distance education course but only if one of the three technologies listed is used to support interaction between the students and the instructor.

Correspondence courses Unlike distance education courses, which are treated the same as all

other eligible programs, some restrictions apply to correspondence courses. A correspondence program at a domestic school is considered an eligible FSA program if it has been accredited by an accrediting agency recognized by the Department for accreditation of correspondence education.

A correspondence course is a home-study course for which the school provides instructional materials, including examinations on the materials, to students who are not physically attending classes at the school. Interaction between the instructor and student is limited, not regular and substantive, and primarily initiated by the student.

Correspondence courses are typically self-paced. When a student completes a portion of the instructional materials, the student takes the examinations that relate to that portion of the materials and returns the examinations to the school for grading.

If a course is part correspondence and part residential training, the course is considered to be a correspondence course.

If a school adds distance education technology, such as electronic delivery of course materials or an online discussion board, to a correspondence course, the school must ascertain the predominant method of instruction (correspondence or distance education), keeping in mind that a distance education course must use technology to support regular and substantive interaction between the students and instructor. The school must use the rules for the predominant method in administering the FSA programs.

If a school offers more than 50% of its courses by correspondence or if 50% or more of its students are enrolled in its correspondence courses, the school loses its eligibility to participate in the FSA programs (see Chapter 1).

Accreditation for distance education Distance education programs must be evaluated by an accrediting agency that is recognized by ED for the purpose of evaluating distance education, just as an agency must be specifically reviewed and recognized for the evaluation of correspondence education. Dear Colleague Letter GEN-06-17 includes specific instructions on notifying ED if the school intends to seek new accreditation and updating the E-App to reflect changes to the school’s accreditation.

Ineligible courses at foreign schoolsSee DCL GEN-14-20.

A program offered by a foreign school in whole or in part by distance education, by correspondence, or as a direct assessment program is not an eligible program. See 34 CFR 600.51(d) (note that this regulation still mentions “telecommunications,” which is the old term for distance education).

Generally, a foreign school may not permit students to enroll in any course offered by the foreign institution that takes place in the United States, including research, work, internship, externship, or special studies. However, independent research done by an individual student in the United States for not more than one academic year is permissible if it is conducted during the dissertation phase of a doctoral program under the guidance of faculty and the research can only be performed in the United States. See 600.52 and GEN-11-18.

An eligible foreign school may not enter into a written arrangement under which a Title IV-ineligible entity provides any portion of the eligible school’s programs (except for affiliation agreements for the provision of clinical training for foreign medical, veterinary, and nursing schools). See 600.54(c).







Note that correspondence students enrolled in certificate programs are not eligible for FSA funds. For a full discussion of when a school may pay a student for correspondence study, see Volume 1, Chapter 1. Also see Volume 3, Chapter 2 for limitations on the cost of attendance for correspondence students and Volume 3, Chapter 1 for the timing of disbursements to correspondence students.

CLOCK-HOUR/CREDIT-HOUR CONVERSIONS IN DETERMINING PROGRAM ELIGIBILITY

The credit hour definition and the credit/clock hour conversion rules serve two purposes: to determine program eligibility and to determine the award amount for certain FSA programs.

In this section, we discuss the first of these topics—the use of the credit- and clock-hour rules in determining if a program meets the minimum program length requirements discussed earlier in the chapter.

Definition of a clock hourA clock hour is defined as a period of time consisting of

1. a 50- to 60-minute class, lecture, or recitation in a 60-minute period;2. a 50- to 60-minute faculty-supervised laboratory, shop training, or

internship in a 60-minute period; or3. sixty minutes of preparation in a correspondence course.

Definition of a credit hourA credit hour is an amount of work that reasonably approximates not

less than

1. one hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class work each week for approximately 15 weeks for one semester or trimester hour of credit, or 10 to 12 weeks for one quarter hour of credit, or at least the equivalent amount of work over a different amount of time; or

2. at least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.

The regulations make an exception to this definition in the case of programs that are subject to one of the clock-hour/credit-hour conversion formulas, as described in the following text.

Clock-credit hour conversions in determining program eligibilityIf your school offers an undergraduate educational program in credit

hours that is considered a GE program, it must use one of the following conversion formulas unless

• the program is at least two academic years in length and provides an associate degree, a bachelor’s degree, a professional degree, or an equivalent degree as determined by the Department; or

Definitions of clock hour and credit hour34 CFR 600.2

A combined correspondence and residential program exampleA school offers a truck driving program, the first part of which is offered via correspondence. After completing that part of the program, the student has to attend a residential site where he learns how to drive trucks. This is a correspondence program.

Correspondence courses & institutional eligibility34 CFR 600.2, “Correspondence course”34 CFR 600.7(a)(1)(i) and (ii)34 CFR 602.3, “Correspondence education”HEA Sec. 102(a)(3)(A) and (B)

Measuring attendance in clock hoursA student’s period of attendance is measured according to one of several commonly accepted academic standards. A clock hour is based on an actual hour of attendance (though each hour may include a 10-minute break). Credit hours are typically based on two hours of homework for each hour of class attendance.

A school is not permitted to count more than one clock hour per 60-minute period; in other words, a school may not schedule several hours of instruction without breaks and then count clock hours in 50-minute increments. For instance, a school could not consider seven consecutive hours of instruction to be 8.4 hours by dividing 50 minutes into 420 minutes. Seven 60-minute periods of instruction may not count for more than seven clock hours.







• each course within the program is acceptable for full credit toward that institution’s associate degree, bachelor’s degree, professional degree, or equivalent degree as determined by the Department, provided that 1) the school’s degree requires at least two academic years of study; and 2) the school demonstrates that students enroll in, and graduate from, the degree program.

The formula will determine if after the conversion the program includes the minimum number of credit hours to qualify as an eligible program for FSA purposes.

For determining the number of credit hours in that educational program

• a semester hour must include at least 37.5 clock hours of instruction,• a trimester hour must include at least 37.5 clock hours of instruction,

and• a quarter hour must include at least 25 clock hours of instruction.

To determine if the program meets the FSA standard for the minimum number of credit hours for that type of program, schools must use one of the following formulas. For a semester- or trimester-hour program

Number of clock hours in the credit-hour program

37.5

For a quarter-hour program

Number of clock hours in the credit-hour program

25

If a school applies the appropriate formula and finds that a program is eligible, the converted credit hours are used to determine the amount of FSA funds that a student who is enrolled in the program is eligible to receive as explained in Volume 3, Chapter 1.

For more information on how to perform the clock-hour/credit-hour conversion, see pages 35 and 36.

Credits approved by state and accrediting agenciesWhen some states and accrediting agencies approve programs, they

also approve the number of credits in the programs. The credits approved by states and accrediting agencies are not necessarily the credits for FSA purposes. For FSA purposes, the number of credits in the program will be those determined by the conversion formula, but they will never be more than those approved by a state or accrediting agency.

Clock-credit hour conversions34 CFR 668.8(k) & (l)See the Program Integrity Q&As at (www2.ed.gov/policy/highered/reg/hearulemaking/2009/credit.html#credit).

Exception exampleAlthough for a program to be eligible for the clock-credit hour conversion exception all of the classes must be acceptable for full credit toward a degree program at the school, only a majority need to actually be accepted into the program. For example, a school has a two-year program in plumbing and a bachelor’s degree program in construction technology. Any of the five plumbing courses taken by a student in the two-year plumbing program may be used to satisfy the plumbing requirement in construction technology. However, that requirement is only for three plumbing courses, and no more than that can be accepted toward the construction technology degree. But since all of the plumbing courses that are part of the two-year program are acceptable in the bachelor’s program and a majority (three out of five or 60%) will be accepted, the plumbing program qualifies for the exception.







Out-of-class student workThe school’s minimum number of clock hours of instruction per credit

may be less if its designated accrediting agency or recognized state agency for the approval of public postsecondary vocational institutions for participation in the FSA programs has not identified any deficiencies with the school’s policies and procedures for determining the credit hours that the school awards for programs and courses. In such cases student work outside of class combined with the clock hours of instruction must meet or exceed the numeric requirements (37.5 or 25), and

• a semester hour must include at least 30 clock hours of instruction,• a trimester hour must include at least 30 clock hours of instruction,

and• a quarter hour must include at least 20 hours of instruction.Merely having coursework that is outside of class does not mean a school

can automatically divide by 30 or 20. The minimum may be higher than 20 or 30 depending on the amount of out-of-class work that is expected in the different educational activities of a program and may vary depending on the particular activity. The case study that follows illustrates a method for accurately accounting for any out-of-class work a student may have in a course.

Also, the amount of out-of-class work in a particular course or activity in a program does not carry over to other courses or activities.

RoundingBecause the results of these formulas determine the eligibility of a program, the resulting number of credit hours may not be rounded up. The results for each course may include the result with fractions or must be rounded down.

State/accrediting agency criteria for clock/credit hoursThe regulations for state and accreditation agencies explain how an agency reviews a school’s assignment of credit hours.34 CFR 602.24 and 603.24

Exemption if ED determines that the program offers “equivalent degree”The regulations also stipulate that the school is exempted from using the clock-hour/credit-hour formulas if the Department determines that the program provides a degree equivalent to an associate degree, a bachelor’s degree, or a professional degree. This does not permit a school to ask for a determination that a nondegree program is equivalent to a degree program.




Conversion Case Study (to semester hours)

• A program with 720 clock hours consists of

– 5 classroom courses with 120 clock hours each, and – A 120 clock-hour externship with no out-of-class student work.

• The institution determines that for

– The first 3 classroom courses, a student generally is required to perform 40 hours of out-of-class work for each course, and – The last 2 classroom courses have 8 hours of out-of-class work for each course.

• Two options:

– Default option: convert only based on clock hours and ignore any out-of-class work − Full formula option: take into account both clock hours and out-of-class work to determine the maximum allowable credit hours

• Four possible outcomes depending on institutional policy for option and rounding (always round down course-by-course):

– Default option: 19.2 or 18 semester hours – Full formula option: 22.026 or 21 semester hours

• Default option: use the default 37.5 clock hours per semester hour, ignoring the out-of-class work (conversion must be course-by-course) 120 / 37.5 = 3.2 semester hours per course (or 3, if rounding; always round down course-by-course)

− Converted program = 3.2 * 6 = 19.2 semester hours (or 3 * 6 = 18 semester hours, if rounding)

• Full formula option illustrates:

− Must evaluate on individual coursework components of a program − Total clock hours and out-of-class student work is irrelevant − Must meet limitation for the minimum number of clock hours per credit hour in addition to out-of-class work − Excess out-of-class student work per credit hour does not carry over between courses or educational activities in a program − Use exact calculation, including any fractions of credit hours, or round down any fraction, including one equal to or greater than half − Rounding on individual course or educational activity, not on the total

Full formula option



AVAILABILITY OF INFORMATION

Notice to enrolled studentsEach year a school must distribute to all enrolled students a notice of

the availability of the information it must provide in the following general categories:

• general disclosures for enrolled or prospective students,• annual security report and annual fire safety report,• report on athletic program participation rates and financial

support data (Equity in Athletics Data or EADA), and• FERPA information (Family Educational Rights and Privacy Act of

1974, discussed in Chapter 7).

The notice must list and briefly describe the information and tell students how to obtain it. It must be provided on an individual basis through an appropriate mailing or publication, including direct mailing through the U.S. Postal Service, campus mail, or electronic mail. Posting on an Internet or intranet website does not constitute a notice.

Web disseminationA school may meet the requirements for the general disclosures and the

EADA, security, and fire safety reports by posting the information online.

• Enrolled students or current employees—the school may post the information on an Internet website or an intranet website that is reasonably accessible to its students and employees.

• Prospective students or prospective employees—the school may post the information on an Internet website.

A school that uses Internet or intranet disclosure for this purpose must include in its annual notice to enrolled students the exact electronic address of the information and a statement that the school will provide a paper copy of the information on request.

Consumer informationHEA Sec. 485(f); 20 USC 1092 Regulations: 34 CFR 668.41–49Notice to enrolled students: 34 CFR 668.41(c)Web dissemination: 34 CFR 668.41(b), (c)(2), (e)(2) through (4), and (g)(1)(ii)Availability of school staff: 34 CFR 668.44

Consumer Information & School ReportsThis chapter describes information that a school must disclose to the public and report to the Department. This is information about: financial aid; the school’s campus, facilities, student athletes, and gainful employment programs; as well as campus security and fire safety, drug and alcohol abuse prevention, and programs about them. The chapter also discusses counseling for students receiving FSA loans and disclosures that must be made for private education loans. Additonal disclosure requirements that are specific to disbursements of FSA loans are described in Volume 4.

Suggestions for disseminating HEA-required informationThe National Postsecondary Education Cooperative (NPEC) issued Information Required to Be Disclosed Under the Higher Education Act of 1965: Suggestions for Dissemination (NPEC 2010-831). This publication is available at (http://nces.ed.gov).Note: NPEC was established by the National Center for Education Statistics in 1995 as a voluntary organization comprising federal agencies, postsecondary schools, associations, and others with an interest in postsecondary education data collection. The information and opinions in NPEC publications do not necessarily represent the policy or views of the U.S. Department of Education.

Sample notice of FERPA rightsYou can find a sample notification atED’s FERPA website (www.ed.gov/policy/gen/guid/fpco/ferpa/ps-officials.html).




Volume 2—School Eligibility and Operations 2016–2017 Glossary/Acronyms CFR DCL


With Internet or intranet distribution of the security and fire safety reports to current employees, a school must distribute to them by October 1 of each year a notice that includes a statement of the reports’ availability, the exact electronic address at which they are posted, a brief description of their contents, and a statement that the school will provide a paper copy of the reports upon request.

The same information must be included in a notice to prospective students and employees if a school decides to use the Web to provide annual security or fire safety reports to them. The difference is that there is no annual date for distribution of this notice; also note that the school must use an Internet, rather than an intranet, site.

Availability of employees for information dissemination purposes A school must designate an employee or group of employees who shall

be available on a full-time basis to assist enrolled or prospective students in obtaining information on the school, financial assistance, graduation and completion rates, security policies, and crime statistics, as described in the following sections. If the school designates one person, he shall be available upon reasonable notice to any enrolled or prospective student throughout the normal administrative working hours of the school. If more than one person is designated, their combined work schedules must be arranged so that at least one of them is available upon reasonable notice throughout the normal administrative working hours of the school.

The Department may waive this requirement if the school’s total enrollment or the portion participating in the FSA programs is too small to necessitate an employee or group of employees being available on a full-time basis. The school must request this waiver from the Department.

GENERAL STUDENT DISCLOSURESA school must make the following information available to any enrolled

or prospective student through appropriate publications, mailings, or electronic media.

Financial assistance available to studentsAt a minimum, the school must publish and make readily available to

current and prospective students a description of all the federal, state, local, private, and institutional need-based and non-need-based student financial assistance programs available to them.

For each of these financial aid programs, the information provided by the school must describe

• the procedures and forms by which students apply for assistance,• the student eligibility requirements,• the criteria for selecting recipients from the group of eligible

applicants, and• the criteria for determining the amount of a student’s award.

Civil penaltyIn addition to limiting, suspending, or terminating the participation of any school that fails to comply with the consumer information requirements, the Department may impose civil fines of up to $27,500 for each violation.Civil penaltySec. 487(c)(3)(B) of the HEA

Explaining verification requirementsAlthough it is not among the financial aid disclosures given to all students, you should be aware of the following information that must be provided in writing to students who are selected for verification:1. Documents required for

verification.2. Student responsibilities—including

correction procedures, deadlines for completing any actions required, and the consequences of missing the deadlines.

3. Notification methods—how your school will notify students if their awards change as a result of verification and the time frame for such notification. 34 CFR 668.53

Assessing your school’s complianceTo assess your school’s compliance with the provisions of this chapter, see the FSA Assessment module for “Consumer Information,” at (www.ifap.ed.gov/qahome/qaassessments/consumerinformation.html).

General disclosuresGeneral disclosures: 34 CFR 668.41(d)Financial assistance: 34 CFR 668.42Institutional information: 34 CFR 668.43Completion/graduation rates: 34 CFR 668.45Definitions: 34 CFR 668.41(a) and 668.47(b)




Chapter 6—Consumer Information & School ReportsGlossary/Acronyms CFR DCL


The school may describe its own financial assistance programs by listing them in general categories.

The school must also describe the rights and responsibilities of students receiving financial aid (and specifically federal aid). This description must include

• criteria for continued student eligibility under each program,• satisfactory academic progress (SAP) standards that students must

meet to receive financial aid and criteria by which those who have failed to maintain SAP may re-establish aid eligibility (see Volume 1),

• the method by which financial assistance disbursements will be made to students and the frequency of those disbursements,

• the way the school provides for Pell-eligible students to obtain or purchase required books and supplies by the seventh day of a payment period (see Volume 4 for conditions) and how the students may opt out.

• the terms of any loan received by students as part of their financial assistance package, a sample loan repayment schedule, and the necessity for repaying loans,

• the general conditions and terms applicable to any employment provided to students as part of their financial assistance package,

• the terms and conditions of the loans students receive under the Direct Loan and Perkins Loan programs, and

• the exit counseling information the school provides and collects as described later in this chapter. (Also see Volume 6 for Perkins Loans exit counseling.)

Information about the school’s academic programs, costs, facilities, and policies

At a minimum, the school must provide to enrolled and prospective students the following information about itself:

Academic programs—

• the current degree programs and other educational and training programs.

• the instructional, laboratory, and other physical facilities that relate to the academic programs.

• the school’s faculty and other instructional personnel.• any plans by the school to improve academic programs, upon a

determination by the school that such a plan exists.• a description of the written arrangements it has entered into (see

Written Arrangements in Chapter 2).

School costs—

• tuition and fees charged to full-time and part-time students.

Consumer information from the DepartmentThe Department is required to make available to schools, lenders, and secondary schools descriptions of the FSA programs to assist students in gaining information through school sources, and to assist schools in carrying out the FSA program requirements. We provide comprehensive student aid information to students and their families through the Student Aid on the Web site (http:// studentaid.ed.gov).

Colleges and high schools may order bulk quantities of student/borrower publications such as the College Preparation Checklist from the FSA Pubs website (www.fsapubs.gov).

Statutory requirement:HEA Sec. 485

College affordability websiteThe Department’s College Affordability and Transparency Center (www.collegecost.ed.gov/) contains information for students, parents, and policymakers about costs at America’s colleges. The website allows users to view schools by sector with the highest and lowest tuition and net prices (the price of attendance after considering all grant and scholarship aid). It has the College Scorecard, which displays the typical student cost, graduation rate, loan default rate, and median borrowing amount for the school one types in. The site also links to the net price calculators for many schools and to the College Navigator website, which allows students to search for schools they might want to attend according to various criteria.

Prospective studentOne who has requested from an eligible school information about enrolling there or who has been contacted by the school directly, or indirectly through advertising, about enrolling.


tbonnel





• estimates of costs for necessary books and supplies.• estimates of typical charges for room and board.• estimates of transportation costs for students.• any added cost of a program a student is enrolled or interested in.

Withdrawal procedures, refunds, and return of aid—

• the requirements and procedures for officially withdrawing from the school.

• any refund policy with which the school is required to comply for the return of unearned tuition and fees or other refundable portions of costs paid to the school.

• a summary of the requirements for the return of FSA grant or loan funds (see Volume 5).

Accreditation and licensure—

• the names of associations, agencies, or governmental bodies that accredit, approve, or license the school and its programs.

• the procedures by which documents describing that activity may be reviewed—the school must make available for review to any enrolled or prospective student a copy of the documents describing its accreditation, approval, or licensing.

• contact information for filing complaints with its accreditor, its state approval or licensing entity, and any other relevant state official or agency that would appropriately handle a student’s complaint.

Disability—

• the services and facilities available to students with disabilities, including intellectual disabilities (see Volume 1 for a definition).

FSA eligibility for study abroad—

• a statement that a student’s enrollment in a program of study abroad approved for credit by the home institution may be considered enrollment at the home institution for the purpose of applying for assistance under the FSA programs.

Transfer of credit policies—

• any established criteria the school uses regarding the transfer of credit earned at another institution.

• a list of postsecondary schools with which the school has established an articulation agreement.

Contact information—

• the titles of persons designated by the school to provide information to enrolled and prospective students and information regarding how and where those persons may be contacted.

Net Price CalculatorHEA Sec. 132(h)(3) and (4)The Net Price Calculator Information Center at (http://nces.ed.gov/ipeds/Section/Net_price_calculator) provides the template as well as FAQs, a zipped file with links to other schools’ calculators, and resources for schools to develop their own calculators. See also GEN-13-07.

Student access to accreditation/approval documentsThe school must make available for review, upon request of any enrolled or prospective student, a copy of the documents describing the school’s accreditation and its state, federal, or tribal approval or licensing.






Penalties and institutional policies on copyright infringement—

• a statement that explicitly informs students that unauthorized distribution of copyrighted material, including unauthorized peer-to-peer file sharing, may subject the students to civil and criminal liabilities.

• a summary of the penalties for violation of federal copyright laws (see the sample statement).

• a description of the school’s policies with respect to unauthorized peer-to-peer file sharing, including disciplinary actions that are taken against students who engage in illegal downloading or unauthorized distribution of copyrighted materials using the school’s information technology system.

• the legal alternatives for downloading or otherwise acquiring copyrighted material, based on the school’s periodic review described in Chapter 7. (This information is to be provided through a website or other means.)

Student activities—

• information, which must be easily accessible on the school’s website, about the student activities the school offers.

Student body diversity—

• information about student body diversity, including the percentage of enrolled, full-time students who are (1) male, (2) female, (3) federal Pell grant recipients, and (4) self-identified members of a major racial or ethnic group.

Sample statement of penalties for copyright infringementA school may use this sample statement to meet the requirement that it disseminate a summary of the penalties for violating federal copyright law. The use of this sample summary is optional.

Summary of Civil and Criminal Penalties for Violation of Federal Copyright Laws Copyright infringement is the act of exercising, without permission or legal authority, one or more of the exclusive rights granted to the copyright owner under section 106 of the Copyright Act (Title 17 of the United States Code). These rights include the right to reproduce or distribute a copyrighted work. In the file-sharing context, downloading or uploading substantial parts of a copyrighted work without authority constitutes an infringement. Penalties for copyright infringement include civil and criminal penalties. In general, anyone found liable

for civil copyright infringement may be ordered to pay either actual damages or “statutory” damages affixed at not less than $750 and not more than $30,000 per work infringed. For “willful” infringement, a court may award up to $150,000 per work infringed. A court can, in its discretion, also assess costs and attorneys’ fees. For details, see Title 17, United States Code, Sections 504, 505. Willful copyright infringement can also result in criminal penalties, including imprisonment of up to five years and fines of up to $250,000 per offense. For more information, please see the website of the U.S. Copyright Office at (www.copyright.gov).

Vaccination policySchools must make available to current and prospective students information about their vaccination policy.HEA Sec. 485(a)(1)(V)

Copyright informationThe sample statement and other copyright requirements are included in GEN 10–08.See Chapter 7 for the requirement to develop copyright policies:34 CFR 668.43(a)(10)






Net price calculator

All Title IV schools that enroll full-time, first-time degree- or certificate-seeking undergraduate students must have on their website a net price calculator. The net price is defined as the cost of attendance minus the average yearly grant and scholarship aid. The calculator provides estimated net price information to current and prospective students and should be based, as much as possible, on their individual circumstances.

ED’s National Center for Education Statistics has developed a template that schools can use to create their own customized net price calculator, or they can develop their own calculator. If they develop their own, it must include at a minimum the same data elements found in the Department’s calculator template.

Estimates produced by the net price calculator must be accompanied by a clear and conspicuous disclaimer stating that the estimate may change; that it does not represent a final determination or actual award; and that it is not binding on the Department, the school, or the state. The disclaimer must also include a link to the FAFSA website and state that students must complete the FAFSA to receive an actual Title IV financial aid award.

The Financial Aid Shopping Sheet

The Shopping Sheet is a resource to help consumers understand their educational costs and the aid available to meet those costs. It is a single page the Department developed that may be used as a stand-alone award letter or as a cover sheet with an institution’s existing award letter. The standard format helps consumers easily compare the cost of attendance and aid awards across schools. Use of the Shopping Sheet is voluntary, though we encourage institutions to adopt it for their students. Also, for schools that receive federal funds under the military and veterans educational benefits programs, use of the Shopping Sheet helps meet a disclosure requirement of Executive Order 13607 (see the end of Chapter 3).

COMPLETION, GRADUATION, TRANSFER, RETENTION, AND PLACEMENT RATES

Each year a school must determine the completion or graduation rate of its certificate- or degree-seeking, first-time, full-time undergraduate students and report it to the Department via the IPEDS website (see sidebar).

If the school’s mission includes providing substantial preparation for students to enroll in another eligible school, it must also determine the transfer-out rate of its certificate- or degree-seeking, first-time, full-time undergraduate students.

The annual rates are based on the 12-month period that ended August 31 of the prior year. The rates will track the outcomes for students for whom 150% of the normal time for completion or graduation has elapsed. Normal time is the amount of time necessary for a student to complete all requirements for a degree or certificate according to the institution’s catalog. This is typically four years for a bachelor’s degree in a standard term-based

Reporting rates to IPEDSThe graduation, completion, and transfer-out rates are reported through the Department’s Integrated Postsecondary Education Data System (IPEDS) website. The IPEDS survey is conducted by the National Center for Education Statistics (NCES). More information is at (www.nces.ed.gov/IPEDS). Survey forms, instructions, FAQs, worksheets, and other infomation are posted at (https://surveys.nces.ed.gov/IPEDS/VisIndex.aspx).

Information can only be reported to this system by the school’s designated “keyholder.” Schools may change keyholders any time during the year by contacting the IPEDS Help Desk at 1-877-225-2568 or [email protected] or by contacting

Tara Lawley202-245-7081Team Lead, IPEDS Operations550 12th St SWWashington, DC 20202

Financial Aid Shopping SheetSee (www2.ed.gov/policy/highered/guid/aid-offer/index.html) for more information, including links to guidance and implementation resources, and see DCL GEN-13-26 for the latest template and specifications.

College Navigator siteNote that your school’s graduation rates are displayed on the IPEDS College Navigator site.(http://nces.ed.gov/collegenavigator)






institution, two years for an associate degree in a standard term-based institution, and the various scheduled times for certificate programs. (See the IPEDS instructions for further details on calculating the rate.)

A school must make these annual rates available to the public no later than July 1. With requests from prospective students, the information must be made available prior to them enrolling or entering into any financial obligation with the school.

Retention, placement, and post-graduate studyThe school must also provide information on

• Its retention rate reported to IPEDS. The information must be made available to prospective students requesting it prior to them enrolling or entering into any financial obligation with the institution.

• The placement of, and types of employment obtained by, graduates of the school’s degree or certificate programs. Placement rate information may be gathered from state data systems, alumni or student satisfaction surveys, the school’s placement rate for any program, if it calculates such a rate, or other relevant sources. If the school calculates a placement rate, it must disclose that rate.

• For any 4-year program at the school, the types of graduate and professional education in which its graduates enroll. This information may be gathered from state data systems, alumni or student satisfaction surveys, or other relevant sources.

In the case of placement information and the types of graduate and professional education, the school must identify the source of the information as well as any time frames and methodology associated with it.

DISCLOSURES AND GAINFUL EMPLOYMENT PROGRAMSA school must disclose certain information about each of its gainful

employment programs to prospective students in the format of the GE Disclosure Template. The following is in effect only until December 31, 2016 (content for disclosures under the new GE regulations will be included in an upcoming Federal Register notice):

• the occupations that the program prepares students to enter (by occupation name and SOC code), with links to occupational profiles on the O*NET website (see sidebar);

• the program length (the normal time to complete the program);• the on-time graduation rate for students completing the program;• the tuition and fees the school charges a student for completing

the program within normal time, the cost of room and board if applicable, and the typical costs for books and supplies (unless those costs are included as part of tuition and fees);

• the job placement rate for students completing the program;

CIP & SOC codesClassification of Instructional Programs (CIP) codes are developed by the U.S. Department of Education’s National Center for Education Statistics.The Standard Occupational Classification (SOC) codes are listed on the Occupational Information Network (www.onetonline.org).You may identify the occupations for each of your programs by entering the program’s full 6-digit CIP code on the O*NET crosswalk (www.onetonline.org/crosswalk). Your school may provide Web links to a representative sample of the identified occupations (by name and SOC code) for which its graduates typically find employment within a few years after completing the program.

Optional calculationsIn addition to calculating the completion or graduation rate as described, a school may, but is not required to1. Calculate a completion or

graduation rate for students who transfer into the school;

2. Calculate a completion or graduation rate for students who have left school to serve in the armed forces, on official church missions, or with a foreign aid service of the federal government, such as the Peace Corps, or who are totally and permanently disabled; and

3. Calculate a transfer-out rate, even if the school determines that its mission does not include providing substantial preparation for its students to enroll in another eligible school.

34 CFR 668.45(f)

Retention rates34 CFR 668.41and 45

GE disclosures34 CFR 668.6 and 668.412


tbonnel





• the median loan debt incurred by students who completed the program (separately by FSA loans, private educational loans, and institutional financing plans, as described later); and

• other information the Department provided to the school about the program.

Your school may include information on other costs, such as transportation and living expenses, but it must provide a Web link or access to the cost information discussed earlier.

Disseminating information about gainful employment programsFor each program the school must include the required information in

promotional materials it makes available to prospective students, and it must prominently display the information in a simple and meaningful manner on the homepage of the program’s website. Any other webpage containing general, academic, or admissions information about the program must have a prominent and direct link to the single webpage that contains all the required information.

Median loan debtAs noted, schools must disclose the median loan debt incurred by

students who complete a gainful employment program. The disclosure must show the school’s calculation of median debt—broken down by debt from FSA (Direct and FFEL) loans, private education loans, and institutional financing—until the Department provides that information.

Placement ratesThe placement rates for students completing a gainful employment

program are to be determined as required by the state or accrediting agency.

If the school is required by its accrediting agency or state to calculate a placement rate on a program basis, it must disclose the rate under this section and identify the accrediting agency or state agency under whose requirements the rate was calculated. If the accrediting agency or state requires a school to calculate a placement rate at the institutional level or other than a program basis, the school must use the accrediting agency or state methodology to calculate a placement rate for the program and disclose that rate.

GE disclosure requirements as of January 1, 2017Schools must use the template provided by the Secretary to disclose

information about each of their GE programs to enrolled and prospective students, and they must update the information in the template at least annually. The Department will identify the information that must be included in the template in a notice published in the Federal Register.

GE Disclosure Template (GEDT)34 CFR 668.6(b)(2)(iv)Schools must use the GEDT the Department developed (www2.ed.gov/policy/highered/reg/hearulemaking/2009/negreg-summerfall.html) to create webpages with the required disclosure information for their gainful employment programs. The GEDT Quick Start Guide takes users through the steps to do that and is also at the above site.

Additional information on IFAPThe Gainful Employment page on IFAP includes links to frequently asked questions and resources such as electronic announcments, webinars, and regulatory materials.(http://ifap.ed.gov/GainfulEmploymentInfo/)


tbonnel

tbonnel





Promotional materialsAll promotional materials that a school makes available to prospective

students and that identify or promote a GE program must prominently include the disclosure template or, where constraints prevent that, the URL of or a direct link to the disclosure template, provided that the URL or link is prominent, clear, and direct and the institution identifies it as “Important information about the educational debt, earnings, and completion rates of students who attended this program” or as otherwise specified by the Department in a Federal Register notice.

Promotional materials include, but are not limited to, a school’s catalogs, invitations, flyers, billboards, and advertising on or through radio, television, print media, the Internet, and social media. The school must ensure that all promotional materials about a GE program are accurate and current at the time they are published, approved by a state agency, or broadcast.

Direct distribution to prospective studentsBefore a prospective student signs an enrollment agreement, completes

registration, or makes a financial commitment to the school, it must provide him or someone on his behalf a copy of the disclosure template as a separate document. The disclosure template may be provided by hand delivery, as part of a group presentation, or via the email address the school uses to communicate with the prospective student about the program.

If the school hand-delivers the disclosure template, it must obtain written confirmation from the prospective student or third party that he received a copy. If the school sends the disclosure template to the prospective student or third party by email, the school must

• ensure that the disclosure template is the only substantive content in the email;

• receive electronic or other written acknowledgement from the prospective student or third party that he received the email;

• send the disclosure template using a different address or delivery method if the email could not be delivered; and

• maintain records of its efforts to provide the disclosure template.

CAMPUS CRIME AND SAFETY INFORMATIONA school must distribute annual campus security reports to its students

and employees. If it maintains on-campus student housing, it must also disseminate an annual fire safety report. The reports that are disseminated to the school community must include descriptions of the school’s policies, procedures, and programs. These reports must include the campus security and fire safety statistics reported to the Department each year (explained later in this section).

Calculating the on-time graduation (completion) rate34 CFR 668.6(c)The above regulation explains how to calculate an on-time completion rate for GE programs: for the most recently completed award year, divide the number of students who completed the GE program within normal time by the total number of students who completed the program, and multiply the result by 100%.

Example: The court reporting program at Krieger University is a GE program. During the 2014–2015 award year, 140 students completed the program, and 105 of them completed in normal time. Divide 105 by 140 to get .75. Then multiply .75 by 100% to get 75%, which is the completion rate for this program.

Warnings about GE programsWhen GE programs are at risk of losing Title IV eligibility due to failing or zone debt-to-earnings rates, the school must warn students. See Chapter 4 for more information.






The Annual Security Report [34 CFR 668.46(b)] must include

(1) The crime statistics submitted to the Department (see page 123).

(2) A statement of current campus policies regarding procedures for students and others to report criminal actions or other emergencies occurring on campus. This statement must include the institution’s policies concerning its response to these reports, including—

• Policies for making timely warning reports to members of the campus community regarding the occurrence of crimes described in this chapter;

• Policies for preparing the annual disclosure of crime statistics; and

• A list of the titles of each person or organization to whom students and employees should report criminal offenses for the purpose of making timely warning reports and the annual statistical disclosure. (See page 120 for a list of criminal offenses that must be reported).

• The policies or procedures that allow victims or witnesses to report crimes on a voluntary, confidential basis for inclusion in the annual disclosure of crime statistics.

(3) A statement of current policies concerning security of and access to campus facilities, including campus residences, and security considerations used in the maintenance of campus facilities.

(4) A statement of current policies concerning campus law enforcement that—

• Addresses the enforcement authority of security personnel, including their relationship with state and local police agencies, whether those security personnel have the authority to arrest individuals, and any agreements, such as written memoranda of understanding between the institution and such agencies, for the investigation of alleged criminal offenses;

• Encourages accurate and prompt reporting of all crimes to the campus police and the appropriate police agencies when the victim of a crime elects or is unable to make such a report; and

• Describes procedures, if any, that encourage pastoral counselors and professional counselors, if and when they deem it appropriate, to inform the persons they are counseling of any procedures to report crimes on a voluntary, confidential basis for inclusion in the annual disclosure of crime statistics.

(5) A description of the type and frequency of programs designed to inform students and employees about campus security procedures and practices and to encourage students and employees to be responsible for their own security and the security of others.

(6) A description of programs designed to inform students and employees about the prevention of crimes.

(7) A statement of policy concerning the monitoring and recording through local police agencies of criminal activity by students at off-campus locations of student organizations officially recognized by the institution, including student organizations with off-campus housing facilities.

(8) A statement of policy regarding the possession, use, and sale of alcoholic beverages and enforcement of state underage drinking laws.

(9) A statement of policy regarding the possession, use, and sale of illegal drugs and enforcement of federal and state drug laws.

Required contents of annual campus security and fire safety reports

(10) A description of any drug or alcohol abuse education programs, as described in this chapter. For the purpose of meeting this requirement, an institution may cross-reference the materials it uses to comply with the requirements later in this chapter.

(11) A policy statement about the institution’s programs to prevent dating violence, domestic violence, sexual assault, and stalking and about the procedures the institution will follow when these crimes are reported. The statement must include

• A description of the institution’s educational programs and campaigns to promote the awareness of dating violence, domestic violence, sexual assault, and stalking [see 34 CFR 668.46(j)];

• Procedures victims should follow if a crime of dating violence, domestic violence, sexual assault, or stalking has occurred, including written information about1. The importance of preserving evidence that may help

to prove that the alleged criminal offense occurred or to obtain a protection order;

2. How and to whom the alleged offense should be reported;

3. Options about the involvement of law enforcement and campus authorities, including notification of the victim’s option to: notify those authorities, including on-campus and local police; be assisted by campus authorities in notifying law enforcement authorities; and decline to notify such authorities; and

4. Where applicable, the rights of victims and the institution’s responsibilities for orders of protection, “no-contact” orders, restraining orders, or similar lawful orders issued by a criminal, civil, or tribal court or by the institution;

• Information about how the institution will protect the confidentiality of victims and others, including how it will1. Complete publicly available recordkeeping, including

Clery Act reporting and disclosures, without using identifying information about the victim; and

2. Keep confidential any protective measures for the victim, as long as that confidentiality would not impair the institution’s ability to provide those measures;

• A statement that the institution will provide written notification to students and employees about existing counseling, health, mental health, victim advocacy, legal assistance, visa and immigration assistance, student financial aid, and other services available for victims, both within the institution and in the community;

• A statement that the institution will provide written notification to victims about options for academic, living, transportation, and working situations or protective measures. The institution must make such accommodations if the victim requests them and they are reasonably available, regardless of whether he chooses to report the crime to campus police or local law enforcement;

• An explanation of the procedures for institutional disciplinary action in cases of these alleged crimes [see 34 CFR 668.46(k)]; and

• A statement that when a student or employee reports to the school that she has been a victim of dating violence, domestic violence, sexual assault, or stalking, the school will provide her a written explanation of her rights and options.






(3) The number of fire drills held during the previous calendar year.

(4) The institution’s policies or rules on portable electrical appliances, smoking, and open flames in a student housing facility.

(5) The institution’s procedures for student housing evacuation in the case of a fire.

(6) The policies regarding fire safety education and training programs provided to the students and employees. In these policies, the institution must describe the procedures that students and employees should follow in the case of a fire.

(7) For purposes of including a fire in the statistics in the annual fire safety report, a list of the titles of each person or organization to which students and employees should report that a fire occurred.

(8) Plans for future improvements in fire safety, if determined necessary by the institution.

(12) A statement advising the campus community where law enforcement agency information provided by a state under 42 USC 14071(j)), concerning registered sex offenders may be obtained, such as the law enforcement office of the institution, a local law enforcement agency with jurisdiction for the campus, or a computer network address.

(13) A description of the school’s emergency response and evacuation procedures (see page 124).

(14) A statement of the school’s policy regarding missing student notification procedures (see page 124).

The Annual Fire Safety Report [34 CFR 668.49(b)] must include

(1) The fire statistics submitted to the Department.

(2) A description of each on-campus student housing facility fire safety system.

Crime logSchools must have policies that encourage complete, timely reporting of

all crimes to the campus police and appropriate law enforcement agencies. If they have a campus police or security department, they must keep a written, easily understood, daily crime log. The log must list any crime by the date it was reported to the campus police or security department and that occurred within its Clery geography, as defined in the margin. The log must also include the nature, date, time, and general location of each crime and the disposition of the complaint if known.

The school must make an entry or an addition to an entry to the log within two business days (Monday–Friday, except days when the school is closed) of the report of the information to the campus police or security department unless that disclosure is prohibited by law or would jeopardize the confidentiality of the victim.

A school may withhold one or more of the required pieces of information if there is clear and convincing evidence that the release of the information would

• jeopardize an ongoing criminal investigation or the safety of an individual,

• cause a suspect to flee or evade detection, or• result in the destruction of evidence.

However, the school must disclose any information withheld for any of these reasons once the adverse effect is no longer likely to occur.

The school must make the crime log for the most recent 60-day period open to public inspection during normal business hours. The school must make any portion of the log older than 60 days available within two business days of a request for public inspection.

Crime and fire data on the WebThe campus crime and fire safety statistics for schools are at (http://ope.ed.gov/security/). Crime statistics are also on the College Navigator site (http://nces.ed.gov/collegenavigator/).

VAWA toolsThe Department of Justice website (www.changingourcampus.org) is an online clearinghouse of resources addressing sexual assault, domestic violence, dating violence, and stalking.

The Department of Education also has an online list of resources that might help schools with their sexual assault training and prevention:(www2.ed.gov/documents/press-releases/suggested-resources.pdf).






Crimes to be reportedA school must report to the Department and disclose in its annual

security report statistics for the three most recent calendar years the number of each of the following crimes that occurred on or within its Clery geography (see the definition on page 121) and that are reported to local police agencies or to a campus security authority:

1. Primary crimes, including criminal homicide (murder, non-negligent manslaughter, and negligent manslaughter); sex offenses (rape, fondling, incest, and statutory rape); robbery; aggravated assault; burglary; motor vehicle theft; arson;

2. Arrests and referrals for disciplinary actions, including arrests for liquor law violations, drug law violations, and illegal weapons possession and persons not arrested for one of those offenses but who were referred for campus disciplinary action;

3. Hate crimes, including the number of each type of primary crime listed above that is determined to be a hate crime and the number of the following that are determined to be hate crimes: larceny-theft, simple assault, intimidation, destruction/damage/vandalism of property;

4. Dating violence, domestic violence, and stalking.

Reported crimes must be recordedA school must include in its crime statistics all crimes listed above

occurring on or within its Clery geography that are reported to a campus security authority for the purpose of Clery Act reporting. Clery Act reporting does not require initiating an investigation or disclosing personally identifying information about the victim.

A school may not withhold or remove a reported crime from its crime statistics based on a decision by a court, coroner, jury, prosecutor, or other similar noncampus official. But a school may withhold or remove a reported crime from its statistics when sworn or commissioned law enforcement personnel have fully investigated the reported crime and have made a formal determination that the crime report is false or baseless and therefore unfounded. Only sworn or commissioned law enforcement personnel may “unfound” a crime report for these purposes. The recovery of stolen property, the low value of stolen property, the refusal of the victim to cooperate with the prosecution, and the failure to make an arrest do not unfound a crime report.

A school must report to the Department and disclose in its annual security report statistics the total number of crime reports that were unfounded and subsequently withheld from its crime statistics.

Crimes to be reported34 CFR 688.46(c)(1)

Clery/Campus Security ActThe full title of the Clery Act is the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. It has been amended several times, most recently by the Violence Against Women Reauthorization Act of 2013 (VAWA) enacted March 7, 2013. Among other provisions, VAWA requires institutions to compile statistics for certain crimes that are reported to campus security authorities or local police agencies, including incidents of sexual assault, domestic violence, dating violence, and stalking. These crime statistics must be reported to the Department through the web-based data collection. Schools must also include certain policies, procedures, and programs pertaining to these crimes in their annual security reports. Final regulations to implement these statutory changes to the Clery Act were published on October 20, 2014, and went into effect on July 1, 2015. See DCL GEN-15-15 for a summary of major changes to the Clery Act regulations.HEA Sec. 485(f)20 U.S.C. 1092(f) 34 CFR 668.46






Clery geography—For the purpose of collecting statistics on the crimes listed on page 120, Clery geography includes buildings and property that are part of the institution’s campus, the institution’s non-campus buildings and property, and public property within or immediately adjacent to and accessible from the campus.When recording crimes in the crime log, Clery geography includes, in addition to the locations above, areas within the patrol jurisdiction of the campus police or security department.Campus—any building or property owned or controlled by a school within the same reasonably contiguous geographic area and used by the school in direct support of, or in a manner related to, its educational purposes, including residence halls.Noncampus building or property—any building or property that is owned or controlled by• a student organization officially recognized by the

school or• a school and that is used in support of its

educational purposes, is frequently used by students, and is not within the same reasonably contiguous geographic area of the school.

On-campus student housing facility—a dormitory or other residential facility for students that is located on a school’s campus.Dating violence—violence committed by a person who is or has been in a social relationship of a romantic or intimate nature with the victim; and where the existence of such a relationship shall be determined based on a consideration of the following factors: the length of the relationship, the type of relationship, and the frequency of interaction between the persons involved in the relationship.Domestic violence—a felony or misdemeanor crime of violence committed by• a current or former spouse or intimate partner of

the victim,• a person with whom the victim shares a child in

common,• a person who is cohabitating with or has

cohabitated with the victim as a spouse or intimate partner,

• a person similarly situated to a spouse of the victim under the domestic or family violence laws of the jurisdiction receiving grant monies [under VAWA], or

• any other person against an adult or youth victim who is protected from that person’s acts under the domestic or family violence laws of the jurisdiction.

Hate crime—a crime reported to local police agencies or to a campus security authority that shows evidence that the victim was intentionally selected because of the perpetrator’s bias against the victim. In their recording, schools must identify the actual or perceived category of the victim that motivated the crime. The categories are: race, gender, gender identity, religion, sexual orientation, ethnicity, national origin, and disability.Stalking—engaging in a course of conduct directed at a specific person that would cause a reasonable person to fear for his or her safety or the safety of others, or suffer substantial emotional distress.Programs to prevent dating violence, domestic violence, sexual assault, and stalking—Comprehensive, intentional, and integrated programming, initiatives, strategies, and campaigns intended to end dating violence, domestic violence, sexual assault, and stalking that• are culturally relevant, inclusive of diverse

communities and identities, sustainable, responsive to community needs, and informed by research or assessed for value, effectiveness, or outcome; and

• consider environmental risk and protective factors as they occur on the individual, relationship, institutional, community, and societal levels.

These include both primary prevention and awareness programs aimed at incoming students and new employees, and ongoing prevention and awareness campaigns for current students and employees. See 34 CFR 668.46(j) for more information.

Definitions related to crime reporting






Fire logA school that has any on-campus student housing facility must maintain

a written, easily understood log that records, by the date that the fire was reported, any fire that occurred in an on-campus student housing facility. This log must include the nature, date, time, and general location of each fire.

The school must:

• make an entry or an addition to an entry to the log within two business days of the receipt of the information,

• make the fire log for the most recent 60-day period open to public inspection during normal business hours, and

• make any portion of the log older than 60 days available within two business days of a request for public inspection.

A school must annually submit a copy of the fire safety statistics to the Department and include the fire safety statistics in its annual report to the campus community.

Sample statement of availabilitySchools may use the following sample notice from the Handbook for Campus Safety and Security Reporting (www.ed.gov/admins/lead/safety/handbook.pdf) to inform students and employees of the availability of its Combined Annual Security Report and Annual Fire Safety Report:

GW is committed to assisting all members of the GW community in providing for theirown safety and security. The annual security and fire safety compliance document is available on the UPD website at http://gwired.gwu.edu/upd/compliance.If you would like to receive the combined Annual Security and Fire Safety Report which contains this information, you can stop by the University Police Department at 2033 G. Street, NW, Woodhull House, Washington, DC, 20052 or you can request that a copy be mailed to you by calling (XXX) XXX-XXXX.The website and booklet contain information regarding campus security and personal safety including topics such as: crime prevention, fire safety, university police law enforcement authority, crime reporting policies, disciplinary procedures and other matters of importance related to security and safety on campus. They also contain information about crime statistics for the three previous calendar years concerning reported crimes that occurred on campus; in certain off-campus buildings or property owned or controlled by GW; and on public property within, or immediately adjacent to and accessible from the campus.This information is required by law and is provided by The George Washington University Police Department.

CitationsCrime log: 34 CFR 668.46(f ) Fire safety log: 34 CFR 668.49 Missing persons: 34 CFR 668.46(h) Emergency response & evacuation: 34 CFR 668.46(g)






Annual submission of campus security and fire safety statisticsEach year in the late summer, the Department sends a letter to the

school’s president or chief executive officer with information on accessing the Campus Safety and Security Survey website (https://surveys.ope.ed.gov/security), where schools submit statistics for the crimes described on page 120 and for fire safety (see below) for the three most recent calendar years that have available data. The website explains how to tabulate these statistics. The letter contains any changes to the survey, the collection dates for the survey, the name of the person who completed the reporting (the campus safety survey administrator) at the school the previous year, and a new ID and password for completing the survey.

Schools with any on-campus student housing facility must submit annual fire safety statistics to the Department. The report must include statistics on the number and causes of fires, as well as fire-related injuries, death, and property damage for each on-campus student housing facility. The fire safety statistics are due at the same time as the crime statistics.

Distributing security and fire safety reports to enrolled students and current employees

By October 1 of each year, a school must distribute to all enrolled students and current employees its annual security report and fire safety reports through appropriate publications and mailings including

• direct mailing to each individual through the U.S. Postal Service, campus mail, or electronic mail;

• a publication or publications provided directly to each individual; or• posting on an Internet or intranet website (see conditions for Web

distribution at the beginning of this chapter).The two reports can be published together or separately. If published

together, the title of the document must clearly state that it contains both the Annual Security Report and the Annual Fire Safety Report. If published separately, each report must contain information on how to directly access the other report.

Disseminating reports to prospective students and employeesFor each of the reports, the school must provide a notice to prospective

students and prospective employees that includes a statement of the report’s availability, a description of its contents, and an opportunity to request a copy. A school must provide its annual security report and annual fire safety report, upon request, to a prospective student or prospective employee.

If the school chooses to provide either its annual security report or annual fire safety report to prospective students and prospective employees by posting the disclosure on an Internet website, the school must follow the procedures for Web dissemination described earlier.

Missing persons procedures—private right of actionThe requirements for a school to establish missing persons procedures do not provide a private right of action to any person to enforce a provision of the subsection or create a cause of action against any institution of higher education or any employee of the institution for any civil liability.HEA section 485(j)

Handbook for campus crime reportingTo assist schools in fully complying with the Clery Act, the Department has developed The Handbook for Campus Safety and Security Reporting. The handbook defines the categories of crime and procedures for reporting them, as well as the requirements for timely warnings and maintenance of a daily crime log. The handbook is available at:(www.ed.gov/admins/lead/safety/campus.html).

Bookstores and safety reportingIf a school contracts with an entity to provide bookstore services and the bookstore is located on-campus, or if it is in any off-campus building or property owned or controlled by the school, the school must include the bookstore among the locations for which it reports campus crime and safety information as provided in 34 CFR 668.46. For more information on campus safety reporting requirements, see The Handbook for Campus Safety and Security Reporting.DCL GEN-12-21

Fire safetyFire safety requirements were added by the Higher Education Opportunity Act (HEOA) of 2008 HEA 485(i)34 CFR 668.49






Missing persons proceduresA school that provides on-campus student housing must establish a

missing student notification policy and include a description of the policy in its annual security report to the campus community. The policy must

• include a list of titles of the persons or organizations to which students, employees, or other individuals should report that a student has been missing for 24 hours;

• require that any missing student report be referred immediately to the school’s police or campus security department (if the school doesn’t have such a department, it must refer the report to the local law enforcement agency that has jurisdiction in the area); and

• include an option for each student to identify a contact person or persons whom the school shall notify within 24 hours of a determination (by the school’s police or campus security department or the local law enforcement agency) that the student is missing.

Students must be advised that

• their contact information will be registered confidentially, that this information will be accessible only to authorized campus officials, and that it may not be disclosed, except to law enforcement personnel in furtherance of a missing person investigation;

• if they are under 18 years of age and not emancipated, the school must notify a custodial parent or guardian within 24 hours of the determination that the student is missing, in addition to notifying any additional contact person designated by the student; and

• the school will notify the local law enforcement agency within 24 hours of the determination that the student is missing unless the local law enforcement agency was the entity that made the determination that the student is missing.

When a student who resides in an on-campus student housing facility is determined to have been missing for 24 hours, the school must notify within 24 hours

• the contact person (if the student has designated one), and• the student’s custodial parent or guardian (if the student is less

than 18 years old and is not emancipated).

In all cases, the school must inform the local law enforcement agency that has jurisdiction in the area within 24 hours that the student is missing.

Emergency response and evacuationA school must develop emergency response and evacuation procedures

and include a description of its procedures in its annual security report to the campus community.

Drug-Free WorkplaceThe FSA requirements are derived from the 1989 Amendments to the Drug-Free Schools and Communities Acts of 1986 and 1988. See Public Law 101-226.

Because a school applies for and receives its Campus-Based allocation directly from the Department, the school is considered to be a federal grant recipient and as such is required to make a good faith effort on a continuing basis to maintain a drug-free workplace.34 CFR Part 84Also see the Drug-Free Workplace Act of 1988 (Public Law 101-690)

Drug and alcohol preventionDrug-Free Schools and Communities Act (Public Law 101-226)Drug-Free Workplace Act of 1988 (Public Law 101-690)34 CFR 84 Government-Wide Requirements for Drug-Free Workplace34 CFR 86 Drug and Alcohol Abuse Prevention34 CFR 668.14(c)

Definition of “test”Regularly scheduled drills, exercises, and appropriate follow-through activities designed for assessment and evaluation of emergency plans and capabilities.

Publicizing proceduresThe school must publicize its emergency response and evacuation procedures in conjunction with at least one test per calendar year. The school must document each test with a description of the exercise, stating the date and time, and indicating whether it was announced or unannounced.






A school must develop procedures to immediately notify the campus community upon the confirmation of a significant emergency or dangerous situation involving an immediate threat to the health or safety of students or employees occurring on the campus.

At a minimum, schools must have procedures to

• confirm that a significant emergency or dangerous situation (as described above) exists;

• determine the appropriate segment or segments of the campus community to receive a notification, the content of the notification; and to initiate the notification system;

• disseminate emergency information to the larger community; and• test the emergency response and evacuation procedures on at least

an annual basis, including announced or unannounced tests.

The school must compile a list of the titles of those persons or organizations responsible for determining whether an emergency or dangerous situation exists and who are authorized to initiate the notification process and include this information in the annual report.

In an emergency or a dangerous situation, a school must, without delay and accounting for the safety of the community, determine the content of the notification and initiate the notification system unless issuing a notification will, in the judgment of responsible authorities, compromise efforts to assist a victim or contain, respond to, or otherwise mitigate the emergency.

Timely warning and emergency notification A school must, in a manner that is timely, that withholds as confidential

the names and other identifying information of victims, and that will aid in the prevention of similar crimes, report to the campus community on crimes that are

• included in its campus crime statistics (see the list on page 120), or • reported to local police agencies or to campus security authorities (as

identified under the school’s statement of current campus policies), and

• considered by the school to represent a threat to students and employees.

A school is not required to provide a timely warning with respect to crimes reported to a pastoral or professional counselor.

If there is an immediate threat to the health or safety of students or employees occurring on campus, a school must follow its emergency notification procedures. A school that follows its emergency notification procedures is not required to issue a timely warning based on the same circumstances; however, the school must provide adequate follow-up information to the community as needed.

Notice of penaltiesA school must provide to every student upon enrollment a separate, clear, and conspicuous written notice with information on the penalties associated with drug-related offenses. For students who have lost Title IV eligibility due to drug convictions, the school must provide a separate, clear notice of the loss and how to regain eligibility. See Volume 1 of the Handbook for information about losing and regaining eligibility in these cases.HEA section 485(k)

Drug and alcohol abuse prevention programsThese requirements are found in 34 CFR 86—Drug and Alcohol Abuse Prevention.The regulations published in the Federal Register, August 16, 1990, offer a number of suggestions for developing a drug prevention program.

Measuring the effectiveness of prevention programsThe effectiveness of a school’s prevention program may be measured by tracking the number of drug- and alcohol-related disciplinary actions, treatment referrals, and incidents recorded by campus police or other law enforcement officials.

You may also find it useful to track the number of students or employees attending self-help or other counseling groups related to alcohol or drug abuse and to survey student, faculty, and employee attitudes and perceptions about the drug and alcohol problem on campus.

Failure to have a prevention program34 CFR 86.301






DRUG AND ALCOHOL ABUSE PREVENTIONA school that participates in the FSA programs must provide to its

students, faculty, and employees information to prevent drug and alcohol abuse, and it must also have a drug and alcohol prevention program, as discussed later.

In addition, a school that participates in the Campus-Based Programs must have a drug-free awareness program for its employees that includes a notice to them of unlawful activities and the actions the school will take against an employee who violates these prohibitions.

Information to be included in drug prevention materials for students and employees

A school must provide the following in its materials:

• standards of conduct that clearly prohibit, at a minimum, the unlawful possession, use, or distribution of drugs and alcohol by students and employees on the school’s property or as part of the school’s activities;

• a description of the sanctions under local, state, and federal law for unlawful possession, use, or distribution of illicit drugs and alcohol;

• a description of any drug and alcohol counseling, treatment, or rehabilitation programs available to students and employees;

• a description of the health risks associated with the use of illicit drugs and alcohol; and

• a clear statement that the school will impose sanctions on students and employees for violations of the standards of conduct (consistent with local, state, and federal law) and a description of these sanctions, up to and including expulsion, termination of employment, and referral for prosecution.

Distribution of materials to all students and employeesThe school may include this information in publications such as student

or employee handbooks, provided that these publications are distributed to each student and employee. Merely making drug prevention materials available to those who wish to take them is not sufficient. The school must use a method that will reach every student and employee, such as the method used to distribute grade reports or paychecks.

The school must distribute these materials annually. If new students enroll or new employees are hired after the initial distribution for the year, the school must make sure that they also receive the materials.

Drug & alcohol abuse prevention programEvery participating school must certify that on the date it signs the

Program Participation Agreement it has a drug and acohol abuse prevention program in operation that is accessible to any officer, employee, or student at the school. The program adopted by the school must include an annual

Equity in Athletics Disclosure Act (EADA)HEA Section 485(e) and (g)20 USC 109234 CFR 668.41(g) 34 CFR 668.47

EADA data on the WebThe Department posts the EADA reports for participating schools on the Web at(http://ope.ed.gov/athletics/).

Additional sources of informationThe following resources are available for schools that are developing prevention programs:The Drug-Free Workplace Helpline—Provides information to private entities about workplace programs and drug testing. Proprietary and private nonprofit schools may call this line (1-800-967-5752).(www.samhsa.gov/workplace)

Substance Abuse & Mental Health Services Administration—SAMHSA (U.S. Department of Health & Human Services) Treatment and Referral Hotline 1-800-662-HELP (1-800-662-4357) Publications:(http://store.samhsa.gov/home)






distribution to all students, faculty, and staff of information concerning drug and alcohol abuse and the school’s prevention program.

A school must review its program once every two years to determine its effectiveness and to ensure that its sanctions are being enforced. As a part of this biennial review, the school must determine

• the number of drug and alcohol-related violations and fatalities that occur on a school’s campus or as part of any of the school’s activities and that are reported to campus officials; and

• the number and type of sanctions that are imposed by the school as a result of drug and alcohol-related violations and fatalities on the school’s campus or as part of any of the school’s activities.

The school must make available upon request the results of the review as well as the data and methods supporting its conclusions.

If a school does not certify that it has a prevention program or fails to carry out a prevention program, the Department may terminate any or all forms of federal financial aid to the school and may require it to repay any or all federal financial aid that it received while not in compliance.

Drug-Free Workplace requirements for Campus-Based schools A school that participates in the Campus-Based Programs must take

certain steps to provide a drug-free workplace, including

• establishing a drug-free awareness program to provide information to employees,

• distributing a notice to its employees of prohibited unlawful activities and the school’s planned actions against an employee who violates these prohibitions, and

• notifying the Department and taking appropriate action when it learns of an employee’s conviction under any criminal drug statute.

A school’s administrative cost allowance may be used to help defray related expenses, such as the cost of printing informational materials given to employees. The administrative cost allowance is discussed in Volume 6: Campus-Based Programs.

The drug-free workplace requirements apply to all offices and departments of a school that receives Campus-Based funds. Organizations that contract with the school are considered subgrantees not subject to the requirements of the Drug-Free Workplace Act.

INFORMATION ABOUT ATHLETICS

The EADA ReportThe Equity in Athletics Disclosure Act (EADA) requires a school that

has an intercollegiate athletic program to make prospective students aware of its commitment to providing equitable athletic opportunities for its male and female students. As part of this requirement, each fall schools must

Waiver of completion/graduation data calculationA school does not have to calculate and make available its completion or graduation rate (and, if applicable, transfer-out rate) if it is a member of an athletic association or conference that has voluntarily published completion or graduation rate data or has agreed to publish data and ED has granted a waiver of the requirements to provide these rates to coaches and guidance counselors.

To receive a waiver, your school or its athletic association or conference must submit a written application to ED that explains why it believes the data the athletic association or conference publishes are accurate and substantially comparable to the information required by this section.

Even if the waiver is granted, your school must comply with the requirements of §668.41(d)(3) (upon request, providing its retention rate to a prospective student) and (f) (providing retention rates and completion or graduation rates for prospective student athletes and their parents, high school coach, and guidance counselor). 34 CFR 668.45(e)(1)

DefinitionsUndergraduate students—For purposes of §668.45 and 668.48 (completion and graduation rates for students and student athletes) only, means students enrolled in a bachelor’s degree program, an associate degree program, or a vocational or technical program below the baccalaureate. 34 CFR 668.41(a)

Certificate or degree-seeking student—a student enrolled in a course of credit who is recognized by the institution as seeking a degree or certificate.






make certain information available to students, prospective students, and the public in easily accessible places and must also report the information to the Department. The annual report, officially called The Report on Athletic Program Participation Rates and Financial Support Data and commonly referred to as the EADA Report, must include information on

• the number of male and female full-time undergraduate students that attended the school (undergraduate students are those who are consistently designated as such by the school),

• the total amount and ratio of athletically related student aid awarded to male athletes compared to female athletes,

• the expenses incurred by the school for men’s and women’s sports,• total annual revenues for men’s or women’s sports,• the annual school salary of non-volunteer head coaches and

assistant coaches for men’s and women’s teams, and• for each varsity team in intercollegiate competition, the number

and gender of participants and coaches, operating expenses, etc.

A school must publish its EADA report by October 15 and make it available upon request to students, prospective students, and the public. For example, a school may make hard copies of the report available in intercollegiate athletic offices, admissions offices, or libraries, or by providing a copy to all students in their electronic mailbox.

A school must provide the report promptly to anyone who requests the information. For example, a school may not refuse to provide a copy of the report to the news media, and the school may not require an individual requesting the information to come to the school to view the report. A school may not charge a fee for the information.

A school must submit its equity in athletics report to the Department via the EADA survey website (https://surveys.ope.ed.gov/athletics) annually within 15 days of making it available to students, prospective students, and the public. Note that a password and user ID are required for use of this website. They are sent by the Department to the chief administrator at the school. For help with this site, contact [email protected].

For specific categories and reporting rules, please see the EADA User’s Guide for the online survey.

Completion and graduation rates for student athletesSchools that offer athletically related student aid must produce an annual

report that includes:

• The number of students, categorized by race and gender, who attended the school in the year prior to the submission of the report.

• The number of the students above who received athletically related student aid, categorized by race and gender within each sport.

Loan counseling and disclosures to borrowersDL: 34 CFR 685.304Perkins: 34 CFR 674.16(a)See also DCL GEN-16-05 about the Perkins Loan Extension Act of 2015 for Perkins disclosures in addition to those in the regulation cited above.

Textbook informationThe statutory requirement regarding textbook disclosures was described in DCL GEN-08-12. Further guidance was given in GEN-10-09. Also note that the law requires textbook publishers to provide information to faculty about pricing, copyright dates of previous editions, content revisions, alternate formats, etc.HEA section 133

Exception to providing completion/ graduation rates for student athletesA school does not have to provide a report on completion or graduation rates to the prospective student athlete and the athlete’s parents, high school coach, and guidance counselor, if—(A) The institution is a member of a national collegiate athletic association,(B) The association compiles data on behalf of its member institutions, which ED determines are substantially comparable to those required by §668.48(a), and(C) The association distributes the compilation to all secondary schools in the United States.34 CFR 668.41(f)






• The completion or graduation rate and, if applicable, transfer-out rate of all the entering, certificate- or degree-seeking, full-time, undergraduate students described in 34 CFR §668.45(a)(1), categorized by race and gender.

• The completion or graduation rate and, if applicable, transfer-out rate of the entering students described in §668.45(a)(1) who received athletically related student aid, categorized by race and gender within each sport.

• The average completion or graduation rate and, if applicable, transfer-out rate for the four most recent completing or graduating classes of entering students described in §668.45(a)(1), (3), and (4), categorized by race and gender. If a school has rates for fewer than four of those classes, it must disclose the rates it has.

• The average completion or graduation rate and, if applicable, transfer-out rate of the four most recent completing or graduating classes of entering students described in §668.45 (a)(1) who received athletically related student aid, categorized by race and gender within each sport. If a school has rates for fewer than four of those classes, it must disclose the rates it has.

A school must provide this report to prospective student athletes, their parents, high school coach, and guidance counselor (see the sidebar exception). The school must also submit this report to the Department each year by July 1 through the IPEDS website.

The definition of athletically related student aid used here is the same definition that is also used for the EADA disclosure requirements. The definitions of certificate- or degree-seeking students, first-time undergraduate students, undergraduate students, and normal time are the same as those used for the calculation of completion or graduation and transfer-out rates for a school’s general student body cohort.

TEXTBOOK INFORMATIONTo the maximum extent practicable, a school must post verified textbook

pricing information for both required and recommended materials for all classes (i.e., not just the school’s online classes) on the schedule that the school has posted online.

This pricing information must include the International Standard Book Number (ISBN) and retail price for all required and recommended textbooks and supplemental materials for each course listed in the institution’s course schedule used for preregistration and registration. If the ISBN is not available, the pricing information must include the publisher and copyright date, as well as the title and author. If the school determines that disclosure of this pricing information is not practicable, it may substitute the designation “To Be Determined (TBD)” in lieu of the required pricing information.

If applicable, the school must include on its written course schedule a reference to the textbook information available on its Internet schedule and the Internet address for that schedule.

Alternative entrance counseling approachesThe DL regulations explain how a school may adopt alternative approaches as a part of its quality assurance plan; see 34 CFR 685.304(a)(8).

Loan counseling materialsSchools can order counseling materials, such as the entrance and exit counseling guides, from the FSA Pubs website at (www.fsapubs.gov).

Updating borrower informationA Direct Loan school should send updated borrower information obtained during school-provided exit counseling to the federal loan servicer to whom the loan has been assigned.

Special PLUS loan counselingBeginning on March 29, 2015, special loan counseling is required for any PLUS Loan applicant, student or parent, who has an adverse credit history but who qualifies for a PLUS Loan either by getting a loan endorser or being reconsidered due to extenuating circumstances. While the counseling is mandatory only for these borrowers, the Department offers voluntary counseling for all PLUS borrowers. Note that this special counseling is separate from the entrance counseling that all graduate and professional student PLUS Loan borrowers must complete. See 34 CFR 685.304(a)(2) and the electronic announcement from January 27, 2015.






Entrance counseling for Direct Subsidized and Unsubsidized Loans 34 CFR 685.304(a)(6)

Entrance counseling for Direct Subsidized and Unsubsidized loan borrowers must:

(i) Explain the use of a master promissory note (MPN);(ii Emphasize to the borrower the seriousness and

importance of the repayment obligation the student borrower is assuming;

(iii) Describe the likely consequences of default, including adverse credit reports, delinquent debt collection procedures under federal law, and litigation;

(iv) Emphasize that the student borrower is obligated to repay the full amount of the loan even if the student borrower does not complete the program, does not complete the program within the regular time for program completion, is unable to obtain employment upon completion, or is otherwise dissatisfied with or does not receive the educational or other services that the student borrower purchased from the school;

(v) Inform the student borrower of sample monthly repayment amounts based on—(A) A range of student levels of indebtedness of Direct Subsidized Loan and Direct Unsubsidized Loan borrowers or student borrowers with Direct Subsidized, Direct Unsubsidized, and Direct PLUS Loans, depending on the types of loans the borrower has obtained; or(B) The average indebtedness of other borrowers in the same program at the same school as the borrower;

(vi) To the extent practicable, explain the effect of accepting the loan to be disbursed on the eligibility of the borrower for other forms of student financial assistance;

(vii) Provide information on how interest accrues and is capitalized during periods when the interest is not paid by either the borrower or the Secretary;

(viii) Inform the borrower of the option to pay the interest on a Direct Unsubsidized Loan while the borrower is in school;

(ix) Explain the definition of half-time enrollment at the school, during regular terms and summer school, if applicable, and the consequences of not maintaining half-time enrollment;

(x) Explain the importance of contacting the appropriate offices at the school if the borrower withdraws prior to completing the borrower’s program of study so that the school can provide exit counseling, including information regarding the borrower’s repayment options and loan consolidation;

(xi) Provide information on the National Student Loan Data System (NSLDS) and how the borrower can access the borrower’s records;

(xii) Provide the name of and contact information for the individual the borrower may contact if the borrower has any questions about the borrower’s rights and responsibilities or the terms and conditions of the loan; and

(xiii) For first-time borrowers, explain the limitation on eligibility for Direct Subsidized Loans and possible borrower responsibility for accruing interest, including—

DL Entrance Counseling—Required Elements(A) The possible loss of eligibility for additional Direct

Subsidized Loans;(B) How a borrower’s maximum eligibility period,

remaining eligibility period, and subsidized usage period are calculated;

(C) The possibility that the borrower could become responsible for accruing interest on previously received Direct Subsidized Loans and the portion of a Direct Consolidation Loan that repaid a Direct Subsidized Loan during in-school status, the grace period, authorized periods of deferment, and certain periods under the Income-Based Repayment and Pay As You Earn Repayment plans; and

(D) The impact of borrower responsibility for accruing interest on the borrower’s total debt.

Entrance counseling for graduate or professional students (Direct PLUS Loan borrowers) 34 CFR 685.304(a)(7)

Entrance counseling for graduate or professional student Direct PLUS loan borrowers must:

(i) Inform the student borrower of sample monthly repayment amounts based on—(A) A range of student levels or indebtedness of graduate or professional student PLUS loan borrowers or student borrowers with Direct PLUS Loans and Direct Subsidized Loans or Direct Unsubsidized Loans, depending on the types of loans the borrower has obtained; or(B) The average indebtedness of other borrowers in the same program at the same school;

(ii) Inform the borrower of the option to pay interest on a PLUS Loan while the borrower is in school;

(iii) For a graduate or professional student PLUS Loan borrower who has received a prior FFEL Stafford, or Direct Subsidized or Unsubsidized Loan, provide the information specified in §685.301(a)(3)(i)(A) through §685.301(a)(3)(i)(C);* and

(iv) For a graduate or professional student PLUS Loan borrower who has not received a prior FFEL Stafford, or Direct Subsidized or Direct Unsubsidized Loan, provide the information specified in paragraph (a)(6)(i) through paragraph (a)(6)(xii) of this section. [See the entrance counseling requirements (i)–(xii) beginning in the first column of this page.]

* §685.301(a)(3)(i) requires that the counseling provide the borrower with a comparison of—

(A) The maximum interest rate for a Direct Subsidized Loan and a Direct Unsubsidized Loan and the maximum interest rate for a Direct PLUS Loan;

(B) Periods when interest accrues on a Direct Subsidized Loan and a Direct Unsubsidized Loan and periods when interest accrues on a Direct PLUS Loan; and

(C) The point at which a Direct Subsidized Loan and a Direct Unsubsidized Loan enters repayment, and the point at which a Direct PLUS Loan enters repayment.






34 CFR 685.304(b)(4)

Exit counseling must:(i) Inform the student borrower of the average anticipated monthly

repayment amount based on the student borrower’s indebtedness or on the average indebtedness of student borrowers who have obtained Direct Subsidized Loans and Direct Unsubsidized Loans, student borrowers who have obtained only Direct PLUS Loans, or student borrowers who have obtained Direct Subsidized, Direct Unsubsidized, and Direct PLUS Loans, depending on the types of loans the student borrower has obtained, for attendance at the same school or in the same program of study at the same school;

(ii) Review for the student borrower available repayment plan options, including the standard repayment, extended repayment, graduated repayment, income contingent repayment plans, and income-based repayment plans, including a description of the different features of each plan and sample information showing the average anticipated monthly payments, and the difference in interest paid and total payments under each plan;

(iii) Explain to the borrower the options to prepay each loan, to pay each loan on a shorter schedule, and to change repayment plans;

(iv) Provide information on the effects of loan consolidation including, at a minimum—(A) The effects of consolidation on total interest to be paid, fees to be paid, and length of repayment;(B) The effects of consolidation on a borrower’s underlying loan benefits, including grace periods, loan forgiveness, cancellation, and deferment opportunities;(C) The options of the borrower to prepay the loan and to change repayment plans; and(D) That borrower benefit programs may vary among different lenders;

(v) Include debt management strategies that are designed to facilitate repayment;

(vi) Explain to the student borrower how to contact the party servicing the student borrower’s Direct Loans;

(vii) Meet the requirements described in paragraphs (a)(6)(i), (a)(6)(ii), and (a)(6)(iv) of this section [see entrance counseling requirements (i), (ii), and (iv) in the first column of the previous page];

(viii) Describe the likely consequences of default, including adverse credit reports, delinquent debt collection procedures under federal law, and litigation;

(ix) Provide—(A) A general description of the terms and conditions under which a borrower may obtain full or partial forgiveness or discharge of principal and interest, defer repayment of principal or interest, or be granted forbearance on a Title IV loan; and(B) A copy, either in print or by electronic means, of the information the Secretary makes available pursuant to section 485(d) of the HEA;*

(x) Review for the student borrower information on the availability of the Department’s Student Loan Ombudsman’s office;

(xi) Inform the student borrower of the availability of Title IV loan

information in the National Student Loan Data System (NSLDS) and how NSLDS can be used to obtain Title IV loan status information;

(xii) Explain to first-time borrowers—(A) How the borrower’s maximum eligibility period, remaining eligibility

period, and subsidized usage period are determined;(B) The sum of the borrower’s subsidized usage periods at the time of the

exit counseling;(C) The consequences of continued borrowing or enrollment, including—( 1 ) The possible loss of eligibility for additional Direct Subsidized Loans;

and( 2 ) The possibility that the borrower could become responsible for

accruing interest on previously received Direct Subsidized Loans and the portion of a Direct Consolidation Loan that repaid a Direct Subsidized Loan during in-school status, the grace period, authorized periods of deferment, and certain periods under the Income-Based Repayment and Pay As You Earn Repayment plans;

(D) The impact of the borrower becoming responsible for accruing interest on total student debt;

(E) That the Secretary will inform the student borrower of whether he or she is responsible for accruing interest on his or her Direct Subsidized Loans; and

(F) That the borrower can access NSLDS to determine whether he or she is responsible for accruing interest on any Direct Subsidized Loans;

(xiii) A general description of the types of tax benefits that may be available to borrowers; and

(xiv) Require the student borrower to provide current information concerning name, address, Social Security number, references, and driver’s license number and state of issuance, as well as the student borrower’s expected permanent address, the address of the student borrower’s next of kin, and the name and address of the student borrower’s expected employer (if known).

* Section 485 requires the Secretary (i.e., the Department) to provide “descriptions of federal student assistance programs, including the rights and responsibilities of student and institutional participants,” including “information to enable students and prospective students to assess the debt burden and monthly and total repayment obligations” for their loans.

Section 485(d) also refers to information • to enable borrowers to assess the practical consequences of loan consolidation, including differences in deferment eligibility, interest rates, monthly payments, finance charges, and samples of loan consolidation profiles. • concerning the specific terms and conditions under which students may obtain partial or total cancellation or defer repayment of loans for service. • on the maximum level of compensation and allowances that a student borrower may receive from a tax-exempt organization to qualify for a deferment and shall explicitly state that students may qualify for such partial cancellations or deferments when they serve as a paid employee of a tax-exempt organization. • on state and other prepaid tuition programs and savings programs and disseminates such information to states, eligible institutions, students, and parents in departmental publications.

DL Exit Counseling—Required Elements






Schools are encouraged to provide information on renting textbooks, purchasing used textbooks, textbook buy-back programs, and alternative content delivery programs.

A school must provide the following information to its bookstore if the bookstore requests it:

• the school’s course schedule for the subsequent academic period; and• for each course or class offered, the information it must include

on its Internet course schedule for required and recommended textbooks and supplemental material, the number of students enrolled, and the maximum student enrollment.

LOAN COUNSELING

Entrance counselingEntrance counseling is required for all first-time student Direct Loan

borrowers. Before making the first disbursement of a Direct Subsidized or Unsubsidized Loan to a borrower who has not received a prior Direct Subsidized or Unsubsidized Loan or Federal Stafford or SLS Loan, you must ensure that he receives entrance counseling. Similarly, you must ensure that a graduate or professional student who is borrowing a Direct PLUS Loan has received entrance counseling, unless he received a prior graduate/professional Direct or Federal PLUS Loan. While there are disclosure requirements for Perkins loan borrowers, entrance loan counseling is recommended but not required (see Volume 6), nor is it required for parent PLUS borrowers except as explained in the margin.

You may not require that students complete additional counseling (except for exit counseling), but you may provide more information, resources, and advisement that students can choose to make use of. See “Providing additional information” on page 134.

Also, you may include in your entrance counseling more material and information than what is required in the regulations (given on page 130). This extra content can be provided as part of in-person individual or group training or through your website, other electronic means, written materials, or different methods. The added material must be reasonable as to time, effort, and relevance to students’ borrowing decisions and may not be administered in a way that unreasonably impedes their ability to borrow. So you can require that students take a test or evaluation of what they learned in counseling, but you cannot establish a passing score that they must get to receive a Direct Loan. You can require first-time student borrowers to complete a worksheet, budget, or other exercise designed to improve financial literacy and understanding of the implications of borrowing, but you cannot require them to justify the need for a loan. Your required entrance counseling may consist of a workshop, loan orientation presentation, or similar activity. See DCL GEN-15-06 for more information.

Private education loans34 CFR 668.14(b)(28) and (29)Requirements for preferred lender list34 CFR 601.10Self-certification form34 CFR 601.11(d)Information required to complete the self-certification form34 CFR 668.14(b)(29)

TEACH Grant counselingStudents receive initial and subsequent counseling via the TEACH website before they receive the grant. They complete exit counseling on the NSLDS Student Access site (www.nslds.ed.gov/nslds_SA/). Schools are responsible for TEACH recipients receiving exit counseling when they are no longer enrolled in the program.

See NSLDS Newsletter #33 on (http://ifap.ed.gov) for information on TEACH exit counseling and on related reporting tools on the NSLDS Professional Access site (www.nslds.ed.gov/nslds_FAP/).

DL online counselingStudents can take loan entrance and exit counseling at (https://studentloans.gov). PLUS Loan counseling for parents and graduate students is also available.

Your school can sign up to receive regular reports of the students who complete online counseling. If your school documents that students have completed ED’s online counseling, it has satisfied its responsibility for electronic counseling.






Exit counselingA student Direct Loan borrower who is graduating, leaving school, or

dropping below half-time enrollment is required to complete exit counseling. If the borrower drops out without notifying your school, you must confirm that he has completed online counseling or mail exit counseling material to him at his last known address. It is also acceptable to email the information to his home (not school) email address if you have it. The print or PDF version of the Exit Counseling Guide for Federal Student Loan Borrowers satisfies this requirement. Whatever material you use, you must mail or email it within 30 days of learning that the borrower has withdrawn or failed to participate in an exit counseling session.

When mailing exit materials to students who have left school, you’re not required to use certified mail with a return receipt requested, but you must document in their file that the materials were sent. If they fail to provide updated contact information, you are not required to take further action.

Providing borrower information at separationPersonal information collected for exit counseling provided by the school

must be given to students’ loan servicer within 60 days. Students authorize their school to release information to lenders in the loan promissory note they signed. No further permission is needed. Students who complete loan exit counseling online at (www.studentloans.gov) fulfill this requirement; NSLDS provides the completion information to the loan holders.

Counseling methodsThe Direct Loan Program offers both entrance and exit counseling

on the Web for students. There is PLUS Loan counseling for parents and graduate students as well. Your school may also elect to provide entrance counseling through an in-person session or by providing a separate written form to the student that she signs and returns to the school.

If your staff are conducting in-person counseling sessions, charts, handouts, audiovisual materials, and question-and-answer sessions can help convey the information in a more dynamic manner. We also recommend the use of written tests or interactive programs to ensure that the student understands the terms and conditions of his loans.

Regardless of the counseling methods your school uses, it must document that the student received entrance and exit counseling, and it must ensure that an individual with expertise in the FSA programs is reasonably available shortly after the counseling to answer the student’s questions.

TEACH exit counselingSince TEACH Grants convert to loans if the service requirement is

not completed, all grant recipients must receive entrance counseling and subsequent counseling on the TEACH website before receiving their grant.

Private education loan definitionThe definition of a private education loan given at the beginning of this section is based on the definition given in the Federal Reserve System regulations, which excludes some forms of credit, including: (1) An extension of credit under an open end consumer credit plan, a reverse mortgage transaction, a residential mortgage transaction, or any other loan that is secured by real property or a dwelling; or (2) An extension of credit in which the educational institution is the lender if— (i) The term of the extension of credit is 90 days or less; or (ii) An interest rate will not be applied to the credit balance and the term of the extension of credit is one year or less, even if the credit is payable in more than four installments.12 CFR 226.46(b)(5)Authority: 20 USC 1019

Private educational lender definition15 USC 1650(a)(6) (A) a financial institution, as defined in section 1813 of Title 12 that solicits, makes, or extends private education loans; (B) a federal credit union, as defined in section 1752 of Title 12 that solicits, makes, or extends private education loans; and (C) any other person engaged in the business of soliciting, making, or extending private education loans;

Use of school or lender name34 CFR 61220 USC 1019a(a)(2)–(a)(3)






Also, all recipients must receive TEACH Grant exit counseling, which is on the NSLDS Student Access site (www.nslds.ed.gov/nslds_SA). You will receive reports from NSLDS on all students who have completed TEACH exit counseling. If they don’t complete exit counseling on the NSLDS website, you must ensure that the counseling is provided either in person, through interactive electronic means, or by mailing written counseling materials (such as the PDF version of the exit counseling program on the NSLDS website) to their last known address. With an unannounced withdrawal of a grant recipient from school (or from a TEACH Grant-eligible program), you must provide this counseling within 30 days of learning of the withdrawal.

Counseling for correspondence and study-abroad studentsIf the student has enrolled in a study-abroad program (approved by a

U.S. school for credit) or a correspondence or distance learning program and has not previously received an FFEL or Direct Loan at that school, the school must document that the student has completed online entrance counseling that meets FSA requirements or provide entrance counseling information by mail before releasing loan money.

In the case of exit counseling for correspondence programs or study abroad programs, the school may mail or email the borrower written counseling materials within 30 days after the borrower completes the program, with a request that he provide the contact and personal information that would ordinarily have been collected through the counseling process.

Providing additional informationYour school can take additional steps to counsel students, for example, in

developing a budget, estimating need for loans, and planning for repayment. You can reinforce messages to borrowers; with each disbursement you can remind them about the importance of SAP, planning for future employment, and staying in touch with the loan servicer. More ideas for loan counseling are given in the “Sample Default Management and Prevention Plan.”

Financial literacy—you should provide borrowers with counseling at various stages of enrollment, interactive tools to manage debt, repayment options, school contact information, and information about the income potential of occupations relevant to their course of study. You can give this information through a variety of media such as face-to-face counseling, classes, publications, e-tutorials, e-mailed newsletters, and supplements to award letters. You can offer a financial literacy course on a credit or non-credit basis as long as receiving a loan is not contingent upon taking the course.

At-risk students—You should identify and provide special counseling for at-risk students, such as those who withdraw prematurely from their educational programs, who do not meet SAP standards, or both.

The most recent sample default plan was an attachment to GEN-05-14 and is also available under “Default Prevention Resources” on the IFAP website.

Definition34 CFR 601.2Institution-affiliated organization—one that is directly or indirectly related to a covered institution and that recommends, promotes, or endorses education loans for students attending the covered institution or their families. An institution-affiliated organization may include an alumni organization, athletic organization, foundation, or social, academic, or professional organization of a covered institution and does not include any lender with respect to any education loan secured, made, or extended by such lender.

Self-certification form for private education loansSchools must provide the Private Education Loan Applicant Self-Certification (see DCL GEN-13-15) upon request from the loan applicant. A school may post an exact copy of the self-certification form on its website for applicants to download, or it may provide them a paper copy directly.

The self-certification must be printed by the school or lender with black ink on white paper. The typeface, point size, and general presentation of the form may not be changed from the version approved by OMB.

The only changes that may be made to the self-certification form are:• Bold type in section headings may

be removed, and bold or italic type may be added to the instructions.

• Schools and lenders may use any blank spaces at the top, bottom, or sides of the form for bar coding or other school/lender-specific information. However, such space may not be used to include the student’s or parent’s Social Security number.






PRIVATE EDUCATION LOANSA private education loan is a non-FSA loan that is made to a borrower

expressly for postsecondary education expenses, regardless of whether the loan is provided through the educational institution that the student attends or directly to the borrower from the private educational lender. (See the sidebar definition for exclusions.)

Private education loans made by schools include Public Health Service Loans, such as Health Professions Student Loans. However, Federal Perkins Loans are not considered to be private educational loans.

If a private education loan is part of a preferred lender arrangement, it is subject to the rules for those arrangements (described later in this section).

Disclosures required for private education loansA school or affiliated organization that provides information regarding a

private education loan from a lender to a prospective borrower must provide the following disclosures, even if it does not participate in a preferred lender arrangement.

The private education loan disclosures must

• provide the prospective borrower with the information required by 15 U.S.C. 1638(e)(1) [12 CFR 226.47(a) in the Federal Reserve System regulations], and

• inform the prospective borrower that she may qualify for FSA loans or other assistance from the FSA programs and that the terms and conditions of an FSA loan may be more favorable than the provisions of private education loans.

The school or affiliate must ensure that information about private education loans is presented in such a manner as to be distinct from information about FSA loans.

The school must, upon the request of the applicant, discuss with her the availability of federal, state, and institutional student financial aid.

Self-certification form for private education loansA lender must obtain a signed, completed self-certification form from

the loan applicant before initiating a private education loan.

The applicant may obtain a copy of the self-certification form from the private lender and submit it to your school for completion or confirmation. Your school may also, at its option, provide the information needed to complete the form directly to the lender.

Preferred lenders34 CFR 601.1012 CFR 226.4720 USC 1019a(a)(1)(A) and 1019b(c)15 USC 1638(e)(11)

As enacted inHEA section 153(a)(2)(A)Truth in Lending Act, section 128(e)(11)

Preferred lender listsThe school is required to • exercise a duty of care and a duty

of loyalty to compile the preferred lender list, without prejudice and for the sole benefit of the school’s students and their families and

• not deny or otherwise impede the borrower’s choice of a lender for those borrowers who choose a lender that is not included on the preferred lender list. (This requirement is also included in the school’s Code of Conduct; see Chapter 3).

Preferred lender arrangement definition34 CFR 601.2(b)

Public health service loansLoans made under Titles VII and VIII of the Public Health Service Act are considered to be private education loans, including• Health Professions Student Loan

(HPSL)• Primary Care Loan (PCL)• Loans for Disadvantaged Students

(LDS)• Nursing Student Loan (NSL)These loans are administered by the Health Resources and Services Administration (www.hrsa.gov).






34 CFR 668.72 Nature of educational program

Misrepresentation concerning the nature of an eligible institution’seducational program includes but is not limited to false, erroneous, or misleading statements concerning— (a) The particular type(s), specific source(s), nature and extent of its institutional, programmatic, or specialized accreditation; (b)(1) Whether a student may transfer course credits earned at the institution to any other institution; (2) Conditions under which the institution will accept transfer credits earned at another institution; (c) Whether successful completion of a course of instruction qualifies a student— (1) For acceptance to a labor union or similar organization; or (2) To receive, to apply to take, or to take the examination required to receive, a local, state, or federal license, or a nongovernmental certification required as a precondition for employment, or to perform certain functions in the states in which the educational program is offered, or to meet additional conditions that the institution knows or reasonably should know are generally needed to secure employment in a recognized occupation for which the program is represented to prepare students; (d) The requirements for successfully completing the course of study or program and the circumstances that would constitute grounds for terminating the student’s enrollment; (e) Whether its courses are recommended or have been the subject of unsolicited testimonials or endorsements by— (1) Vocational counselors, high schools, colleges, educationalorganizations, employment agencies, members of a particular industry, students, former students, or others; or (2) Governmental officials for governmental employment; (f) Its size, location, facilities, or equipment; (g) The availability, frequency, and appropriateness of its courses and programs to the employment objectives that it states its programs are designed to meet; (h) The nature, age, and availability of its training devices or equipment and their appropriateness to the employment objectives that it states its programs and courses are designed to meet; (i) The number, availability, and qualifications, including the training and experience, of its faculty and other personnel; (j) The availability of part-time employment or other forms of financial assistance; (k) The nature and availability of any tutorial or specialized instruction, guidance and counseling, or other supplementary assistance it will provide its students before, during or after thecompletion of a course; (l) The nature or extent of any prerequisites established for enrollment in any course; (m) The subject matter, content of the course of study, or any other fact related to the degree, diploma, certificate of completion, or any similar document that the student is to be, or is, awarded upon completion of the course of study; (n) Whether the academic, professional, or occupational degree that the institution will confer upon completion of the course of study has been authorized by the appropriate state educational agency. This type of misrepresentation includes, in the case of a degree that has not been authorized by the appropriate

Misrepresentation regulationsstate educational agency or that requires specialized accreditation, any failure by an eligible institution to disclose these facts in any advertising or promotional materials that reference such degree; or (o) Any matters required to be disclosed to prospective students under §§ 668.42 and 668.43 of this part.

(Authority: 20 U.S.C. 1094)

34 CFR 668.73 Nature of financial charges

Misrepresentation concerning the nature of an eligible institution’sfinancial charges includes but is not limited to false, erroneous, ormisleading statements concerning— (a) Offers of scholarships to pay all or part of a course charge; (b) Whether a particular charge is the customary charge at the institution for a course; (c) The cost of the program and the institution’s refund policy if the student does not complete the program; (d) The availability or nature of any financial assistance offered to students, including a student’s responsibility to repay any loans, regardless of whether the student is successful in completingthe program and obtaining employment; or (e) The student’s right to reject any particular type of financial aid or other assistance, or whether the student must apply for a particular type of financial aid, such as financing offered by the institution.


34 CFR 668.74 Employability of graduates

Misrepresentation regarding the employability of an eligible institution’s graduates includes but is not limited to false, erroneous, or misleading statements concerning— (a) The institution’s relationship with any organization, employment agency, or other agency providing authorized training leading directly to employment; (b) The institution’s plans to maintain a placement service for graduates or otherwise assist its graduates to obtain employment; (c) The institution’s knowledge about the current or likely future conditions, compensation, or employment opportunities in the industry or occupation for which the students are being prepared; (d) Whether employment is being offered by the institution or that a talent hunt or contest is being conducted, including but not limited to the use of phrases such as ‘‘Men/women wanted to train for * * *,’’ ‘‘Help Wanted,’’ ‘‘Employment,’’ or ‘‘Business Opportunities’’; (e) Government job market statistics in relation to the potential placement of its graduates; or (f) Other requirements that are generally needed to be employed in the fields for which the training is provided, such as requirements related to commercial driving licenses or permits to carry firearms, and failing to disclose factors that would prevent an applicant from qualifying for such requirements, such as prior criminal records or preexisting medical conditions.







If the loan applicant (the student or parent) requests a copy of the self-certification form from your school, you must provide it. He may also request, if the student has been enrolled or admitted to your school, that you complete section 2 before providing him the form. You must do that to the extent that you have the information. Section 2 of the form collects the student’s cost of attendance (see Volume 3, Chapter 2), the estimated financial assistance (EFA), and the difference between them. The EFA includes, for students who have completed the FAFSA, the amounts of aid that replace the EFC, which you determined according to the rules in Volume 3, Chapter 7; it does not include the private education loan(s) that the self-certification form is for.

Schools as private lendersNote that if a school solicits, makes, or extends private education loans, it

is considered to be a private educational lender that is subject to the Federal Reserve’s regulations on private educational lenders.

When the school is the private education lender, it must complete and provide the self-certification form to the loan applicant and subsequently obtain the signed form from the applicant before consummating the private education loan.

In some cases a school may be making more than one private education loan to an applicant. For example, a school may be providing a loan funded by the school (or from donor-directed contributions) and a Public Health Service loan. In such cases, the school can provide one self-certification form to the applicant.

Preferred lender listsFor any year in which the school has a preferred lender arrangement,

it will at least annually compile, maintain, and make available for students attending the school and the families of such students a list in print or other medium of the specific lenders for private education loans that the school recommends, promotes, or endorses in accordance with such preferred lender arrangement.

The school’s preferred lender list must fully disclose

• why it participates in a preferred lender arrangement with each lender on the preferred lender list, particularly with respect to terms and conditions or provisions favorable to the borrower and

• that the students attending the school (or their families) do not have to borrow from a lender on the preferred lender list and

• when available, the information identified on a model disclosure form to be developed by the Department for each type of education loan that is offered through a preferred lender arrangement to the school’s students or their families.

The preferred lender list must also prominently disclose the method and criteria used by the school in selecting lenders to ensure that such lenders are selected on the basis of the best interests of the borrowers, including

SanctionsIf the Department determines that an eligible institution has engaged in substantial misrepresentation, it may• revoke the eligible institution’s

program participation agreement if the institution is provisionally certified under 34 CFR 668.13(c);

• impose limitations on the institution’s participation in the FSA programs if the institution is provisionally certified under 34 CFR 668.13(c);

• deny participation applications made on behalf of the institution; or

• initiate a proceeding against the eligible institution under subpart G of 34 CFR 668.

Misrepresentation34 CFR Subpart F 34 CFR 668.71Misrepresenting educational program34 CFR 668.72Misrepresenting financial charges34 CFR 668.73Employability of graduates34 CFR 668.74Relationship with the Department of Education

Truth in Lending ActTruth in Lending Act section 128(e)(1)15 USC 1638(e)(1)Federal Reserve System Truth in Lending regulations (as published on August 14, 2009)12 CFR 226.46 through 226.48.

Preferred lenders and code of conductNote that the code of conduct discussed in Chapter 3 prohibits school staff from steering borrowers to particular lenders or delaying loan certifications.






• payment of origination or other fees on behalf of the borrower,• highly competitive interest rates or other terms and conditions or

provisions of FSA loans or private education loans,• high-quality servicing for such loans, or• additional benefits beyond the standard terms and conditions or

provisions for such loans.The preferred lender list must indicate, for each listed lender, whether

the lender is or is not an affiliate of each other lender on the preferred lender list. If a lender is an affiliate of another lender on the preferred lender list, the listing must describe the details of this affiliation.

Preferred lender disclosuresFor each type of private education loan offered under a preferred lender

arrangement, a school (or school-affiliated organization) must disclose

• the maximum amount of FSA grant and loan aid available to students in an easy-to-understand format,

• the Truth in Lending information [15 USC 1638(e)(11)] for each type of private education loan offered through a preferred lender arrangement to the school’s students and their families, and

• when available, the information identified on a model disclosure form to be developed by the Department for each type of education loan that is offered through a preferred lender arrangement to the school’s students or their families.

The school must disseminate this information on its website and in all informational materials such as publications, mailings, or electronic messages or materials that are distributed to prospective or current students and their families and describe financial aid that is available at an institution of higher education.

Use of institution and lender nameA school or school-affiliated organization that participates in a preferred

lender arrangement regarding private education loans must not agree to the lender’s use of its name, emblem, mascot, or logo in the marketing of private education loans to students attending the school in any way that implies that the loan is offered or made by the school or its affiliate instead of the lender. This prohibition also applies to other words, pictures, or symbols readily identified with the school or affiliate.

The school or its affiliate must also ensure that the name of the lender is displayed in all information and documentation related to the private education loans described in this section.

DefinitionsA foreign source is• a foreign government, including an

agency of a foreign government;• a legal entity created solely under

the laws of a foreign state or states;• an individual who is not a citizen or

national of the United States; and• an agent acting on behalf of a

foreign source.

A gift is any gift of money or property.

A contract is any agreement for the acquisition by purchase, lease, or barter of property or services for the direct benefit or use of either of the parties.

Restricted or conditional gift or contractA restricted or conditional gift or contract is any endowment, gift, grant, contract, award, present, or property of any kind that includes provisions regarding• the employment, assignment, or

termination of faculty;• the establishment of departments,

centers, research or lecture programs, or new faculty positions;

• the selection or admission of students; or

• the award of grants, loans, scholarships, fellowships, or other forms of financial aid restricted to students of a specified country, religion, sex, ethnic origin, or political opinion.

Foreign gifts referencesHigher Education Act: Sec. 117 Reminder to schools of requirements for reporting foreign gifts.DCL GEN-04-11, Oct. 4, 2004.






MISREPRESENTATIONMisrepresentation is defined as a false, incorrect, or misleading statement

made directly or indirectly to a student, prospective student, any member of the public, an accrediting agency, a state agency, or the Department.

A misleading statement includes any statement that has the likelihood or tendency to deceive. A statement is any communication made in writing, visually, orally, or through other means. This definition applies to statements made by an eligible school, one of its representatives, or any ineligible institution, organization, or person with whom the eligible institution has an agreement to provide educational programs or to provide marketing, advertising, recruiting, or admissions services.

Misrepresentation includes the dissemination of a student endorsement or testimonial that a student gives either under duress or because the school required the student to make such an endorsement or testimonial to participate in a program.

A school, one of its representatives, or a related party (see above) engages in substantial misrepresentation when it does so about the nature of its educational program, its financial charges, or the employability of its graduates. Substantial misrepresentation is defined as any misrepresentation on which the person to whom it was made could reasonably be expected to rely, or has reasonably relied, to that person’s detriment. Substantial misrepresentations are prohibited in all forms, including those made in any advertising or promotional materials or in the marketing or sale of courses or programs of instruction offered by the institution.

REPORTING ON FOREIGN SOURCES AND GIFTSFederal law requires most 2-year and 4-year postsecondary schools

(whether or not they are eligible to participate in the FSA programs) to report ownership or control by foreign sources and contracts with or gifts from the same foreign source that, alone or combined, have a value of $250,000 or more for a calendar year.

Who must reportA school (and each campus of a multi-campus school) must report this

information if it

• is legally authorized to provide a program beyond the secondary level within a state,

• provides a program that awards a bachelor’s degree or a more advanced degree, or provides at least a two-year program acceptable for full credit toward a bachelor’s degree,

• is accredited by a nationally recognized accrediting agency, and• is extended any federal financial aid (directly or indirectly through

another entity or person) or receives support from the extension of any such federal assistance to the school’s sub-units.

PenaltiesIf a school fails to comply with the requirements of this law in a timely manner, the Department is authorized to undertake a civil action in federal district court to ensure compliance. Following a knowing or willful failure to comply, a school must reimburse the U.S. Treasury for the full cost of obtaining compliance.

For help and alternative reportingContact your state’s school participation division. Go to (http://ifap.ed.gov) and click Help > Contact Information > Federal Student Aid Offices > School Participation Division.

Anti-lobbying certification and disclosureSection 319 of Pub. L. 101-121, enacted October 23, 1989, amended title 31, United States Code, by adding a new section 1352, entitled “Limitation on Use of Appropriated Funds to Influence Certain Federal Contracting and Financial Transactions,’’ commonly known as the Byrd Anti-Lobbying Amendment.

As a result of that legislation, the Office of Management and Budget (OMB) issued interim final common regulations on February 26, 1990, for implementing and complying with the law. See 34 CFR Part 82.

Where to report foreign gift informationForeign gift, contract, and ownership or control reports must be submitted to the school participation divisions using FSA’s electronic application (E-App) at (www.eligcert.ed.gov).

Go to Section K, Question 71, and enter the appropriate information about the foreign gift, contract, or ownership and control, then go to Section L to complete the signature page. You may then submit your report.






Timing and content of submission A school must report this information by January 31 or July 31

(whichever is sooner) after the date of receipt of the gifts, date of the contract, or date of ownership or control. The January 31 report should cover the period July 1–December 31 of the previous year, and the July 31 report should cover January 1–June 30 of the same year.

Information to be reported Using the E-App, you must report the following information in Section

K, question 71:

• for gifts received from or contracts entered into with a foreign government, the name of the country and the aggregate amount of all gifts and contracts received from each foreign government;

• for gifts received from or contracts entered into with a foreign source other than a foreign government, the name of the foreign state to which the contracts or gifts are attributable and the aggregate dollar amount of the gifts and contracts attributable to a particular country. (The country to which a gift or a contract is attributable is the country of citizenship or, if unknown, the principal residence for a foreign source who is a natural person and the country of incorporation or, if unknown, the principal place of business for a foreign source that is a legal entity.);

• in the case of a school that is owned or controlled by a foreign entity—the identity of the foreign entity, the date on which the foreign entity assumed ownership or control, and a description of any substantive changes to previously reported ownership or control, or institutional program or structure resulting from the change in ownership or control,

• for restricted or conditional gifts received from, or restricted or conditional contracts entered into with a foreign government—the name of the foreign country, the amount of the gift or contract, the date of the gift or contract, and a description of the conditions or restrictions,

• for restricted or conditional gifts received from or restricted or conditional contracts entered into with a foreign person—the citizenship (or, if unknown, the principal residence) of that person, the amount of the gift or contract, the date of the gift or contract, and a description of the conditions and restrictions, and

• for restricted or conditional gifts received from or restricted or conditional contracts entered into with a foreign source (legal entity other than a foreign state or individual—the country of incorporation or, if unknown, the principal place of business for that foreign entity), the amount of the gift or contract, date of the gift or contract, and a description of the conditions and restrictions.

Any conditions or restrictions on the foreign gift must be reported in question 69.

ACA may not be used for association membershipA school may not use its administrative cost allowance (ACA) to pay for its membership in professional associations (such as the National Association of Student Financial Aid Administrators, the National Association of College and University Business Officers, etc.), regardless of whether the association engages in lobbying activities.

Prohibition on use of FSA fundsHEOA 2008 section 119(no corresponding HEA section) Effective date: August 14, 2008






Once you’ve entered the appropriate information about the foreign gift, contract, or ownership and control, go to Section L to complete the signature page. You may then submit your report.

Alternative reportingIn lieu of the reporting requirements listed:

• If a school is in a state that has substantially similar laws for public disclosure of gifts from, or contracts with, a foreign source, a copy of the report to the state may be filed with the Department. The school must provide the Department with a statement from the appropriate state official indicating that the school has met the state requirements.

• If another department, agency, or bureau of the executive branch of the federal government has substantially similar requirements for public disclosure of gifts from or contracts with a foreign source, the school may submit a copy of this report to the Department.

ANTI-LOBBYING PROVISIONS

Prohibition on use of FSA funds FSA funds may not be used to pay any person for trying to influence

• a member of Congress or an employee of a member of Congress, or• an officer or employee of Congress or any agency.

This prohibition applies to the making of a federal grant or loan, awarding federal contracts, and entering into federal cooperative agreements, as well as to the extension, continuation, renewal, amendment, or modification of a federal contract, grant, loan, or cooperative agreement.

In addition, FSA funds may not be used to hire a registered lobbyist or to pay any person or entity for securing an earmark. Schools receiving FSA funds will have to certify their compliance with these requirements annually.

Campus-Based disclosureIf a school that receives more than $100,000 in Campus-Based funds

has used non-federal funds to pay any person for lobbying activities in connection with the Campus-Based Programs, the school must submit a disclosure form (Standard Form LLL) to the Department. The school must update this disclosure at least annually and when changes occur.

The disclosure form must be signed by the chief executive officer (CEO). A school is advised to retain a copy in its files.

The school must require that this certification be included in the award documents for all subawards at all tiers (including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose accordingly.






VOTER REGISTRATIONIf a participating school is located in a state that requires voter

registration prior to election day and/or does not allow registration at the time of voting, then the school must make a good-faith effort to distribute voter registration forms to its students. This requirement was included in the National Voter Registration Act of 1993 (also known as the “NVRA” or “motor voter law”).

The Department of Justice identified that the requirements of the NVRA apply to 44 states and the District of Columbia. Six states—Idaho, Minnesota, New Hampshire, North Dakota, Wisconsin, and Wyoming—are exempt from the NVRA. Likewise, the territories are not covered by the NVRA (Puerto Rico, Guam, Virgin Islands, American Samoa).

The school must make the voter registration forms widely available to its students and must individually distribute the forms to its degree- or certificate-seeking (FSA-eligible) students. The school can mail paper copies, or it may send an electronic message to each student with a voter registration form or with an Internet address where the form can be downloaded. The message must be devoted exclusively to voter registration.

In applicable states, schools must request voter registration forms from the state 120 days prior to the state’s deadline for registering to vote. This provision applies to general and special elections for federal office and to the elections of governors and other chief executives within a state. If a school does not receive the forms within 60 days prior to the deadline for registering to vote in the state, it is not liable for failing to meet the requirement during that election year.




9/14/2016

CIC Training, Course Approvals 1


Presented by Tiffany Garbis

Course Approvals Following Curriculum and Instruction

Council (CIC)

Curriculum and Instruction Council Training March 16, 2015

Course vs Programs

For the purpose of this training, we will be focusing on course approvals only.

Program approvals are very similar to course approvals; however, at the State level a lot more documentation is required

9/14/2016


Training Learning Outcomes (TLOs)

• Interpret, apply and explain Board Policy 4020 and other state, federal and legal guidelines related to course approvals

•Demonstrate an understanding of the processes that occur after CIC approves courses

Objectives

• Diagram approval flowchart • Apply Title 3 and Title 5 requirements to CIC

and District Board approval • Identify key issues which usually cause

delays in course approves by CCCCO • Recognize the value of data store in

CurricUNET and how it applies in Datatel • Appreciate and understand the importance

of the information in the catalog

9/14/2016


Approval Flowchart Faculty Submit

Department Approval

Dean “Approval”

Curriculum Cluster Approval



Chancellor’s Office Approval

Catalog

(Launch June 5th)

Board of Trustees

�California Education Code, Title 3, 70902(b)(2)

�California Code of Regulations, Title 5, 55100

�RSCCD Board Policy 4020

�3 submission per year (see attachments)

�March – annual summary of actions

� June & December – new courses & programs


https://govt.westlaw.com/calregs/Document/I897E3410B6CB11DFB199EEE3FF08959C?contextData=(sc.Search)&rank=1&originationContext=Search+Result&navigationPath=Search/v3/search/results/navigation/i0ad70f760000014c13d58984e6363bfc?startIndex%3d1%26Nav%3dREGULATION_PUBLICVIEW%26contextData%3d(sc.Default)&list=REGULATION_PUBLICVIEW&transitionType=SearchItem&listSource=Search&viewType=FullText&t_T2=55100&t_S1=CA+ADC+s


9/14/2016


Approval Flowchart Faculty Submit

Department Approval

Dean “Approval”





Catalog

(Launch June 5th)


�California Education Code, Title 3, 70901(a)...(b)(10)

�Code of Regulations, Title 5, 51021

�CCC Curriculum Inventory Version 2

� 2010 – paper-based system to electronic submission

� Course and programs

� Credit and noncredit

�Apprenticeship




https://govt.westlaw.com/calregs/Document/I4775D610D48411DEBC02831C6D6C108E?contextData=(sc.Search)&rank=1&originationContext=Search+Result&navigationPath=Search/v3/search/results/navigation/i0ad70f760000014c13fc3078e6363ee2?startIndex%3d1%26Nav%3dREGULATION_PUBLICVIEW%26contextData%3d(sc.Default)&list=REGULATION_PUBLICVIEW&transitionType=SearchItem&listSource=Search&viewType=FullText&t_T2=51021&t_S1=CA+ADC+s


9/14/2016


Chancellor’s Office Submission

Program and Course Approval Handbook

5th edition Sept 2013

pg 45

Chancellor’s Office Form

Brief explanation of the course and identifies key content areas

Course Outline of Record & Catalog CurricUNET: Course Cover

Why do we need this course? Not on Course Outline of Record or Catalog

CurricUNET: Course Cover

9/14/2016


Chancellor’s Office Form

Chancellor’s Office Validation Checks

�Data Element Dictionary

�TOP code (CB03) & SAM code (CB09)

9/14/2016


Chancellor’s Office Validation Check

�Credit Status (CB04) & Basic Skills Status (CB08)

Credit Degree Applicable ≠ Basic Skills

Credit Not Degree Applicable = Basic Skills

Noncredit = Basic Skills Noncredit = Not Basic Skills

Chancellor’s Office Validation Check

�Prior to College Level (CB21)

9/14/2016


Chancellor’s Office Completed

Chancellor’s Office Review/Approval

9/14/2016


Chancellor’s Office Comments


9/14/2016



9/14/2016


Approval Flowchart Faculty Submitted

Department Approval

Dean “Approval”





Schedule & Catalog

(Launch June 5th)

9/14/2016


Colleague (by Ellucian) / “Datatel”

�1000+ active courses (credit 800+, noncredit 150+) �7+ screens, 60+ fields, 2 monitors, 1 mouse, 10

fingers �Common Curriculum (equates) & “Families” �General Education Approvals �UC Transferability �C-ID Approvals �Audit Reports �State Approvals

Datatel Screens

9/14/2016


Catalog Production

�CurricUNET records turn active January 1st �Catalog Task Force meets in January and returns

major catalog changes in February �Draft catalog goes out to campus twice for review

� March 20 & April 21

�Catalog goes to print end of May �Catalog uploaded to website �Addendum to catalog, if necessary

Review

�CIC responsible for reviewing and approving course information stored in CurricUNET (including Course Outlines of Record)

�Approvals: Faculty→CIC→RSCCD Board of Trustees→Chancellor’s Office→Course Offering

�Main issues at State: units/hours & coding �CurricUNET information is directly uploaded into

Colleague (commonly referred to “Datatel”)

�Catalog is a legally binding document

9/14/2016


Questions?

9/14/2016

CIC Training - Course Coding_CB00-24, ....2015 Presentation 1



Course Coding:

Everything Else

CB03, CB09 (5/4/15) CB04, CB05, CB08, CB21 (5/18/15)

Curriculum and Instruction Council Training

June 1, 2015

MIS & Curriculum Inventory Relationship Defines Substantial vs Nonsubstantial Changes

CCCCO, Program and Course Approval Handbook, 5th edition,, September 2013, pg 45

9/14/2016


Control Number (CB00), Department (CB01) and Title (CB02)

Control Number (CB00) • Unique number assigned by California Community Colleges

Chancellor’s Office (CCCCO) • Assigned in Curriculum Inventory for new courses • Assigned in Curriculum Inventory for substantial changes

• Nonsubstantial changes do not require new CB00

Department Number (CB01) • Subject + course number (ACE-N43, ENGL-101, ACA-071A)

Nonsubstantial Change – no new control number from CCCCO

Title (CB02) • Name of the course used in the catalog of courses Nonsubstantial Change – no new control number from CCCCO

Maximum / Minimum Units (CB06/CB07)

§ 55002.5. Credit Hour

Units of Credit Maximum (CB06) & Units of Credit Minimum (CB07)

“(a) One credit hour of community college work (one unit of credit) requires a

minimum of 48 hours of lecture, study, or laboratory… (b) A course requiring 96 hours or more of lecture, study or laboratory … shall provide at least 2 units of credit (c) The amount of credit awarded shall be adjusted in proportion to the number of hours of lecture, study or laboratory work in half unit increments (d) A district may elect to adjust the amount of credit awarded in proportion to the number of hours of lecture, study or laboratory work in increments of less than one half unit”

Substantial Change – requires new control number from CCCCO

https://govt.westlaw.com/calregs/Document/IA9719B60D48411DEBC02831C6D6C108E?contextData=(sc.Search)&rank=1&originationContext=Search+Result&navigationPath=Search/v3/search/results/navigation/i0ad600560000014da10aa9572866963b?startIndex%3d1%26Nav%3dREGULATION_PUBLICVIEW%26contextData%3d(sc.Default)&list=REGULATION_PUBLICVIEW&transitionType=SearchItem&listSource=Search&viewType=FullText&t_T2=55002.5&t_S1=CA+ADC+s



https://govt.westlaw.com/calregs/Document/I83E8E9A0B6CB11DFB199EEE3FF08959C?contextData=(sc.Search)&rank=1&originationContext=Search+Result&navigationPath=Search/v3/search/results/navigation/i0ad70f760000014d58e796ed3ee80dda?startIndex%3d1%26Nav%3dREGULATION_PUBLICVIEW%26contextData%3d(sc.Default)&list=REGULATION_PUBLICVIEW&transitionType=SearchItem&listSource=Search&viewType=FullText&t_T2=55002&t_S1=CA+ADC+s

9/14/2016


CB06/CB07: Standard Credit Hour

Lecture • 16 hours in-class (1/3) • 32 hours homework (2/3)

Laboratory • 48 hours in-class (1) • Assumed no homework --

Additional units • 96+ hours of lecture, out-of-class study and/or laboratory must

award 2 units

Half Increments 0.5, 1.0, 1.5, 2.0, 2.5, 3.0, 3.5, 4.0, 4.5, 5.0, etc. • Accepted 0.1, 0.2, 0.3 and 0.4

CB06/CB07: Calculation

Lecture Hours + Laboratory Hours + Homework Hours 48 Hours

16 lecture + 32 homework = 1 unit 48 lecture + 96 homework = 3 units 48 laboratory + 0 homework = 1 unit 96 laboratory + 0 homework = 2 units 16 lecture + 32 homework + 48 laboratory = 2.0 units 48 lecture + 96 homework + 48 laboratory = 4.0 units 48 lecture + 96 homework + 96 laboratory = 5.0 units 20 lecture + 40 homework + 20 laboratory = 1.5 units 30 lecture + 60 homework + 10 laboratory = 2.0 units 32 lecture + 64 homework + 64 laboratory = 3.0 units 80 lecture + 160 homework + 16 laboratory = 5.0 units

9/14/2016


Cooperative Work Experience (CB10)

§ 55252. Types of Cooperative Work Experience Education

“(a) General Work Experience Education is supervised employment which is intended to assist students in acquiring desirable work habits, attitudes and career awareness. The work experience need not be related to the students' educational goals. (b) Occupational Work Experience Education is supervised employment extending classroom based occupational learning at an on-the-job learning station relating to the students' educational or occupational goal.”

§ 55253. College Credit and Repetition

“(a) …students may earn up to a total of 16 semester credit hours … (1) General Work Experience Education. A maximum of six semester credit hours…

may be earned during one enrollment period in general work experience education.

(2) Occupational Work Experience Education. A maximum of eight credit hours … may be earned during one enrollment period in occupational work experience education.”

CB10

§ 55256.5. Work Experience Credit

“(a) One student contact hour is counted for each unit of work experience credit in which a student is enrolled during any census period. In no case shall duplicate student contact hours be counted for any classroom instruction and Cooperative Work Experience Education. The maximum contact hours counted for a student shall not exceed the maximum number of Cooperative Work Experience Education units for which the student may be granted credit as described in section 55253.

(b) The learning experience and the identified on-the-job learning objectives shall be

sufficient to support the units to be awarded. (c) The following formula will be used to determine the number of units to be

awarded: (1) Each 75 hours of paid work equals one semester credit … (2) Each 60 hours of non-paid work equals one semester credit …”

https://govt.westlaw.com/calregs/Document/I92817C20B6CB11DFB199EEE3FF08959C?contextData=(sc.Search)&rank=1&originationContext=Search+Result&navigationPath=Search/v3/search/results/navigation/i0ad600560000014da113fbed2866973a?startIndex%3d1%26Nav%3dREGULATION_PUBLICVIEW%26contextData%3d(sc.Default)&list=REGULATION_PUBLICVIEW&transitionType=SearchItem&listSource=Search&viewType=FullText&t_T2=55252&t_S1=CA+ADC+s



https://govt.westlaw.com/calregs/Document/I29D8B7791831402993E5C3A6040B8DA2?contextData=(sc.Search)&rank=1&originationContext=Search+Result&navigationPath=Search/v3/search/results/navigation/i0ad600560000014da118f85b2866977e?startIndex%3d1%26Nav%3dREGULATION_PUBLICVIEW%26contextData%3d(sc.Default)&list=REGULATION_PUBLICVIEW&transitionType=SearchItem&listSource=Search&viewType=FullText&t_T2=55253&t_S1=CA+ADC+s




https://govt.westlaw.com/calregs/Document/IE9DE86E0D48411DEBC02831C6D6C108E?contextData=(sc.Search)&rank=1&originationContext=Search+Result&navigationPath=Search/v3/search/results/navigation/i0ad600560000014da11cec50286697a3?startIndex%3d1%26Nav%3dREGULATION_PUBLICVIEW%26contextData%3d(sc.Default)&list=REGULATION_PUBLICVIEW&transitionType=SearchItem&listSource=Search&viewType=FullText&t_T2=55256.5&t_S1=CA+ADC+s



9/14/2016


Classification Status (CB11)

Credit Course

Noncredit Course See training from 10/20/14 – Division of Continuing Education by Lori Fasbinder

§ 55151. Career Development and College Preparation and also California Education Code §70901, §84760.5

• Workforce Preparation Enhanced Funding • Other Noncredit Enhanced Funding • Non-Enhanced Funding

Special Class Status (CB13)

Special Class § 56028. Special Classes Instruction

“Special classes are instructional activities designed to address the educational limitations of students with disabilities who would be unable to substantially benefit from regular college classes even with appropriate support services or accommodations…

(c) Utilize curriculum, instructional methods, or materials specifically designed to address the educational limitations of students with disabilities. Curriculum committees responsible for reviewing and/or recommending special class offerings shall have or obtain the expertise appropriate for determining whether the requirements of this section are satisfied”

Not a Special Class

https://govt.westlaw.com/calregs/Document/I471FB340325E11E194EACEFFB46E37D1?contextData=(sc.Search)&rank=1&originationContext=Search+Result&navigationPath=Search/v3/search/results/navigation/i0ad600560000014da12a837f28669854?startIndex%3d1%26Nav%3dREGULATION_PUBLICVIEW%26contextData%3d(sc.Default)&list=REGULATION_PUBLICVIEW&transitionType=SearchItem&listSource=Search&viewType=FullText&t_T2=55151&t_S1=CA+ADC+s





https://govt.westlaw.com/calregs/Document/I3CD7FB60D48511DEBC02831C6D6C108E?contextData=(sc.Search)&rank=1&originationContext=Search+Result&navigationPath=Search/v3/search/results/navigation/i0ad600560000014da13487dc28669a39?startIndex%3d1%26Nav%3dREGULATION_PUBLICVIEW%26contextData%3d(sc.Default)&list=REGULATION_PUBLICVIEW&transitionType=SearchItem&listSource=Search&viewType=FullText&t_T2=56028&t_S1=CA+ADC+s



9/14/2016


Special Class Status (CB13)

Special Class § 56028. Special Classes Instruction

“Special classes are instructional activities designed to address the educational limitations of students with disabilities who would be unable to substantially benefit from regular college classes even with appropriate support services or accommodations…

(c) Utilize curriculum, instructional methods, or materials specifically designed to address the educational limitations of students with disabilities. Curriculum committees responsible for reviewing and/or recommending special class offerings shall have or obtain the expertise appropriate for determining whether the requirements of this section are satisfied”

Not a Special Class

Noncredit Category (CB22)





9/14/2016


CB22

Funding Agency Category (CB23)

Primarily Developed using Economic Development Funds Partially developed using Economic Development Funds (funds exceeds 40%)

Not Applicable

9/14/2016


CB23

Program Status (CB24)

Program Applicable • Course is a required part of a certificate or degree that is

approved by the CCCCO, including restricted electives and general education requirements

• AA/AS/AA-T/AS-T, Certificates of Achievement, Certificates of Competency, Certificates of Completion

Not Program Applicable (Stand Alone) • Course is a part of a Certificate of Proficiency Assembly Bill 1029, amended California Education Code (CEC), sections 70901 and 70902, with a

January 1, 2014 sunset date of community college districts delegated authority to approve and offer non-degree-applicable credit courses and degree-applicable credit courses which are not part of an approved educational program (commonly known as “stand-alone” courses). Assembly Bill 1943, signed by Governor Schwarzenegger on September 30, 2006, amended California Education Code (CEC), sections 70901 and 70902, and title 5 Regulations, adopted in August 2007, permitted community college districts to approve without prior approval by the Chancellor of the California Community Colleges, nondegree-applicable credit courses and degree-applicable credit courses which are not part of an approved educational program. From CCCCO Website, Stand-Alone Credit Courses

http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/StandAloneCreditCourseApproval.aspx



9/14/2016


Questions?

9/14/2016

CIC Training - Course Coding_CB04, 05, 08, 21, 05-18-2015 Presentation 1



Course Coding:

Credit Status (CB04) Transfer Status (CB05)

Basic Skills Status (CB08) Prior to College Level (CB21)

Curriculum and Instruction Council Training

May 18, 2015

Review

9/14/2016




Credit Status (CB04)

Credit – Degree Applicable • Courses on an associate’s degree or certificate of achievement • Courses numbered 0-299

Credit – Not Degree Applicable • Courses not on an associate’s degree or certificate of achievement • Courses preceded with a “N”

Noncredit • All continuing education courses (OEC) • Does not include community services/not-for-credit


9/14/2016


CB04: Credit

§ 55002. Standards and Criteria for Courses

Degree Applicable Credit Course “A degree-applicable credit course is a course which has been designated as appropriate to the associate degree in accordance with the requirements of section 55062….”

§ 55062. Types of Courses Appropriate to the Associate Degree

“…All lower division courses accepted toward the baccalaureate degree by the CSU or UC or designed to be offered for transfer… …Courses that apply to the major/area of emphasis in non-baccalaureate career technical fields… …English composition or reading courses not more than one level below the first transfer level course… …All mathematics courses above and including Elementary Algebra… …Credit courses in English and mathematics taught in or on behalf of other departments and which, as determined by the local governing board require entrance skills at a level equivalent to those necessary for the courses specified…above.”

CB04: Credit


Nondegree-Applicable Credit Course “…nondegree-appblicable basic skills courses… …courses designed to enable student to succeed in degree-applicable courses… …precollegiate career technical preparation courses… …essential career technical instruction…”







https://govt.westlaw.com/calregs/Document/IBECD7100D48411DEBC02831C6D6C108E?contextData=(sc.Search)&rank=1&originationContext=Search+Result&navigationPath=Search/v3/search/results/navigation/i0ad70f760000014d58eefd573ee80f19?startIndex%3d1%26Nav%3dREGULATION_PUBLICVIEW%26contextData%3d(sc.Default)&list=REGULATION_PUBLICVIEW&transitionType=SearchItem&listSource=Search&viewType=FullText&t_T2=55062&t_S1=CA+ADC+s











9/14/2016


CB04: Noncredit

See training from 10/20/14 – Division of Continuing Education by Lori Fasbinder


Noncredit Course § 58160. Noncredit Course Funding

“… (1) elementary and secondary basic skills courses and other courses such as remedial academic courses in reading, mathematics, and language arts; 2) courses in English as a second language, including vocational English as a second Language; (3) short-term vocational courses and programs with high employment potential; (4) workforce preparation courses in the basic skills of speaking, listening, reading, writing, mathematics, decision making, problem solving skills, and other courses required for preparation to participate in job-specific technical training; (5) courses in citizenship for immigrants; (6) parenting, including parent cooperative preschools, courses in child growth and development and parent-child relationships; (7) courses and programs for persons with substantial disabilities; (8) courses and programs for older adults; (9) courses and programs in home economics; and (10) courses in health and safety education…”

CB04: Credit

CB04: Noncredit (con’t)

See training from 10/20/14 – Division of Continuing Education by Lori Fasbinder

§ 55150. Approval of Noncredit Courses and Programs “… (1) Noncredit educational programs that qualify for enhanced funding; (2) Adult high school diploma programs as specified in section 55154; and (3) Those noncredit educational programs that are otherwise required by law to be approved by the Chancellor.…”

CB04: Credit








https://govt.westlaw.com/calregs/Document/ICD8C81D0D48511DEBC02831C6D6C108E?contextData=(sc.Search)&rank=1&originationContext=Search+Result&navigationPath=Search/v3/search/results/navigation/i0ad70f760000014d58fa452f3ee81018?startIndex%3d1%26Nav%3dREGULATION_PUBLICVIEW%26contextData%3d(sc.Default)&list=REGULATION_PUBLICVIEW&transitionType=SearchItem&listSource=Search&viewType=FullText&t_T2=58160&t_S1=CA+ADC+s





https://govt.westlaw.com/calregs/Document/I46A88770325E11E194EACEFFB46E37D1?contextData=(sc.Search)&rank=1&originationContext=Search+Result&navigationPath=Search/v3/search/results/navigation/i0ad70f760000014d58f722b93ee80f83?startIndex%3d1%26Nav%3dREGULATION_PUBLICVIEW%26contextData%3d(sc.Default)&list=REGULATION_PUBLICVIEW&transitionType=SearchItem&listSource=Search&viewType=FullText&t_T2=55150&t_S1=CA+ADC+s



9/14/2016


Transfer Status (CB05) Refer to training on 3/2/15 – Baccalaureate Level Courses by Leonor Aguilera

Transferable to both UC and CSU • Courses numbered 100-299 pending UC approval

Transferable to CSU • Courses numbered 100-299

Not transferable • Courses numbered less than 100 or preceded with the letter “N” • All noncredit/continuing education

Nonsubstantial Change – no new control number from CCCCO

CB04 and CB05 Relationship

If Credit Status (CB04) = Then Transfer Status (CB05) must be…

Credit Degree Applicable UC/CSU or CSU only or Not transferable

Credit Not Degree Applicable Not transferable

Noncredit Not transferable

If Transfer Status (CB05) = Then Credit Status (CB04) must be…

UC/CSU Credit Degree Applicable

CSU only Credit Degree Applicable

Not transferable Credit Not Degree Applicable or Noncredit

9/14/2016


Basic Skills Status (CB08)

Basic Skills § 55000. Definitions

• Credit “(u) “Nondegree-applicable basic skills courses” are those courses in reading, writing, computation, and English as a Second Language which are designated by the community college district as nondegree-applicable credit courses…”

• Noncredit “(t) “Noncredit basic skills courses” are those courses in reading, writing, computation, and English as a Second Language which are designated by the community college district as noncredit courses…”

Not Basic Skills • May or may not be degree applicable • Everything that is not basic skills


CB04 and CB08 Relationship

If Credit Status (CB04) = Then Basic Skills (CB08) must be…

Credit Degree Applicable Not Basic Skills

Credit Not Degree Applicable Basic Skills or Not Basic Skills

Noncredit Basic Skills or Not Basic Skills

If Basic Skills (CB08) = Then Credit Status (CB04) must be…

Basic Skills Credit Not Degree Applicable or Noncredit

Not Basic Skills Credit Degree Applicable or Noncredit





9/14/2016


Prior to College Level (CB21)

One-Eight Levels Below • Specific TOPs code (CB03) listed in coding instructions • English, writing, ESL, reading and mathematics courses

Not Applicable • Any TOPs code (CB03) not listed in coding instructions • Generally transfer-level courses


CB21: Credit

CCCCO, Data Element Dictionary, Course Basic CB21

9/14/2016


CB21: Credit


CB21: Non-Credit


9/14/2016


Questions?

9/14/2016




Course Coding: TOP (CB03)

&

SAM (CB09)

Curriculum and Instruction Council Training May 4, 2015

Divisions of the Chancellor’s Office

• Academic Affairs > Curriculum and Instruction • Finance & Facilities • Governmental Relations • Institutional Effectiveness • Internal Operations • Legal • Office of Communications • Student Services • Tech Research Info Sys > Management Information Systems • WEDDivision • Workforce and Econ Dev



http://extranet.cccco.edu/Divisions/TechResearchInfoSys.aspx


9/14/2016


Management Information Systems (MIS)

•Data Mart

•Data Element Dictionary

•Data On Demand

•Student Right-to-Know

• Integrated Postsecondary Education Data System (IPEDS) Report

Data Element Dictionary • Course Data Elements (CB) • College Calendar Data Elements (CC) • Student CalWORKs Data Elements (CW) • Employee Demographic Data Elements


and (FA)






9/14/2016


Course Basics (CB) Data Elements

25 Course Basic Data Elements Total

17 Data Elements in Program and Course Approval Handbook

(Academic Affairs)

4 deleted (CB12, CB16, CB17, CB18)

4 not currently used

(CB14, CB15, CB19, CB20)



9/14/2016



WHO California community colleges NOTE – US Department of Education & 4-year institutions use CIPs codes

WHAT System of numerical codes used at the state level to collect and report information on programs and courses that have similar outcomes

WHERE Taxonomy of Programs (TOP) Manual 6th Ed, Corrected July 2013

WHEN 1979 to present

HOW Course/program approval, MIS reporting student awards & enrollment, vocational/CTE reporting, budgeting, facilities planning, and more!

TOPs Manual

¾ CCCCO ¾ Academic Affairs

¾ Curriculum & Instruction Unit ¾ Curriculum

¾ scroll Resources

extranet.cccco.edu/Portals/1/AA/Credit/2013Files/TOPmanual6_2009_09corrected_12.5.13.pdf

9/14/2016


Structure of Taxonomy

• Six-digit code (1234.00) • Discipline – first two digits

• Subdiscipline – third and fourth digits

• Field – fifth and six digits

• Traditional/Transfer or Vocational* Asterisk (*) designated programs for purposes of supplemental apportionments from the Carl D. Perkins Vocational and Technical Education Act

• Instruction (0101.00-4999.00)

• Non-Instructional (5000.00 or higher)

TOPs Code Disciplines

CCCCO, Taxonomy of Programs Manual, corrected July 2013, Table of Contents

9/14/2016


TOP Code Example – 08 Education

CCCCO, Taxonomy of Programs Manual, corrected July 2013, pg 19

TOP and CIPs Codes

• US Department of Education uses Classification of Instructional Programs (CIP) codes

• Crosswalk Table - TOPs (State) to CIPs (Federal) • Found at end of TOPs manual

• More CIPs than TOPs, not always 1:1 ratio

• Some CIPs codes are not relevant to California Community Colleges

• Best to determine TOPs using CIPs • National Center for Education Statistics (NCES)

http://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55

9/14/2016


Student Accountability Model SAM (CB09)

WHO ???

WHAT Letter codes (A-E) used to indicate the degree to which a course is occupational and to assist in identifying course sequence in occupational programs

WHERE ???

WHEN 1980s

HOW Course approval, vocational/CTE reporting, funding and ???

Chancellor’s Office presentation on “Checking the Progress of CTE Student Growth using Perkins Core Indicators, Reports and Targets” prepared by Dr. Chuck Wiseley, CTE Specialist, CCCCO at Research & Planning Group 2011 RP Conference

SAM - How Vocational Is it?

•A - Apprenticeship •B – Advanced Vocational •C – Clearly Occupational •D – Possibly Occupational •E - Non-Occupational

http://rpgroup.org/resources/checking-progress-cte-student-growth-using-perkins

9/14/2016


SAM- E

E – Non-Occupational These courses are non-occupational.

• CANNOT have a vocational TOPs code

SAM- D

D – Possibly Occupational “D” courses are those taken by students in the beginning stages of their occupational programs. The “D” priority can also be used for service (or survey) courses for other occupational Programs. Some examples of “D” level courses are: Technical Mathematics, Graphic Communications, Elementary Mechanical Principles, Fundamentals of Electronics, Keyboarding (Beginning or Intermediate), Accounting (Beginning).

• Taken by students in the beginning stages of their occupational programs

• Can be survey or intro course/“Lookey-Lous” • Requires vocational TOPs code

9/14/2016


SAM- C

C – Clearly Occupational Courses will generally be taken by students in the middle stages of their programs and should be of difficulty level sufficient to detract “drop-ins”. A “C” level course may be offered in several occupational programs within a broad area such as business or agriculture. The “C” priority, however, should also be used for courses within a specific program area when the criteria for “B” classification are not met. A “C” level course should provide the student with entry-level job skills. Some examples of “C” level courses are: Soils, Principles of Advertising, Air Transportation, Clinical Techniques, Principles of Patient Care, Food and Nutrition, Sanitation/Safety, Small Business Management, Advanced Keyboarding, Technical Engineering.

• Generally taken in the middle stage of a program, detracts “Lookey-Lous"

• Job specific skills. • Requires vocational TOPs code

SAM- B

B – Advanced Vocational Courses are those taken by students in the advanced stages of their occupational programs. A “B” course is offered in one specific occupational area only and clearly labels its taker as a major in this area. The course may be a “capstone course” that is taken as the last requirement for a career technical education program. Priority letter “B” should be assigned sparingly; in most cases no more than two courses in any one program should be labeled “B”. Each “B” level course must have a “C” level prerequisite in the same program area. Some examples of “B” level courses are: Dental Pathology, Advanced Radiology Technology, Fire .

• Used sparingly, no more than two courses in any one program

• Must have a SAM-C prerequisite in the same program area

• Requires vocational TOPs code

9/14/2016


SAM- A

A - Apprenticeship The course is designed for an apprentice and must have the approval of the State of California, Department of Industrial Relations, Division of Apprenticeship Standards. Some examples of apprenticeship courses are: Carpentry, Plumbing and Electrician.

• Must have the of the Division of Apprenticeship Standards approval

• Requires vocational TOPs code

Questions?

9/14/2016

1


Presented by

Tiffany Garbis & Joyce Wagner

Curriculum Office

Curriculum and Instruction Council Training March 21, 2016

SCC CIC Mission

The Curriculum and Instruction Council fulfills the state-mandated role of certifying the academic integrity of all credit and non-credit classes and programs. It is founded on a joint agreement between the Academic Senate and the Board of Trustees to rely primarily on the advice of the Academic Senate with regard to curriculum; for example, establishing prerequisites, degree and certificate requirements, and grading policies. The Council is also part of the college and district collegial governance framework and provides a forum for students, staff, and faculty to participate in formulating curricular, instructional, and academic policy.

Collegial Governance Handbook, December 2015, pg 7

9/14/2016

2

Responsibilities

• Approve, review, and modify all course outlines • Approve all catalog and policy changes affecting

curriculum, instruction, degree and certificate requirements, standards of student participation, etc.

• Approve and modify all college academic standards and policies


Membership

• 1 Co-Chair or At-Large Academic Senate Appointee

• 1 At-Large Academic Senate Appointee

• 1 Chief Instructional Officer or Designee

• 1 Student • Articulation Officer • Distance Education

Coordinator • 15 Faculty Representatives

• Associate Dean of Career Technical Education*

• Dean (credit)* • Dean (non-credit)* • Curriculum Specialist* • Graduation Specialist* *Non-voting resource/not

counted toward quorum


9/14/2016

3

Membership (con’t)

• ACE & Reading • Business & Computer

Science • Career Technical Education • Child Development and

Education Studies • Communication • Continuing Education • Counseling and Special

Services • English • Kinesiology

• Fine and Performing Arts • Library • Humanities • Mathematics • Sciences • Social Sciences www.sccollege.edu/cic > Member > Membership

CIC Handbook

http://sccollege.edu/Departments/AcademicSenate/CICouncil/Pages/CandIMembership.aspx






9/14/2016

4

RSCCD CIC Mission

This council fulfills the role of insuring common curriculum and academic policies between Santa Ana College and Santiago Canyon College. It is the body which receives, for information purposes, policy changes for the catalog approved by the Curriculum and Instruction Councils of each college, e.g.,

• IGETC and CSU courses • AA degree requirements • All academic standards and policies which are

developed at the Curriculum and Instruction Council.

SCC Curriculum and Instruction Handbook, 2012-2013, pg 8

RSCCD Department Chair Responsibilities

RSCCD FARSCCD Contract, July 2014 - June 2015, Appendix K1

A. Curriculum Planning 1. Keeps abreast of changes in career opportunities, job requirements, related

interdisciplinary career developments, and demand for workers with training in discipline areas. Shares this information with colleagues and the Counseling Department. Keeps abreast of curricular development in other institutions. Acts as a leader in developing departmental offerings in occupational, transfer and general education curricula with appropriate department representatives in other discipline areas.

2. Assists in coordinating curricular offerings with other college departments and other colleges, universities and high schools.

3. Reviews, jointly with department faculty, current course outlines and prepares revisions or recommends new courses or programs to the area curriculum committee. Selects, jointly with department faculty, textbooks and recommends their adoption.

4. Represents the department, as needed, by serving on curriculum committees and submits pre requisites and co-requisites for courses to college Curriculum and Instruction Council.

5. Conducts, jointly with department faculty, program review and quadrennial review activities.

6. Facilitates, jointly with department faculty, the development, revision and assessment of Student Learning Outcomes consistent with State requirements

9/14/2016

5

Curriculum Office Request

A draft of the 2016-2017 SCC Catalog will be distributed, via email, to the campus

community this week.

Please encourage your curriculum clusters to review the draft and provide corrections, revisions or feedback to the

Curriculum Office.

Questions?

9/14/2016

1



Curriculum Office

Curriculum and Instruction Council Training March 2nd, 2015

Who, What, Where, When and How

WHO: Tiffany Garbis & Laura Espinosa

WHAT: Provide the support services for CIC

WHERE: SCC, A building, Room 202

WHEN: 7:00am – 5:00pm Monday – Thursday

7:00am – 4:00pm Friday

HOW: Website: www.sccollege.edu/cic In Person: A-202 Phone: Ext. 8-4823 Email: Tiffany, Laura or [email protected]

http://www.sccollege.edu/cic

9/14/2016

2

Organization Chart

Representative Duties

�Provide clerical support and resources for the Curriculum and Instruction Council (CIC)

�Maintain all curriculum records and archives

�Provide support and technical expertise for State Chancellor’s Office Curriculum Inventory

�Provide administrative and technical expertise for college curricula in CurricUNET

�Maintain and update CurricUNET

�Collaborate with District ITS for MIS Reporting

9/14/2016

3

Curriculum Management Systems

Curriculum Flowchart

Courtesy of Sergio Rodriguez

9/14/2016

4

District and Campus Relationships

Reports and Publications

9/14/2016

5

Favorite Websites �CurricUNET

�CCCCO Curriculum Inventory

�State Chancellor’s Office: Academic Affairs �Curriculum and Instruction Unit �Program and Course Approval Handbook – 5th edition �Transfer Model Curriculum

�State Chancellor’s Office: MIS �Data Element Dictionary �Data Mart

�ASSIST.org

�ASCCC

�CCC Curriculum

�Code of Federal Regulations, Title 5

�California Education Code, Title 3

Questions?

http://www.curricunet.com/sccc/






http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/TransferModelCurriculum.aspx





http://web1.assist.org/web-assist/SANTIAGO.html

http://www.asccc.org/

http://www.ccccurriculum.net/

https://govt.westlaw.com/calregs/Search/Index


RANCHO SANTIAGO COMMUNITY COLLEGE DISTRICT

COMMITTEE MEMBERS Present: L. Aguilera, D. Babayan, L. Camarco, S. Deeley, D. Diaz, C. Doughty, L. Fasbinder, T. Garbis, R. Lamourelle,

R. Miller, A. Mora, M. Pimentel, E. Quimzon, M. Rodriguez, M. Roe, C. Rutan, M. Smith, M. Stringer, C. Umali‐Kopp, A. Varela, M. Velazquez (ASG Student Representative), J. Wagner, L. Wirtz, L. Wright

Absent: R. Babeshoff, T. Kubicka‐Miller, M. Flores Guests: E. Matthews, L. Fajardo, J. Nguyen (Curriculum Office Student Assistant), S. Rizvi, A. Taber, A. Voelcker The meeting was called to order at 2:02 p.m. by Craig Rutan.

I. APPROVAL OF MINUTES The April 28, 2014 minutes were approved without dissent. Mover: A. Varela Seconded by: L. Wright Ayes: L. Aguilera, D. Babayan, L. Camarco, S. Deeley, D. Diaz, C. Doughty, L. Fasbinder, T. Garbis, R.

Lamourelle, R. Miller, A. Mora, M. Pimentel, E. Quimzon, M. Rodriguez, M. Roe, C. Rutan, M. Smith, M. Stringer, C. Umali‐Kopp, A. Varela, M. Velazquez (ASG Student Representative), J. Wagner, L. Wirtz, L. Wright

Nayes: None Abstentions: None

II.a. ACCREDITATION UPDATE Craig Rutan reported. The final edits to the draft of the Institutional Self Evaluation Report will be made tomorrow. The report is expected to be approved by the College on Tuesday, May 13, 2014. The report is then expected to be approved by the Board of Trustees on June 9. No feedback has been provided from the Board of Trustees. The next stage is to prepare the document for production and prepare for the site visit in October.

8045 East Chapman Avenue, Orange, CA 92869

MINUTESCURRICULUM AND INSTRUCTION COUNCIL

Monday, May 12, 2014 2:00pm

SCC, B‐208

1 of 27

tt87384

Approved: September 15, 2014

MINUTES 5‐12‐14

II.b. ARTICULATION OFFICER REPORT Leonor Aguilera reported and provided a handout. Course‐to‐course articulation updates were reported.

II.c. EXCEPTIONS TO ACADEMIC REGULATIONS REPORT No report.

II.d. PLANNING AND INSTITUTIONAL EFFECTIVENESS COMMITTEE REPORT Craig Rutan reported.

The Planning and Institutional Effectiveness (PIE) committee forwarded their initial recommendations to the Budget Committee for analysis. The Budget Committee will forward their recommendations back to PIE. PIE will send a finalized recommendation to College Council on June 14th. Some requests may be funded through restricted funds while others will only be permitted through general funds. Currently, there are no new resources in the general fund. At the next PIE meeting, the budget requests will be finalized for next year. PIE continues to establish process incorporating everything including restricted and general funds.

II.e. STUDENT LEARNING OUTCOMES AND ASSESSMENT UPDATE

No report.

III. CurricUNET UPDATE Craig Rutan reported. Governet contacted Craig to discuss the CurricUNET Meta conversion. Craig will email the committee with any updates once he has contacted Governet. The goal is to enhance the current system, not roll over the existing system. As such, the likelihood of conversion occurring during the fall is slim.

IV. TRAINING Syed Rizvi presented on Financial Aid restrictions and Gainful Employment. Syed projected the Financial Aid webpage on the screen and navigated available resources to the council. Changes in recent legislation have placed a greater burden on schools to disclose and establish academic standards that measures a student’s progress. For example, the Pell Grant program was significantly impacted by the Higher Education Act (HEA). Pell Grants are monies provided to students who need assistance paying for college and, unlike loans, do not have to be repaid. Effective July 2012, the Pell Grant lifetime eligibility decreased from 18 semesters full time to 12 semesters (or 6 academic years). Students must transfer and earn their bachelor’s degree in 12 semesters or they run out of funds. In an attempt to identify possible fraud and abuse in the federal student aid programs, the Department of Education has implemented a new regulation; Unusual Enrollment History Flag (UEH Flag) in 2013. The Unusual Enrollment History Flag indicates whether the student has a history of attending several institutions with regard to the receipt of Federal Pell Grant funds and collected Title IV student aid program. While some students have legitimate reasons for unusual enrollment histories, other students have enrolled in postsecondary schools long enough to receive credit balance payments, leave the institutions and repeat the process at other schools.

2 of 27

tt87384

MINUTES 5‐12‐14

The Satisfactory Academic Progress (SAP) Policy was discussed. The purpose of the policy is to ensure that students learn the necessary guidelines and requirements in order to maintain eligibility for Financial Aid programs. SCC created a similar policy over five (5) years ago before it was required to aids students with their educational goals. Students are required to meet both a qualitative and a quantitative standard within a certain time frame. To meet the qualitative standard, students must have a minimum cumulative GPA of 2.0 in all attempted coursework. To meet the quantitative standard, students must complete a minimum ratio of 66.5% of all attempted coursework. Even if a student doesn’t apply for financial aid when they first enroll in college, the standards of eligibility are retroactive to the 1st day of enrollment. Students must meet the qualitative and quantitative standard up to no more than one and a half times (150%) the number of units required to complete a U.S. Department of Education approved program. For example, a student pursing an approved Associate of Arts or Science Degree of 60 units would have to complete the program within 90 units. Students who do not meet the qualitative and/or quantitative standards are subject to disqualification. Students who do not meet the maximum time frame are subject to termination. Students receive warning notifications and are placed in a warning status before disqualification. Disqualified students must complete a Satisfactory Academic Progress appeal process and must attend a workshop. Students who are in excess of 70 units, but less than 90 units, receive an Excessive Units Notification and must meet with an academic counselor. According to the Satisfactory Academic Progress Policy, students are also limited in repeating coursework. Students may receive financial aid only one time for a maximum of two (2) enrollments for the same course after having received a grade of D or higher or with a grade of CR/P (credit/pass). Craig Rutan reminded the council of the three types of courses that district policy may designate as repeatable per California Code of Regulations Title 5, §55041(a): 1) courses for which prepetition is necessary to meet the major requirements of CSU or UC for completion of a bachelor’s degree; 2) Intercollegiate Athletics; and 3) Intercollegiate academic or vocational competition. For curriculum purposes, Craig encouraged the council to be more restrictive than Title 5 regulations and restrict curricula to one (1) repeat or two (2) enrollments in alignment with the Financial Aid’s Satisfactory Academic Progress Policy. Federal regulations trump State guidelines. Discussion about course repetition and financial aid eligibility took place. Students are permitted to repeat a course and receive financial aid in an effort to alleviate substandard academic work consistent with Title 5, §55042. Rancho Santiago Community College District permits students to enroll in a course for up to three (3) repeats for a maximum of four (4) enrollments or until the student receives a satisfactory grade in the course, whichever comes first. Enrollment status of full‐time and part‐time students are defined by enrolled unit ranges: full‐time is equal or greater to 12 units; three‐quarter time is 9 to 11.9 units; half‐time is 6 to 8.9; and less than ½ time is 1 to 5.9 units. Gainful employment regulations were discussed. Effective July 1, 2012, public, nonprofit and proprietary schools were required to disclose and report on career education programs. The goal was to highlight programs that burden students with high levels of student debt while providing relatively low‐level credentials and job placement. Regulations determined standards that programs must meet or students would be restricted from using federal financial aid. These standards were created for proprietary programs because students tend to borrow more money ($30,000 to $40,000) and have higher default rates which the taxpayers have to pay the bill. The federal student aid programs are authorized under Title IV of the Higher Education Act (HEA) and include federal grants, loans and work‐study programs. An institution may participate in Title IV if the institution enters a written Program Participation Agreement (PPA). SCC’s latest Program Participation Agreement was approved last Friday. In order to be Title IV compliant, SCC must adhere to the gainful employment regulations.

3 of 27

tt87384

MINUTES 5‐12‐14

Federal regulations require SCC to provide specified information to students, staff and the general public. SCC has a website (http://sccollege.edu/About/Pages/Consumer‐Information.aspx) that discloses all required information including the Gainful Employment Disclosure. The Gainful Employment Disclosure provides information on career educations’ certificates of achievement and certificates of proficiency. Program cost, financing options, program length and job placement for Gainful Employment Programs can be found at http://www.sccollege.edu/gainfulemployment. Craig Rutan discussed the importance of the training. Discussions took place regarding council members’ responsibilities to ensure distance education courses are reviewed and approved appropriately according to Title 5’s alternative instructional methodologies. Correspondence courses are not eligible for financial aid funding. Members discussed the importance and awareness of permitting course repetition and the financial aid implications on students. Finally, members discussed the career technical education (CTE) programs and their efficacy of preparing students to obtain careers in program related fields.

4 of 27

tt87384

MINUTES 5‐12‐14

V. CONSENT AGENDA FROM TECHNICAL COMMITTEE Craig Rutan reminded the members that Student Learning Outcome (SLO) revision proposals in CurricUNET, do not allow any other change except for SLOs on the course outline of record (COR). If any member feels that the proposed changes to course SLO requires changes to other fields, then the items should be pulled from consent and presented as a 1st reading on the action agenda. The Curriculum and Instruction Council agenda now lists prerequisites, corequisites and recommended preparation as separate items. Members will take a separate vote on all to ensure compliance with California Code of Regulations Title 5, §55003(b)(4). Items 1 – 6 were approved without dissent. Mover: D. Babayan Seconded by: C. Umali‐Kopp Ayes: L. Aguilera, D. Babayan, L. Camarco, S. Deeley, D. Diaz, C. Doughty, L. Fasbinder, T. Garbis, R.


Nayes: None Abstentions: None Revised Courses without Catalog Changes 1. French 201, Intermediate French I

a. Prerequisite: French 102 or three years of high school French with a grade of C or better. 2. French 202, Intermediate French II

a. Prerequisite: French 201 or four years of high school French with a grade of C or better. Revised Courses with Minor Catalog Changes 3. French 101, Elementary French I 4. French 102, Elementary French II

a. Prerequisite: French 101 or two years of high school French with a grade of C or better. Course Deactivations No courses to review Removal of Deactivated Courses from Programs No programs to review Removal of Deactivated Courses from General Education Plans No plans to review Revised Programs with Minor Catalog Changes No programs to review Program Deletions No programs to review

5 of 27

MINUTES 5‐12‐14

Course SLO Revisions 5. Human Development 107, Child Growth and Development (DS1) 6. Human Development 108A, Observation and Assessment for Early Learning and Development Program SLO Revisions No programs to review

6 of 27

MINUTES 5‐12‐14

VI. CURRICULUM ITEMS No items were presented.

Discussion Items (1st Readings) New Courses No courses to review

Revised Courses No courses to review

New Programs No programs to review

Revised Programs No programs to review

7 of 27

MINUTES 5‐12‐14

VI. CURRICULUM ITEMS Items 1-6 were approved without dissent. Mover: A. Varela (items 1, 3‐6), M. Smith (item 2) Seconded by: D. Babayan (item 1), A. Varela (item 2), L. Wirtz (item 3), M. Pimentel (item 4), M. Roe (items 5‐6) Ayes: L. Aguilera, D. Babayan, L. Camarco, S. Deeley, D. Diaz, C. Doughty, L. Fasbinder, T. Garbis, R.


Nayes: None Abstentions: None New Courses No courses to review

Revised Courses 1. Kinesiology 110, Women's Health Issues

2. Distance Education 3. Psychology 170, Multicultural Psychology

4. Distance Education

New Programs 5. Associate in Arts in Economics for Transfer

Revised Programs 6. Associate in Arts in Psychology for Transfer

8 of 27

MINUTES 5‐12‐14

VII. POLICY CHANGES Item 1 was presented. Item 2 was approved without dissent. Mover: D. Babayan Seconded by: L. Wirtz Ayes: L. Aguilera, D. Babayan, L. Camarco, S. Deeley, D. Diaz, C. Doughty, L. Fasbinder, T. Garbis, R.


Nayes: None Abstentions: None

Discussion Items 1. Curriculum and Instruction Council Structure Survey Results Joyce Wagner reported the results from the April 28th survey. The various possibilities of restructuring the CIC meetings were all very close according to the council members’ preferences:

x possibility #1 (all CIC members review all curriculum) had 7 votes; x possibility #2 (specialized training for specific sections) had 6 votes; x possibility #3 (workload split) had 6 votes; and x possibility #4 (disciplines split) had 5 votes.

Most members wanted more training on articulation, deadlines and transfer degrees. Joyce is looking into mapping out the meetings for the fall in summer to avoid lengthy agendas. Action Items 2. Course Outline Formatting Document Mark Smith presented the SCC Suggested Standards for Writing Curriculum. Suggestions and modifications were discussed. The finalized document will be posted on the CIC website under Resources: Reference Materials/Sites (http://sccollege.edu/Departments/AcademicSenate/CICouncil/Pages/CurricUNET.aspx).

VIII. ACADEMIC SENATE ITEMS No items were reviewed.

IX. CATALOG AND OUTLINE FORM MODIFICATIONS No items were reviewed.

X. ANNOUNCEMENTS

Craig Rutan announced. The Rancho Santiago Community College District (RSCCD) Board of Trustees will be voting on the legislative committee recommendation regarding Senate Bill (SB) 850 (Block) ‐ Public Postsecondary Education: Community College Districts: Baccalaureate Degree Pilot Program. The bill authorized the board of governors to establish a statewide baccalaureate degree program each, to be determined by the chancellor and approved by the board of governors. Only one baccalaureate degree program is permitted within the district. Specified requirements

9 of 27

MINUTES 5‐12‐14

include offering baccalaureate degree programs and program curricula not offered by the California State University of the University of California, and in subject areas with unmet workforce needs such as SAC’s Automotive Technology program. The vote would be to allow RSCCD to be one of fifteen (15) districts to pilot the program. If approved, the District must start offering the program beginning the 2017‐2018 academic year and requires completion of student degrees within five (5) years. Discussion regarding these types of decisions must be had the both Academic Senates at both campuses. Craig presented Matt Velazquez with a gift as gratitude for his attendance and participation. Craig inducted Joyce into her new role of chair with a desk name plate. To recognize the chairs of the CIC for their service and leadership, Craig presented the council with a perpetual plaque. Diana Babayan, on behalf of the council, presented Craig Rutan with two (2) Major League Baseball tickets for the Los Angeles of Angels of Anaheim vs Boston Red Sox game in appreciation for all his hard work. Aracely Mora presented Craig with a commemorative plaque for his unparalleled leadership, commitment and devotion to the council. Craig reflected on his time served as chair. During his terms served as chair, various major changes occurred in council such as GLINK converted to Datatel, courses outlines went from paper to electronic with implementation of CurricUNET, degrees and certificates of achievement were created and Associate Degrees for Transfer were created in compliance with Senate Bill 1440. He explained how change is inevitable and this change is only going to better the committee. The campus appreciates the work of the CIC but no one appreciates their work more than the chair. He announced he was recently elected to serve as the South Representative for the Academic Senate for California Community Colleges in an extremely competitive election. Barbara Sproat will replace Anita Varela as Curriculum Cluster Committee Chair for the Library and Jared Miller will be replacing Tara Kubicka‐Miller for Communication. A new CTE faculty member is being hired and may fill the vacant opening. Aracely Mora congratulated the Women’s Softball team for their win against Santa Ana College in the Super Regionals. The team is advancing to the State Championship. Craig congratulated Denis Foley as this year’s Full‐Time Faculty Excellence Award winner. Tiffany Garbis’ job description has changed from Support Services Assistant to Curriculum Specialist. The meeting was adjourned at 3:24 p.m. by Craig Rutan.

10 of 27

RESULTS FROM THE APRIL 28 CIC SURVEY Please comment about each of the following possibilities of structuring the CIC meetings:

***Comments that were very similar were not listed more than once and some were combined*** 1. CIC members are responsible for reviewing the entire curriculum for each meeting. Current process in place.

Pro: x Many expert perspectives are offered x The more eyes/brains that review each COR the better‐‐ different people notice different issues x Allows all members to participate x Gunshot method—somebody will do something some of the time x Everyone aware of campus community x This gives the author a wider range of comments from a wider range of disciplines. x CIC members get to see examples of how the whole campus writes curriculum.

Con: x Takes a long time when agendas are full x Many people do not review or only skim‐‐ not all items get the full attention of all the members x Sometimes you can’t do justice to a review because of the workload x Diffusing responsibility—“someone else will do it even if I don’t” x Sometimes agendas come out on Wed/Thurs which leaves only a few days for review

2. CIC members are trained and specialized in certain portions of the COR (e.g.: catalog entry and course

purpose, SLOs, Distance Education …). Specialized teams are assigned and will focus only on those sections during the review process. Pro:

x Workload is more doable x People become experts and don’t make unnecessary comments or questions x We need a small SLO team consisting of people who are not afraid of being disliked—a common

reaction of faculty who are told to revise SLOs x Get people trained and knowledgeable to make changes and decisions x Focused work and accountability

Con: x Fewer people looking at each section could lead to new ideas being excluded x Members might not get the opportunity to learn everything about the process x It is a new process and requires commitment to training—still could be a large amount of curriculum x All the aspects of the COR need to be uniform in thought and cohesive in content—the flow of a

course may be lost x We are supposed to approve the curriculum as a whole and not just the individual pieces x Could limit newer CIC members from learning each COR sections purpose and other members could

lose their skills x Marginalizes folks from other areas of the outline

3. CIC members are assigned in smaller groups to concentrate on certain curriculum (e.g.: the curriculum is split

into fourths and groups are assigned to read each fourth.) Pro:

x Doable work load x Increases attention to each COR x Allows for members to focus and provide quality feedback x Members are still required to understand and comment on all parts of a COR

Con:

x Members with a certain perspective or expertise are only looking at some of the curriculum 11 of 27

Minutes Handout 5-12-14, VII. Policy Changes, 1. CIC Structure Survey Results

x Fewer people looking at each COR and certain issues might be missed x We would need to make sure the groups are represented at the meeting x There could be issues if some groups don’t take their roles seriously x Disallows understanding of comprehensive curriculum

4. CIC members are assigned in smaller groups to specialize in specific disciplines/subjects (e.g.: Continuing

Education, Apprenticeship, below transfer, transfer,…) Pro:

x Experts in that field talking about that field. x Add in an SLO team. SLOARCs demise will affect the college negatively if we don’t engage in more

rigorous SLO review x Focused work and accountability x The feedback would be more informed

Con: x We would get a broader perspective with people from a variety of disciplines reviewing each COR x Further myopia in understanding instead of reinforcing trans‐department mindsets, connections, and

points of view x Some areas could have 30 courses going through while others only have 2 x This option could lead to curriculum silos

WHICH POSSIBILITY DO YOU PREFER? 2, 13, 34, 34, 2, 1, 2, 4, 1(3 for n>30), 1, 1, 3, 2, 1, 24, 1, 34, 3, 2 ***some members listed multiple possibilities*** OTHER COMMENTS:

x Do the training as preparation for dense agendas, but only put into place when agendas are unmanageable

x Give each department/program a specific due date for courses x I like the “food pot” ideas, but more nutritional food rather than junk food (e.g. arroz con pollo, fruit,

veggie platter, parfait, etc.) x Could we limit the number of items on each agenda to spread out the workload? x I would like to see technical review correct grammar and formatting errors so more time at the meetings

is spent on the “bigger” curriculum issues x If we do choose an option with groups, would we rotate these groups every so often? x What if a group slacks off? x Hopefully the suggested standards handout will solve a lot of the issues with curriculum

Circle any of the following topics about which you think the committee should have short, but informative reviews throughout the next academic year: ***x indicate a vote for that topic*** x Chancellor’s Office role‐x x Board of Trustees role‐x x Role of Tiffany and Laura‐xxx x Repeatability‐xxxxxx x Apprenticeship‐xxxx x Continuing Ed‐xx x Transfer Degrees/Model curriculum‐xxxxxxxx x Prerequisites/Corequsites/Recommended

Preparation‐xxxxx x Deadlines‐xxxxxxxx x Articulation‐xxxxxxxxxx x Upcoming Legislation‐xxx

x Regional Consortia (CTE)‐xxxxx x Course Coding‐xxxxx x Other

o Office of Institutional Effectiveness and Assessment reports and roles‐x

o Distance education (from the DE coordinator)‐xxx

o Honors (from the Honors committee)‐x o Role of Librarian‐x

12 of 27

Minutes Handout 5-12-14, VII. Policy Changes, 1. CIC Structure Survey Results

SCC Suggested Standards for Writing Curriculum The Course Outline of Record (COR) is a legal public document and is a reflection of our institution. CORs are a basis for articulation agreements and require State approval. Please make sure that your outline is accurate, grammatically correct, and comprehensible. Consistency between the Catalog Entry, Course Purpose, SLOs, Course Content and Course Objectives is especially important.

Catalog Entry: Provides a clear and concise overview of the course.

When developing or revising a catalog entry, keep the following points in mind:

x A well-developed overview of topics x Includes identification of target audience (for major, degree, certificate, transfer, general

interest ) x Includes additional logistical or fiscal burdens (field trips, material fees .) x Can use phrases instead of complete sentences x Avoid jargon and undefined abbreviations x The units, class hours, prerequisites, co-requisites, and recommended preparation will

automatically be listed before this paragraph x The transferability will be automatically listed at the end

EXAMPLES:

Biology 139 Health Microbiology Unit(s): 4.0 Class Hours: 48 Lecture total, 64 Laboratory total. Recommended Preparation: Biology 109 or 149.

Presents practical and theoretical aspects of medical microbiology to meet the needs of those in allied health professions. Provides basic knowledge of the microbial world by covering diversity, structure, metabolic and genetic characteristics, cultivation and control. Emphasis is placed on human-microbe interactions especially infectious diseases. Laboratory deals with identification, growth, and control of microorganisms. Field trips may be required. CSU/UC

Human Development 116B Programming for Infants and Toddlers (DS4) Unit(s): 3.0 Class Hours: 48 Lecture total. Prerequisite: Human Development 107. Recommended Preparation: Human Development 116A.

Focuses on the implementation of quality, developmentally appropriate, infant/toddler programs, including curriculum, environment, planning and interactions among staff, children and parents. Cultural sensitivity to the diversity of staff and families within such programs will be addressed. Field Trips may be required. This class partially fulfills the requirements for state licensing. With Human Development 116A, this course fulfills Infant/Toddler Specialization for Child Development Center Permit. Students must show proof of negative TB test results. CSU

13 of 27

Minutes Handout 5-12-14, VII. Policy Changes, 2. Course Outline Formatting Document

Course Purpose: While the “Course Description” provides general information regarding the topics and content addressed in the course, the “Course Purpose” goes beyond that to describe how this course fits in to the students’ educational experience in the major. x Includes the role in fulfilling a degree, certificate, transfer, or other need. x Explains how this course relates to, or differs from, similar courses. x Why should/do students take this course? x What essential knowledge or skills should they gain from this experience? x What knowledge or skills from this course will students need to have mastered to perform well in

future classes or jobs? x Why is this course important for students to take?

EXAMPLES:

1. This course reflects a new requirement in hazardous materials technology which is now required for certification in fire science. 2. This course in Jazz and Blues music grew out of increasing student demand for more on this subject than was currently being covered in our Popular American Music course. This new course will be part of the restricted elective list for those majoring in music. 3. This course is designed to meet the AA degree rationality requirement and CSU-GE and IGETC requirements in quantitative reasoning. This Liberal Arts Mathematics course provides a way for the general transfer student to meet these requirements without taking those courses designed to meet major preparation requirements in science and engineering or in geological, business or social sciences.

14 of 27


Course Justification: This field is an explanation to the California Community Colleges Chancellor's Office (CCCCO) why you need this course. x Typically, this references your goals; such as transfer, vocational or basic skills. EXAMPLES:

x Required course for Biology majors. x This is a Life Science GE course.

15 of 27


Course Rationale: x The reason the course outline is being brought forward to CIC (quadrennial, new course, DE

addendum, CID descriptor, deletion ) x If it's a new course, state the reason for proposing it. See Example #1 x For course deactivations, indicate if there is an effect on existing programs and which ones. See

example #2 x If it’s a course revision or Quadrennial review, indicate if any changes have been made or not.

See Example #3 EXAMPLES:

NEW COURSES

Proposed for: x Stand Alone x Prerequisite, Corequisite x Recommended Preparation (Mathematics 060) x Repeatability x CSU GE (Plan B) - Area B1: Physical Sciences x IGETC (Plan C) - Areas 5A: Physical Science x CSU & UC transferable x Distance Education

DEACTIVATION

DEACTIVATION - No Program Impact

DEACTIVATION - Program Impact:

o Computer Information Systems A.S. Degree o Computer Information Systems Certificate of Achievement

REVISION

Quadrennial review - NO changes

Quadrennial review - Changes such as:

o Hour maximum (60-240 to 60-300) o Catalog description (minor changes) o Prerequisite/Corequisite (removed) o Course family statement (removed) o Stand Alone o IGETC (Plan C): Area 4: Social and Behavioral Sciences o UC & CSU transferability o Distance Education (removed)

16 of 27


Student Learning Outcomes: x Should be clear and concise. x Should use active verbs (Bloom’s Taxonomy) x Should be measurable. x For more information about Student Learning Outcomes; see Student Learning Outcomes

Webpage and Checklist for Course SLOs EXAMPLES:

17 of 27


Course Content: x A complete list of topics to be taught in the course. x A large number of topics are best arranged with sub-headings and the related topics as bullet

points. x Should be subject based. x Should be detailed enough to fully convey the topics covered, but not so lengthy that a quick scan

cannot be used to ascertain the scope of the course. x Avoid use of numeric lists or sub-headings such as Unit 1 or Chapter 1. x Do not use all CAPs Course Objectives x Should be stated in terms of what students will be able to do. x Each objective should start with a relevant verb (Bloom’s Taxonomy). x Should be listed as bullet points. x Do not need to use colons (:) before list x Do not use “Students will be able to”

EXAMPLES:

18 of 27


Methods of Evaluation: x If a particular assignment is required across all sections, then it must be listed in this section. x Should be a representative list of common methods used for evaluation. x If field trips are required or optional, then it must be reflected in the Catalog Entry. x Assessment techniques should be consistent with any mandatory assignments that are specified

in Grading Criteria. EXAMPLES:

19 of 27


Grading Criteria: x Include a grading scale x A point distribution may be included; however, remember that all faculty that teach this course

must use what is contained within this document x For Pass/No Pass Only (or Pass/Satisfactory Progress/No Pass Only), must specify the criteria

required to earn a passing grade x Points cannot be awarded for Attendance. Points can be awarded for participation in classroom

activities.

EXAMPLES:

20 of 27


Instructional Methods: x If a particular instructional method is required across all sections, then it must be listed in this

section. x Should be a representative list of common methods used for instruction. x If the Lecture or Laboratory box is marked, it should be consistent with the Units/Hours page

EXAMPLES:

21 of 27


Distance Education: x See SCC Curriculum and Instruction Council Handbook. x Only for use when in-class instruction is replaced with distance education instruction. x Responses should be unique to the discipline. x While composing responses, keep in mind that these standards will be required for all faculty,

including adjunct, teaching this course. x If you are listing any specific publisher learning management system, be sure that it is ADA

compliant. If you are unsure, then maybe list it generically, “publisher-provided learning management system ”

Items to be addressed on the Distance Education Addendum in CurricUNET Method of Delivery:

1. Title 5 (55204) states that “Any portion of a course conducted through distance education

includes regular effective contact between instructor and students, through group or individual meetings, orientation and review sessions, supplemental seminar or study sessions, field trips, library workshops, telephone contact, correspondence, voice mail, e-mail, or other activities.” Describe/give examples of the methods of instruction which will be used in the hybrid/online course. Please include how the methods of instruction used in the traditional classroom will be modified and/or replaced in the hybrid/online classroom. How will these methods ensure that you will maintain regular effective contact with the students?

2. Describe how you will promote and monitor effective student-to-student contact.

3. Describe and give examples of how student learning will be evaluated.

4. List any special texts, equipment, or supplies needed for this course or sections of this course being offered through distance education.

5. Describe the college resources that will be required by you and your students (facilities, technology, student support services) for this course.

6. Section 55200 of title 5 states “In addition, instruction provided as distance education is subject to the requirements that may be imposed by the Americans with Disabilities Act (42 U.S.C. §12100 et seq.) and section 508 of the Rehabilitation Act of 1973, as amended, (29 U.S.C. §794d).” What technologies will you be using for instruction (video, flash, images, etc)? How will you ensure that instruction using these technologies is accessible to students with disabilities?

Examples:

x Communication 111 x Psychology 250

22 of 27


Honors Addendum: x Contact Honors Program coordinator x See SCC Curriculum and Instruction Council Handbook x See examples below from English 102H and Political Science 200H

Items to be addressed on the Honors Form in CurricUNET

1. Additional and advanced components that will be covered in this honors course. In addition to standard course content, this honors course will require the following:

2. Additional measurable instructional objectives that the honors student will be expected to accomplish include the following:

3. Additional reading, writing, and special projects in this honors course will require students to do the following:

4. Augmented critical thinking skills the honors student will develop include the following:

5. In addition to lecture, the following modes of instruction will be used: Examples:

x English 102H x Political Science 200H

23 of 27


Course Materials: x Textbooks must be no older than 7 years x If the course is proposed for General Education or UC transferability, it must have at least 1

required textbook. x If you want to use older material, a rationale must be provided and presented to the curriculum

committee. x Make sure to include a complete 10-digit or 13-digit ISBN and an approximate price. x Be sure to complete all required fields x Include additional resources and materials such as sport items, laboratory equipment or tools, art

materials or anything else the student must have to participate effectively in the course and the approximate cost for each.

EXAMPLES:

24 of 27


Outside of Class Assignment (CREDIT) / In Class Assignment (NONCREDIT) x If lecture instructional method is assigned, approximately twice the hours are required to be done

outside of class. x Do not list separate hours for each assignment. The system calculates the required hours. EXAMPLES:

25 of 27


Comments for CIC Meeting on 5.12.14

Course/Program Comments (1st Readings) Requestor Follow‐Up Updated1. In the Listening/Pron. section, the 3rd bullet seems unnecessary.

Removed "fluency" 5/12/2014

2. I also wonder about the use of the phrase "moving toward an intermediate level" because French 102, the next in the sequence, is still titled "Elementary." Would you consider something like "further developing fluency at the beginning level"?

Removed reference to activities "moving toward an intermediate level"

5/12/2014

3. I'm not sure how SLO #3 differs from 2. If you are integrating skills, you are applying them as well.

Discussed in council N/A

Course/Program Comments (2nd Readings) Requestor Follow‐Up UpdatedOjbectives and grading criteria need more attention.Ie. do we grade on partcitipation and effort???

I apologize if this was discussed already at the 4/28 meeting, but the objectives do not read as objectives. How does the student demonstrate knowledge? Maybe use Bloom's taxonomy. For example, Drug Use‐ the objectives are what the student learns and should be under content.

Changes made to Bloom's taxonomy

For the DE, I think BB student support services availability should be mentioned in the 5th question since students are required to use BB for this course.

Added BB student support

Action #5 Economics Should the 290/295 classes be put on as "or" to the 287? Darlene Diaz Mathematics 290 added to degree per council discussion

4/28/2014

5/12/2014

Mark Smith Removed "Participation and Effort"

5/12/2014

The second part of SLO 1, "so that they may make informed choices about their health and lifestyle" may be hard to assess.

Robert Miller Discussed in council 4/28/2014

Consent #3

Action #1

Diana BabayanFREN 101 Elementary French 1

Darlene Diaz

KIN 110 Women's Health Issues

26 of 27

Minutes Handout 5-12-14, V. Consent Agenda, VI. Curriculum Items

27 of 27

Minutes Handout 5-12-14, II.b. Articulation Officer Report

The Role of Curriculum in Maintaining Your Institution's Financial ...

Documents

Transcript of The Role of Curriculum in Maintaining Your Institution's Financial ...