Adopted Spring 1997

Introduction: Delegated Curriculum Approval Authority
A solid curriculum is the backbone of any college. In the California Community College system, curriculum oversight is provided by the Board of Governors and the Chancellor and is recognized as a matter on which the Chancellor relies primarily on the advice and recommendations of the Academic Senate. (See Appendix 1, Education Code, Section 70901.) The Board of Governors is given the authority to set minimum standards for credit and noncredit classes and to review and approve all educational programs offered by community college districts and all courses that are not offered as part of an educational program. The Board of Governors has the right to delegate nonmandated responsibilities to appropriate bodies. In publishing the Curriculum Standards Handbook the Board has exercised this delegation authority. The scope, mechanism and conditions of that delegation are the subject of this paper.

Specifically, the approval authorities conditionally delegated to local districts, as stated in the Handbook, are the ability to:

• Approve new credit courses not part of approved programs. Under this authority, new and existing courses may be assigned a TOP code without regard to whether the college has approval for that TOP code.

• Determine that a given course meets the conditions of repeatability in accordance with provisions of Title 5 '58161(c).

• Enter into conjoint programs between specified colleges within a district that allow one college in the district to offer introductory and intermediate courses to be counted toward a degree or certificate approved by the Chancellor's Office for a different college.

In addition, colleges continue to have the authority to:

• Approve graduation requirements that apply to all students seeking the associate degree, including general education requirements as outlined in Title 5 '55806.

• Recommend patterns of courses to students for transfer or to meet other student goals and publish them in the catalog as recommendations for the convenience of students and counselors.

• Modify existing programs as needed to increase effectiveness or maintain currency in relation to the original program goals and objectives.

The Chancellor’s Office continues to retain approval authority for new programs.

Standards and Conditions of Delegation: Role of the Regional Curriculum Colloquia
As part of their fundamental mission, colleges are expected to continually educate those who develop, review, and approve curriculum so that all are fully knowledgeable as to statutory, regulatory, intersegmental and accreditation standards, including those in the Curriculum Standards Handbook. It is also expected that colleges maintain good practices for reviewing and approving curriculum, including completely documenting local procedures, involving appropriate faculty in such reviews, and adopting timelines that assure adequate input of all who are affected. Finally, it is expected that the results of this process are courses and programs in the college’s curriculum which fully meet the necessary standards when reviewed by the Chancellor’s Office, four-year transfer institutions, and through accreditation. The knowledge, procedures, and curriculum standards are the foundation of sound college curriculum and constitute the standards upon which continued delegation of curriculum approval authority is based. (See Appendix 3 for Section 2.4 and Appendix D of the Curriculum Standards Handbook, Volume 1. Note that the changes cited for this section are those recommended by the Chancellor’s Office Curriculum Advisory Committee but not yet approved.) The section of this paper on Documenting the Three Standards of Delegation will discuss good practices for meeting these standards.

To maintain delegated curriculum approval authority colleges must submit documentation of their current effort in support of the three standards, must participate in technical assistance to bolster those on-going efforts, and must submit an action plan detailing additional efforts which will continue to improve curriculum standards at the college. (Again, see the suggested changes to Section 2.4 of the Curriculum Standards Handbook in Appendix 3.) If approved, these three components (documentation, technical assistance, and an action plan) will constitute both the necessary and sufficient conditions to receive continued delegation of the curriculum approval authorities cited above.

Regional Curriculum Colloquia provide a mechanism to deliver technical assistance. The colloquia accomplish several goals in advancing curriculum quality. First, the colloquia allow the college’s Delegation Checklist documentation to be reviewed by trained facilitators who provide written feedback to the college. Second, workshops on key curriculum issues provide the college’s team with significant training. Third, the regional nature of the colloquia brings neighboring colleges together to become informed of one another’s curriculum and practices and to share exemplary models. Fourth, with the aid of a trained facilitator, the college will have the opportunity to develop an action plan with specific objectives to provide for the continuous improvement of the college’s curriculum and curriculum practices.

Typically two months in advance of its scheduled colloquium (see the section on Scheduling) the college will submit the Delegation Checklist accompanied by documentation supporting the three standards: knowledge, procedures, and curriculum. Each college will receive a copy of the documents submitted by the other colleges in the region. A trained facilitator (see the section on Staffing and Training) will read the materials and provide a written analysis to the college and also to others in the region. Facilitators are experienced faculty and instructional administrators recognized for their expertise by being selected by their colleagues for this important task. This written analysis is not a "report card" scoring the college with a "thumbs up" or "thumbs down." It consists of a series of suggestions, based on the experience of the facilitator, which serve as the starting point for identifying areas that might benefit from improvement.

On the morning of the first day of the colloquium the college team, typically about 20 in number (see Structure of a Regional Colloquium), will have the opportunity to participate in workshops on significant curriculum issues such as structure and function of the curriculum committee, course outline of record format and review techniques, prerequisites, new program approval, program discontinuance, and program review. These workshops will be led by the team of trained facilitators who have reviewed the colleges’ documentation. These workshops will be repeated so that members of the college teams will have an opportunity to participate in two such discussions. The afternoon workshops will be based on exemplary practices at the participating colleges presented by those at the college who designed and implemented them. This will provide an opportunity for the college teams to share best practices with other colleges in their region. Again, these workshops will be repeated so that each team member may attend two such presentations.

The morning of the second day will focus on individual colleges. A smaller group of the college team, typically about six, will meet with the facilitator who analyzed their documentation. This dialog will allow for clarification and expansion on that commentary. The goal of this discussion is both to recognize areas where processes are satisfactory and to identify specific topics which could benefit from further attention. The result will be an action plan which lists the areas targeted for improvement, evaluates their current condition, and gives direction for improvement. As part of their commitment, facilitators are available for follow-up directly with each college.

When the colloquia have developed to the point that colleges begin their second round of participation, the second day conference will begin with an assessment of the progress the college has made on its previous action plan. For those areas where progress has not been satisfactory, the barriers to such progress will be identified and targeted as in need of primary attention by the college. It is not expected that any issue will go unresolved for more than two consecutive colloquia.

The Regional Colloquia culminate in a package of material presented to the Chancellor’s Office: 1) the Delegation Checklist and supporting documentation along with the facilitator’s analysis as revised through the second day discussions with the college team, 2) a list of participants on the college team and a summary of their evaluation of the colloquium experience, and 3) the college action plan. This material satisfies the proposed final condition for the college to receive continued delegation of curriculum approval authority. The college will be so notified in writing by the Chancellor’s Office upon receipt of these materials.

Colleges which choose not to participate in the Regional Colloquia have the option of arranging for direct technical support from the Chancellor’s Office. The college should notify the Chancellor’s Office of their intentions in writing upon receipt of the notification of their colloquium assignment for that year. Direct technical assistance differs from the colloquia in that the Delegation Checklist and supporting documentation will be review by Chancellor’s Office staff who will then visit the college, meet with appropriate faculty and staff, and assist the college in the development of the action plan. Colleges will provide compensation for this direct assistance.

Structure of a Regional Colloquium
Regional colloquia are two day workshops, typically all day Friday and Saturday morning. Colleges will receive advance notice in writing of the date and place. (See the sample letter in the Appendix.) The schedule for the two days will typically follow this pattern:

First Day

8:30-8:45 Welcome and plan for the day
9:00-10:15 Breakouts on curriculum issues (typically six topics)
10:30-11:45 Repeat of breakouts
12:00-12:45 Lunch provided by host college at participant’s expense
1:00-2:15 Breakouts by six individual colleges on exemplary practices
2:30-3:45 Repeat of breakouts
4:00 Collection of evaluations and departure

Second Day

9:00-12:00 Local college teams meet with their facilitator to go over written analysis of documentation and to develop an action plan.

The college team consists of those with major responsibilities for reviewing and approving curriculum. Guidelines for attendees are listed below.

First Day (typically 20 total attendees)
Faculty Curriculum Committee Chair/Co-chair
Chief Instructional Officer
Chief Student Services Officer
Selected Instructional Deans
Articulation Officer
Library Faculty Member
Dean of Counseling
Student member(s) of the Curriculum Committee

Second Day
Faculty Curriculum Committee Chair/Co-chair
Chief Instructional Officer
Four other members designated by the college

Scheduling
Regional colloquia are scheduled so that each college has the opportunity to participate once each three years. The number of colleges in each region is held at 6 to 8 to allow for close interaction of participants while keeping the total number of colloquia each year to a manageable number of 5. The colleges in each of the 15 regions are listed on the next page. Scheduling will follow this pattern:

Year 1: Groups 1, 4, 7, 10, 13 (1997-98)
Year 2: Groups 2, 5, 8, 11, 14 (1998-99)
Year 3: Groups 3, 6, 9, 12, 15 (1999-2000)

An annual timeline is detailed below.
June coordinator, senior facilitators, and Chancellor’s Office staff are finalized
dates for the coming year’s colloquia are set
dates and locations for facilitator training are set
all colleges in affected regions receive first notice
first notice includes request for a host college in each region
colleges in neighboring regions receive request for facilitator nominations
July October colloquium colleges reminded that documentation is due 8/1
August training session for senior facilitators is held
college facilitators are appointed by Academic Senate and CIO Board
training sessions for college facilitators are held (1 north, 1 south)
host colleges for all colloquia are identified; 2nd notices to all colleges
documentation for October colloquium analyzed and distributed by 9/1
November colloquium colleges reminded that documentation is due 9/1
September documentation for November colloquium analyzed and distributed by 10/1
October 1st colloquium is held
November 2nd colloquium is held
October colloquium colleges are sent notice of continued delegation
February colloquium colleges reminded that documentation is due 12/1
December November colloquium colleges are sent notice of continued delegation
documentation for February colloquium analyzed and distributed by 1/1
March colloquium colleges reminded that documentation is due 1/1
January documentation for March colloquium analyzed and distributed by 2/1
February 3rd colloquium is held
May colloquium colleges reminded that documentation is due 3/1
March 4th colloquium is held
February colloquium colleges are sent notice of continued delegation
documentation for May colloquium analyzed and distributed by 4/1
April March colloquium colleges are sent notice of continued delegation
May 5th colloquium is held
June May colloquium colleges are sent notice of continued delegation

Staffing and Training
The staff for the regional colloquia consists of an overall coordinator working directly with a group of five senior facilitators and a staff member assigned by the Chancellor’s Office. Field staff include a site coordinator from each host college and college facilitators from neighboring regions.

Coordinator

• coordinates schedule
• assigns facilitators
• corresponds with staff and colleges
• maintains budget
• attends all colloquia as facilitator
• receives and distributes submitted delegation documents
• receives and distributes action plans
• trains senior facilitators
• trains college facilitators
• selected by the Academic Senate
• receives reassigned time equivalent to 50% load

Senior Facilitator (5 in total, 1 for each colloquia)

• typically CIO liaison to or member of the Academic Senate Curriculum Committee
• attends senior facilitator training
• assists in training college facilitators
• attends and facilitates one regional colloquia
• analyzes delegation documentation from one college in that region
• provides follow-up with that college as needed

Chancellor’s Office Staff Person

• assists in senior facilitator training
• attends all five colloquia as facilitator
• analyzes delegation documentation from one college in each colloquium region
• receives final action plans and sends out letters for continuing delegation
• assists with follow-up as needed

College Facilitator (3 to 5 for each colloquia)

• faculty and CIOs from neighboring regions, chosen by respective AS & CIO boards
• attends college facilitator training
• attends and facilitates 1 regional colloquium
• analyzes delegation documentation from 1 college in that region
• provides follow-up with that college as needed

Budget

Reassigned Time for Coordinator 10,500
Calculated at a part-time instruction rate of $40/hour, and allowing for 50%
load (7.5 units per semester based on 15 units as a full semester load):
262.5 hours x $40 per hour ‘ $10,500
Administrative Support $2000

This includes two or three days as start up time, one day of continuing work and two days of follow up activities. This support can be provided by temporary employees or student workers. Time is assumed to be five 8 hour days for a total of 40 hours at an average of $10 per hour.

40 hours x 5 colloquia = 200 hours x $10 per hour = $2000
Travel Expenses
Senior Facilitator Training (Coordinator + CO Staff & 5 Seniors) $505
$100 air fare x 3 participants = $300
150 miles x $0.30 per mile x 3 participants = $135
Lunch for 7 x $10 = $70
No compensation for facility; held at a host college
No compensation for Chancellor’s Office Staff travel
College Facilitator Training North (10 + Coord, CO Staff & 3 Seniors) $440
$100 air fare x 2 trainers = $200
150 miles x $0.30 per mile x 2 trainers = $90
Lunch for 15 x $10 = $150
No compensation for facility or mileage for facilitators or CO Staff
College Facilitator Training South (10 + Coord, CO Staff & 3 Seniors) $440
$100 air fare x 2 trainers = $200
150 miles x $0.30 per mile x 2 trainers = $90
Lunch for 15 x $10 = $150
No compensation for facility or mileage for facilitators or CO Staff
Colloquia (Coord, 1 Senior, 1 CO Staff, 4 College Facilitators) $8750
2 nights lodging for 7 x $100 = $1400
2 dinners for 7 x $15 = $210
2 breakfasts for 7 x $5 = $70
1 lunch for 7 X $10 = $70
No compensation for facility, mileage, or lunch (paid for by participants)
Subtotal $1750 x 5 colloquia = $8750
Materials and Supplies $1250
Paper, printing, duplicating: $100 x 5 colloquia = $500
Postage and overnight mailing: $75 x 5 colloquia = $375
Materials for presentations: $75 x 5 = $375
Incidentals $1115
Total $25,000

Documenting the Three Standards of Delegation
The Delegation Checklist outlines the areas in which documentation should be made available by participants in Regional Colloquia. This section is designed to cover good practices in maintaining that documentation.

The Knowledge Standard
It is good practice for the college to produce a Resource Manual containing pertinent material to assist in curriculum design, review, and approval. A suggested list of state level resources is included in Appendix 4. The college should also include such local material as board policies and administrative procedures related to curriculum. The Resource Manual should be available in all division offices, in the office of the CIO, and to all members of the curriculum committee.

The college should have a regular program of curriculum training. This training should be directed at the faculty in general, perhaps using flex day activities, and to members of the curriculum committee, perhaps with an initial all day workshop at the beginning of each year. Additional training, usually in the form of an orientation, should be provided to new curriculum committee members. Faculty new to the college, both full- and part-time, should also receive an orientation to curriculum standards and processes. Training sessions should be thorough in covering all pertinent standards: Title 5, CSU GE-Breadth, IGETC, Accreditation, and the Curriculum Standards Handbook as well as local curriculum review and approval processes. The college should maintain documentation as to the dates of training activities, names and titles of attendees and facilitators, and topics covered. It is a good idea to keep copies of flyers or agendas to document training sessions.

The Procedures Standard
It is good practice for each institution to develop a College Curriculum Handbook. Typically, the handbook would contain the following information:

• Board policies and administrative procedures related to curriculum
• the college-approved charge to the curriculum committee
• a current list of members including appropriate selection processes and terms of office
• an organizational chart of the college showing arrangement of all disciplines
• an outline of the curriculum review process including the names and titles of all who play a role in that process
• a timeline for the approval process including deadlines for submission of new and revised course and program proposals, along with adequate time for review of proposals by faculty in disciplines affected by the proposal and by faculty at other colleges in the district
• definition of significant terms such as >degree-applicable credit course,= advisory on recommended preparation,= >transferability= and >articulation.=
• locally applied standards, particularly those for critical thinking, problem solving, and college level courses
• guidelines for distinguishing among degree-applicable credit courses, nondegree-applicable credit courses, and noncredit courses
• the format used by the college for the Course Outline of Record including guidance on appropriate content for each section and typical course outlines arranged in a user-friendly >how-to= format
• guidelines for the production of a course syllabus and the distinction between a course outline and a syllabus
• forms for handling all curriculum submissions: new courses, revised courses, new programs, revisions to programs, revisions to the general education pattern, prerequisite justification, library resource availability, and distance education proposals
• guidelines for technical review of proposals before full review by the committee
• program review processes and the role of the curriculum committee in those reviews

Each of these items in the College Curriculum Handbook should comply with appropriate Title 5 standards and the Curriculum Standards Handbook.

'51022 Instructional Programs

Requires districts to establish policies for the creation, modification, and discontinuance of courses and programs and for articulation with four-year colleges and high schools.

'55000 Definitions

Defines course, educational program, and class.

'55002 Standards and Criteria for Courses and Classes

Covers structure and function of the curriculum committee and standards for credit and noncredit courses and not-for-credit (community service) classes.

'55100 Course Approval

Allows local boards to approve courses which are part of programs and requires stand-alone courses to be state approved (now delegated to local boards). Requires courses to be classified as degree-applicable, nondegree-applicable, or noncredit.

'55130-70 Approval of Credit Programs, Noncredit Courses and Programs,

Community Service Classes, and Contract Classes

These sections outline the requirements for the stated approvals.

'55200-2 Prerequisites, Corequisites, and Recommended Preparation

These sections establish the requirements for implementing prerequisites, corequisites, and advisories on recommended preparation.

'55805 Philosophy and Criteria for Associate Degree and General Education

Requires boards to adopt a policy stating its general education philosophy and to establish criteria to evaluate courses to this standard. This section also states the objectives an associate degree is to achieve.

'55805.5 Types of Courses Appropriate to the Associate Degree

Establishes categories into which degree-applicable courses must fall: 1) UC/CSU transferrable, 2) major courses in occupational fields, 3) English courses not more that one level below the first transfer level (English 1A), 4) Math courses at or above elementary algebra, and 5) math and English courses in other departments taught at the level of 3) or 4).

'55300-380 Independent Study; Distance Education

States the standards for independent study and distance education courses including the role of the curriculum committee.

'55806 Minimum Requirements for the Associate Degree

States degree requirements as competence in reading, writing and math; completion of 60 semester/90 quarter units (12 semester/18 quarter units must be in residence); fulfillment of requirements for a major of at least 18 semester/27 quarter units (as listed in the catalog and within a given TOP code); and completion of 18 semester/27 quarter units of GE.

Also states GE requirements as a minimum of 3 semester/4 quarter units in A, B, C, D1, and D2 areas: A: natural sciences, B: social and behavioral sciences, C: humanities, D1: English composition, D2: communication and analytical thinking.

'58161 Repeatability

Requires that repeatability be stated in the catalog with the student gaining additional education each time, justified either by 1) enhanced skills through repetition or 2) individual study or group assignments. The district must monitor repetitions and limit them to 3 repetitions, that is, 4 altogether (5 quarter repetitions, 6 altogether). Approval authority for repetition has been delegated to local districts.

Handbook, Chapter 3: Five Approval Criteria for Courses and Programs

Specifies the five criteria to be used in approving courses and programs: appropriateness to mission, need, quality, feasibility, and compliance.

The Curriculum Standard
Outlines of Record must be made available to faculty and students. Documentation would reasonably consist of the physical location of copies of the outlines (typically in division or departmental offices) and how faculty and students are notified of the availability of those outlines (typically in both the Faculty Handbook and the Student Handbook).

Outlines of Record must be reviewed periodically, typically on the six-year accreditation cycle. Documentation usually consists of the college’s program review process. This review must also include prerequisites.

The college must also demonstrate a pattern of successful external reviews of its curriculum. This may be documented through the results of the most recent new program applications to the Chancellor’s Office, IGETC and CSU GE-Breadth annual submission evaluations, and accreditation site visit reports.

Moreover, the college must demonstrate that its courses and programs meet the five standards promulgated in the Curriculum Standards Handbook: appropriateness to mission, need, quality, feasibility, and compliance. To that end, colleges should maintain current course outlines of record and program listings in the catalog.

The Action Plan and Approval Status
As a result of technical assistance, colleges will receive a written analysis of the documentation provided above. These analyses will be performed by trained facilitators, either faculty, instructional administrators, or Chancellor’s Office staff, recognized by their peers as outstanding experts in curriculum design and process. These facilitators will apply the standards of quality curriculum, as formulated in regulations, intersegmental guidelines, accreditation standards and the Handbook, to the curriculum material submitted by the college. The analysis will not only suggest areas of improvement but will also identify exemplary practices to be shared by campus representatives during the Friday afternoon breakouts at the regional colloquium. Each college team in that region will have an opportunity to see the materials of their neighboring colleges, along with the facilitator’s written analysis, and hear presentations on the exemplary practices developed by their neighbors.

Through this extensive exchange of ideas, the college team should develop a sense of the directions to take in assuring the continuous quality improvement of its curriculum. In the Saturday morning portion of the colloquium the facilitator will go over the written analysis, making corrections and changes as appropriate to assure that an accurate picture of the college curriculum is portrayed. Then the college team will formulate an action plan, with specific objectives, to advance the improvement of the curriculum content and process. This action plan will have the full consensus of all present.

In its final form, the action plan, with attached documentation and the revised written analysis, will be submitted to the Chancellor’s Office in fulfillment of the conditions for continued delegation of curriculum approval authority. In the subsequent colloquium, three years hence, the action plan will serve as a benchmark to recognize the progress that the college has made in the intervening years.

Appendices
Appendix 1 - Education Code Sections 70901 and 70902

70901. (a) The Board of Governors of the California Community Colleges shall provide leadership and direction in the continuing development of the California Community Colleges as an integral and effective element in the structure of public higher education in the state. The work of the board of governors shall at all times be directed to maintaining and continuing, to the maximum degree permissible, local authority and control in the administration of the California Community Colleges.

(b) Subject to, and in furtherance of, subdivision (a), and in consultation with community college districts and other interested parties as specified in subdivision (e), the board of governors shall provide general supervision over community college districts, and shall, in furtherance thereof, perform the following functions:

(1) Establish minimum standards as required by law, including, but not limited to, the following:

(A) Minimum standards to govern student academic standards relating to graduation requirements and probation, dismissal, and readmission policies.

(B) Minimum standards for the employment of academic and administrative staff in community colleges.

(C) Minimum standards for the formation of community colleges and districts.

(D) Minimum standards for credit and noncredit classes.

(E) Minimum standards governing procedures established by governing boards of community college districts to ensure faculty, staff, and students the right to participate effectively in district and college governance, and the opportunity to express their opinions at the campus level and to ensure that these opinions are given every reasonable consideration, and the right of academic senates to assume primary responsibility for making recommendations in the areas of curriculum and academic standards.

(2) Evaluate and issue annual reports on the fiscal and educational effectiveness of community college districts according to outcome measures cooperatively developed with those districts, and provide assistance when districts encounter severe management difficulties.

(3) Conduct necessary systemwide research on community colleges and provide appropriate information services, including, but not limited to, definitions for the purpose of uniform reporting, collection, compilation, and analysis of data for effective planning and coordination, and dissemination of information.

(4) Provide representation, advocacy, and accountability for the California Community Colleges before state and national legislative and executive agencies.

(5) Administer state support programs, both operational and capital outlay, and those federally supported programs for which the board of governors has responsibility pursuant to state or federal law. In so doing, the board of governors shall do the following:

(A) Annually prepare and adopt a proposed budget for the California Community Colleges. The proposed budget shall, at a minimum, identify the total revenue needs for serving educational needs within the mission, the amount to be expended for the state general apportionment, the amounts requested for various categorical programs established by law, the amounts requested for new programs and budget improvements, and the amount requested for systemwide administration. The proposed budget for the California Community Colleges shall be submitted to the Department of Finance in accordance with established timelines for development of the annual Budget Bill.

(B) To the extent authorized by law, establish the method for determining and allocating the state general apportionment.

(C) Establish space and utilization standards for facility planning in order to determine eligibility for state funds for construction purposes.

(6) Establish minimum conditions entitling districts to receive state aid for support of community colleges. In so doing, the board of governors shall establish and carry out a periodic review of each community college district to determine whether it has met the minimum conditions prescribed by the board of governors.

(7) Coordinate and encourage interdistrict, regional, and statewide development of community college programs, facilities, and services.

(8) Facilitate articulation with other segments of higher education with secondary education.

(9) Review and approve comprehensive plans for each community college district. The plans shall be submitted to the board of governors by the governing board of each community college district.

(10) Review and approve all educational programs offered by community college districts, and all courses that are not offered as part of an educational program approved by the board of governors.

(11) Exercise general supervision over the formation of new community college districts and the reorganization of existing community college districts, including the approval or disapproval of plans therefor.

(12) Notwithstanding any other provision of law, be solely responsible for establishing, maintaining, revising, and updating, as necessary, the uniform budgeting and accounting structures and procedures for the California Community Colleges.

(13) Establish policies regarding interdistrict attendance of students.

(14) Advise and assist governing boards of community college districts on the implementation and interpretation of state and federal laws affecting community colleges.

(15) Carry out other functions as expressly provided by law.

(c) Subject to, and in furtherance of, subdivision (a), the board of governors shall have full authority to adopt rules and regulations necessary and proper to execute the functions specified in this section as well as other functions that the board of governors is expressly authorized by statute to regulate.

(d) Wherever in this section or any other statute a power is vested in the board of governors, the board of governors, by a majority vote, may adopt a rule delegating that power to the chancellor, or any officer, employee, or committee of the California Community Colleges, or community college district, as the board of governors may designate. However, the board of governors shall not delegate any power that is expressly made nondelegable by statute. Any rule delegating authority shall prescribe the limits of delegation.

(e) In performing the functions specified in this section, the board of governors shall establish and carry out a process for consultation with institutional representatives of community college districts so as to ensure their participation in the development and review of policy proposals. The consultation process shall also afford community college organizations, as well as interested individuals and parties, an opportunity to review and comment on proposed policy before it is adopted by the board of governors.

70902. (a) Every community college district shall be under the control of a board of trustees, which is referred to herein as the "governing board." The governing board of each community college district shall establish, maintain, operate, and govern one or more community colleges in accordance with law. In so doing, the governing board may initiate and carry on any program, activity, or may otherwise act in any manner that is not in conflict with or inconsistent with, or preempted by, any law and that is not in conflict with the purposes for which community college districts are established. The governing board of each community college district shall establish rules and regulations not inconsistent with the regulations of the board of governors and the laws of this state for the government and operation of one or more community colleges in the district.

(b) In furtherance of the provisions of subdivision (a), the governing board of each community college district shall do all of the following:

(1) Establish policies for, and approve, current and long-range academic and facilities plans and programs and promote orderly growth and development of the community colleges within the district. In so doing, the governing board shall, as required by law, establish policies for, develop, and approve, comprehensive plans. The governing board shall submit the comprehensive plans to the board of governors for review and approval.

(2) Establish policies for and approve courses of instruction and educational programs. The educational programs shall be submitted to the board of governors for approval. Courses of instruction that are not offered in approved educational programs shall be submitted to the board of governors for approval. The governing board shall establish policies for, and approve, individual courses that are offered in approved educational programs without referral to the board of governors.

(3) Establish academic standards, probation and dismissal and readmission policies, and graduation requirements not inconsistent with the minimum standards adopted by the board of governors.

(4) Employ and assign all personnel not inconsistent with the minimum standards adopted by the board of governors and establish employment practices, salaries, and benefits for all employees not inconsistent with the laws of this state.

(5) To the extent authorized by law, determine and control the district's operational and capital outlay budgets. The district governing board shall determine the need for elections for override tax levies and bond measures and request that those elections be called.

(6) Manage and control district property. The governing board may contract for the procurement of goods and services as authorized by law.

(7) Establish procedures not inconsistent with minimum standards established by the board of governors to ensure faculty, staff, and students the opportunity to express their opinions at the campus level and to ensure that these opinions are given every reasonable consideration, and the right to participate effectively in district and college governance, and the right of academic senates to assume primary responsibility for making recommendations in the areas of curriculum and academic standards.

(8) Establish rules and regulations governing student conduct.

(9) Establish student fees as it is required to establish by law, and, in its discretion, fees as it is authorized to establish by law.

(10) In its discretion, receive and administer gifts, grants, and scholarships.

(11) Provide auxiliary services as deemed necessary to achieve the purposes of the community college.

(12) Within the framework provided by law, determine the district's academic calendar, including the holidays it will observe.

(13) Hold and convey property for the use and benefit of the district. The governing board may acquire by eminent domain any property necessary to carry out the powers or functions of the district.

(14) Participate in the consultation process established by the board of governors for the development and review of policy proposals.

(c) In carrying out the powers and duties specified in subdivision (b) or other provisions of statute, the governing board of each community college district shall have full authority to adopt rules and regulations, not inconsistent with the regulations of the board of governors and the laws of this state, that are necessary and proper to executing these prescribed functions.

(d) Wherever in this section or any other statute a power is vested in the governing board, the governing board of a community college district, by majority vote, may adopt a rule delegating the power to the district's chief executive officer or any other employee or committee as the governing board may designate; provided, however, that the governing board shall not delegate any power that is expressly made nondelegable by statute. Any rule delegating authority shall prescribe the limits of the delegation.

(as of 12/96)

Appendix 2 - Title 5 Sections 51021, 51022, and 55100
Title 5 '51021 Curriculum

Each community college shall establish such programs of education and courses as will permit the realization of the objectives and functions of the community college. All courses shall be approved by the Chancellor in the manner provided in Chapter 1 (commencing with Section 55000) of Division 6 of this part.

Title 5 '51022 Instructional Program

(a) The governing board of each community college district shall, no later than July 1, 1984, develop, file with the Chancellor, and carry out its policies for the establishment, modification, or discontinuance of courses or programs. Such policies shall incorporate statutory responsibilities regarding vocational or occupational training program review as specified in Section 78016 of the Education Code.

(b) The governing board of each community college district shall, no later than July 1, 1984, develop, file with the Chancellor and carry out its policies and procedures to provide that its courses and programs are articulated with proximate four-year colleges and high schools.

Title 5 '55100 Course Approval

(a) Except as provided in subsection (b) and Section 55160 [exempting community service classes], each course to be offered by a community college shall be approved by the Chancellor before the course is offered by the colleges. The course shall be submitted to the Chancellor on forms provided by the Chancellor's Office.

(b) If an educational program has been approved by the Chancellor, the governing board of a district shall establish policies for, and may approve individual courses which are offered as part of an approved program. Such courses need not be approved by the Chancellor, but shall be reported in the manner provided in subsection(c).

(c) For each course approved by a district, whether or not Chancellor's Office approval is required, the district shall designate the appropriate classification of the course or activity in accordance with Section 5500l [defining categories of instruction to be reported].

(as of 12/96)

Appendix 3 - Curriculum Standards Handbook Chapter 2 & Appendix B
Chapter 2. Course Approval Authorities Delegated to Qualifying Colleges

The Board of Governors delegates its oversight responsibility for the community college curriculum and instruction to the Chancellor’s Office. The Chancellor’s Office, in turn, delegates specified parts of its authority to local districts on a conditional basis. The precise scope of these local authorizations, the conditions of their delegation, and the procedures for maintaining them are described in this section.

2.1 Chancellor's Office Approval Authorities for Curriculum

The California Education Code requires the Board of Governors to:

(1) Establish minimum standards as required by law...[for] credit and noncredit classes...

(8) Facilitate articulation with other segments of higher education with secondary education...

(10) Review and approve all educational programs offered by community college districts, and all courses that are not offered as part of an educational program approved by the board of governors. [Ed.C. '70901(b)]

It permits the Board of Governors to:

(c) ...[A]dopt rules and regulations necessary and proper to execute the functions specified in this section...[Ed.C. '70901(c)]

And it also permits the Board of Governors to delegate these oversight functions:

Ed.C. '70901(d)

Wherever in this section or any other statute a power is vested in the board of governors, the board of governors, by a majority vote, may adopt a rule delegating that power to the chancellor, or any officer, employee, or committee of the California Community Colleges, or community college district, as the board of governors may designate. However, the board of governors shall not delegate any power that is expressly made nondelegable by statute. Any rule delegating authority shall prescribe the limits of delegation.

The Board of Governors has delegated the following powers to the Chancellor’s Office:

1. District Comprehensive Plans: Ed.C. '70901(b)(9); Title 5 '51008

2. Approval of New Programs: Ed.C. '70901(b)(10); Title 5 '55130 (See 1.5.)

3. New Degree and Non-degree Credit Courses Not Part of Approved Programs: Ed.C. '70901(b)(1)(B) and (10); CCR T.5 '55100(a), (See 1.4.)

4. New Noncredit Courses: Ed.C. '70901(b)(10); CCR T.5 '55002(c) and '55150

(To be addressed in Section 6, anticipated for publication in 1995-96.)

5. Repeatability for Specified Courses: CCR T.5 '58161(c) (See 4.8.)

2.2 Approval Authorities Delegated to Local Colleges

In turn, in order to support local commitment to curriculum quality and the professional autonomy of faculty, the Chancellor’s Office delegates to colleges that meet specified conditions, the following authority to act without separate Chancellor’s Office approval:

• Approve new credit courses not part of approved programs. Under this authority, new and existing courses may be assigned a TOP code without regard to whether the college has approval for that TOP code.
• Determine that a given course meets the conditions of repeatability in accordance with provisions of CCR T.5 '58161(c).
• Enter into conjoint programs between specified colleges within a district that allow one college in the district to offer introductory and intermediate courses to be counted toward a degree or certificate approved by the Chancellor's Office for a different college.
• In addition, colleges continue to have the authority to:
• Approve graduation requirements that apply to all students seeking the associate degree, including general education requirements as outlined in T.5 55806.
• Recommend patterns of courses to students for transfer or to meet other student goals and publish them in the catalog as recommendations for the convenience of students and counselors.
• Modify existing programs as needed to increase effectiveness or maintain currency in relation to the original program goals and objectives. (See 5.)

2.3 Approval Authorities Not Delegated to Local Colleges

The establishment of new programs is not delegated to the colleges. Chancellor's Office approval, i.e., inclusion in the Chancellor's Office Inventory of Approved Programs, is still required before a college can take any of the following actions:

• Offer either new degree programs or certificate programs requiring 18 or more semester units in specified courses.
• Advertise such programs in catalogs, class schedules, promotional materials, etc.

The approval of new noncredit courses is also not delegated to the colleges.

2.4 Standards and Conditions for Delegated Approval

Colleges must demonstrate, by their documented actions and practices, that all credit courses locally approved under this delegation of state powers meet the relevant state standards as categorized below.

2.4.1 Knowledge
The first standard condition is that faculty and staff charged with curriculum review, will know state standards and requirements for curriculum review and approval, including in particular the information in this Handbook and addenda, as well as general standards of good practice in curriculum and instructional design.

2.4.2 Procedures
The second standard condition is that the procedures employed both by the curriculum committee and in other phases of the local curriculum development and approval process assure that standards can be responsibly applied. Relevant indicators that this condition is met include:

a) Reviewers follow a process that is systematic and well-publicized and that includes both those with disciplinary expertise in the subject matter at issue and those outside the discipline who are affected by the course.

b) Handbooks, checklists, and model outlines, or other aids, used in the review process, correctly address this Handbook's standards.

c) Faculty are accorded the scope of responsibilities mandated in law.

d) Reviewers are provided information on the particular courses or programs that is substantive, complete, specific and timely enough to enable them to apply these standards independently and appropriately.

2.4.3 Curriculum
The third standard condition is that continuing delegation requires that colleges be able to assure that they produce approvable Course Outlines of Record that are in compliance with the standards specified in Sections 3 and 5 of Volume I of this Handbook; and would typically be acceptable as meeting the requirements of transfer receiving institutions.

To assure that these standards are met, colleges must meet the following three conditions to maintain delegated curriculum approval authority.

• Documentation that the conditions for delegation are being met must be maintained by a college. A Delegation Checklist detailing the documentation requirements is in Appendix D. This checklist is to be submitted to the Chancellor annually according to a schedule that will be published regularly during 1995.

C Colleges must participate in a technical assistance program at least once every three years. That program will be either the Regional Curriculum Colloquia described in Section 2.6 of this Handbook or direct technical assistance provided by the Chancellor’s Office at college expense.

C As an outcome of technical assistance, colleges will develop and submit to the Chancellor’s Office an action plan to assure that the knowledge, procedures, and curriculum standards are maintained. Analysis of the progress made on this action plan will be part of the subsequent technical assistance.

2.5 Restrictions on Delegated Approval Authority

The authorization described in Section 2.2 must be periodically renewed by the Chancellor's Office based upon the college's continuing fulfillment of the three conditions of delegation. Renewal will may be based upon 1) documentation specified in the Delegation Checklist and submitted upon request, 2) participation by the college in technical assistance, either through Regional Curriculum Colloquia or directly by the Chancellor’s Office at college expense, and 3) submission of an action plan designed to continue to improve the college’s maintenance of the three standards of delegation. and/or by periodic reviews of the actual practices of colleges to determine whether these conditions are being fulfilled. Details for obtaining such renewal will be published as part of Section 7 on curriculum reporting. Except as specified below, existing delegation continues in force until such procedures have been published.

At the discretion of the Chancellor's Office--and in consultation with affected districts--the delegation of any or all of the above powers may be retracted, for individual colleges, or for the system as a whole, notwithstanding the fact that the conditions specified herein have been and are currently being fulfilled by the affected colleges.

Where policy or other issues arise with particular types of courses, the Chancellor's Office may assist the system in addressing these issues by designating these types of courses as requiring a higher level of scrutiny for some duration of time, pursuant to Ed.C. '78200.5. Such designation may be made as part of the annual report on Curriculum Quality to the Board of Governors, or as otherwise needed.

In such a case, one or more of the following actions, or some similar actions will be taken, after due consultation with those affected:

• Development, with the assistance of knowledgeable faculty, of the resource materials and sample Outlines of Record for the curriculum area at issue.
• Development of advisories or addenda to the Curriculum Standards Handbook, Chancellor's Office Procedures, and/or Board policies specific to the area, as appropriate.
• Submission by all colleges, or by those involved in the colloquia in any given year, of all or a sample of the Outlines of Record for such courses to be reviewed by the Chancellor's Office, usually with the assistance of discipline faculty.
• Exemption from the delegation of stand-alone credit course approval of courses in that curriculum area and submission of all new stand-alone courses in that area to the Chancellors Office for approval until the matter is resolved.

In the last case, definitions of the kinds of courses on the list, explanations of their inclusion, and forms and procedures for seeking state approval for that type of course will be made available to colleges by the beginning of the next semester following the announcement of the restriction. Restrictions upon particular courses in that area would not go into effect until the second semester following the announcement.

2.6 Regional Colloquia
To assist colleges in maintaining delegation of approval authority, Regional Colloquia will be convened on a three year cycle, beginning with the first 1997-98 1995-96 term. At that time, colleges will have the opportunity to share their supporting documentation, as specified in the Delegation Checklist, including such items as local Handbooks and training materials and sample course Outlines of Record, where appropriate. This supporting documentation will be reviewed by trained facilitators who will also assist the colleges in developing an action plan for continuous improvement of curriculum quality. As currently envisioned, a college will have opportunity to participate in a colloquia for one day's duration once in every three years.

Each year the colloquia will be planned in consultation with the approximately thirty colleges that will be participating in that year, to cover:

• Updates on changes to law and state procedures
• Sharing of procedures and conceptions of good practice
• Sharing and discussion of Outlines of Record that are exemplary, typical, or problematic
• Issues of regional or system wide concern
• Suggestions for improving system wide procedures, revisions to the Handbook, etc.

Primary leadership for the colloquium process will be provided by the Academic Senate, assisted by representatives of the Chief Instructional Officers board, coordinated by a standing Advisory Committee to the Chancellor’s Office on Curriculum and Instruction, working with the colleges that will be participating in the colloquia in that year. Colloquia participants may suggest other assistance that can be provided to help colleges maintain intersegmental acceptance of their courses, fulfill the three conditions of delegation, and otherwise meet the curriculum standards in this Handbook.

2.7 Audits of College Curricular Practices

Contracted district audits and audits conducted by the state Department of Finance may employ audit tests of district compliance with the curricular statutes and regulations cited in this Handbook. Colleges who have delegated authority to locally approve their own courses will not be asked to provide evidence of state approval of their stand-alone courses but may be subject to audit tests of their fulfillment of the conditions of delegation based upon the documentation they maintain regarding that fulfillment.

When evidence occurs that a college is not meeting the conditions for continuing delegation, the Chancellor's Office will provide assistance to help rectify this situation so that the college might continue to receive delegated authority. However, if the conditions for delegation continue unmet, the Chancellor's Office will withdraw the delegation until such time as the college is once again able to demonstrate that it is meeting these conditions.

DELEGATION CHECKLIST

This Form should be completed by college personnel and submitted to the Chancellor's Office annually according to a schedule to be published during 1995.

DELEGATION CHECKLIST (Continued)

Appendix 4 - Suggested Resource Manual List
1. Title 5, Section 55002. Standards and Criteria for Courses and Classes.

States the requirements for the local curriculum committee. Delineates the four major types of offerings: degree credit, non-degree credit and noncredit courses, and community services classes. Covers standards of approval, course outline of record, and conduct of the course.

2. Curriculum Standards Handbook, Volume I, 1995.

Ed Code, Title 5, and Chancellor’s Office legal requirements in the area of curriculum. Source: Each CIO and curriculum chair has one hard copy.

3. The Curriculum Committee: Role, Structure, Duties, and Good Practices, 1996.

A paper prepared by the Academic Senate containing recommended good practices for local curriculum committees. Source: The Academic Senate.

4. Joint Review for Library/Learning Resources by Classroom and Library Faculty for New Courses and Programs, 1995.

Developed jointly by the Academic Senate at the Chancellor’s Office Curriculum Advisory Committee this summary of mutual instructor/librarian review of needed instructional materials includes suggested forms for the review of both new courses and programs and is recommended as good practice for curriculum committees. Source: The Academic Senate.

5. Curriculum Orientation Package I: Degree Credit Standards, 1993.

Designed for information and training of local curriculum committees, this packet is hands-on information on the curriculum standards for degree credit courses and was prepared jointly by the Academic Senate and the Chancellor’s Office. Source: Curriculum Services & Instructional Resources Unit, Chancellor’s Office.

6. Components of a Model Course Outline of Record, 1995.

Prepared by the Academic Senate to review all requirements for course outlines for degree credit courses including a suggested format and content for the course outline to meet those standards. Source: The Academic Senate.

8. Handbook of California Articulation Policies and Procedures, 1995.

This handbook, prepared by the California Intersegmental Articulation Council, contains an overview of the articulation process used by UC, CSU, and Independent Colleges and Universities and gives contact persons at each of these institutions. Source: California Intersegmental Articulation Council (Helena Bennett, CSU Sacramento).

9. California Articulation Number (CAN) System: Catalog (1996) and Guide (1995).

CAN is a cross-reference course numbering system for lower division transferable major courses. It is based on course-to-course articulation between CCCs and CSU and assists students and colleges in identifying comparable (not identical) courses. Participating colleges agree to accept CAN courses in lieu of each other and use them in the same way their own CAN-qualified courses are used. Source: CAN System Office, California State University, 2763 E. Shaw, Suite 103, Fresno, CA 93710; 209/278-6880.

10. Transfer Centers: Implementing Minimum Program Standards, 1995.

This status report on transfer centers was prepared by the Chancellor’s Office based on a survey of the field. It presents significant findings for operation of effective transfer centers. Source: Chancellor’s Office Student Services Unit.

11. CSU Executive Order 595, 1993.

General education-breadth requirements for students transferring from CCC’s to CSU. Replaces EOs 338 and 342 which allowed self-certification. Source: CSU Chancellor’s Office.

12. Curriculum Orientation Package II: Transfer General Education, 1994.

This package, prepared by the Academic Senate, contains intersegmental expectations for credit course outlines of record, CSU GE and IGETC documents, local college procedures to comply with CSU GE and IGETC requirements, and sample Course Outlines of Record for CSU GE areas C & E. Source: The Academic Senate.

13. Matriculation Regulations (last revised November, 1993).

These regulations contain the sections of Title 5 which cover the establishment and use of prerequisites, corequisites, advisories, and other limitations on enrollment.

14. Model District Policy for Prerequisites, Corequisites, Advisories, and Other Limitations on Enrollment, 1993. This set of guidelines is recommended by the Board of Governors to implement the prerequisite regulations. The curriculum committee is intimately involved in establishing these limitations on enrollment. Source: Student Services Unit, Chancellor’s Office.

15. Establishing Prerequisites, 1992.

The commentary on the Model District Policy was written by the Academic Senate representatives on the committee which wrote that document. Source: The Academic Senate.

16. Curriculum Orientation Package III: Prerequisites, Corequisites, and Advisories, 1994.

This package, prepared by the Academic Senate, gives examples of local college policies and procedures to implement Title 5 and the Model District Plan. Source: The Academic Senate.

17. Establishing Prerequisites and Corequisites: A Guide for Departments, 1995.

This guide was developed by the Chabot-Las Positas district to meet the local implementation requirements of the prerequisite regulations. Source: Chabot College, Office of Matriculation and Academic Standards.

18. Title 5, Sections 55300-55380. Regulations and Guidelines on Distance Learning. Requirements for courses and sections taught in distance learning mode are covered, including the role of the curriculum committee. Source: Curriculum Services & Instructional Resources Unit, Chancellor’s Office.

19. Curriculum Committee Review of Distance Learning Courses & Sections, 1995.

A review of the 1994 changes to Title 5 and their impact on curriculum committees, including suggested good practices to implement the regulations and guidelines. Source: The Academic Senate.

20. Distance Learning in California’s Community Colleges, 1993.

This paper by the Academic Senate reviews the social, fiscal, and educational issues surrounding distance learning. Source: The Academic Senate.

21. California Community Colleges Taxonomy of Programs, 1995.

TOPs codes are the numeric coding system by which districts categorize degree and certificate programs and courses for both authorization by and reporting to the Chancellor’s Office. As such, curriculum committees should recognize that each course and program approved must fall into an assigned TOP code area. Source: Chancellor’s Office.

22. Minimum Qualifications for Faculty and Administrators in California Community Colleges, 1996.

As of 1990, minimum qualifications replaced credentials for the hiring of new community college faculty. This document quotes relevant Ed Code and Title 5 sections and gives the Disciplines List and accompanying minimum quals. Source: The Academic Senate.

23. Placement of Courses Within Disciplines, 1994.

Faculty hired to teach in a discipline, either under the credential or minimum qualifications systems, are allowed to teach any course in that discipline. As such, it becomes important for each college to assign courses to the subject matter areas identified in the Disciplines List. This document, prepared by the Academic Senate, gives a suggested procedure for local academic senates to use in this process, including multiple listing and interdisciplinary listing. As new courses are approved by curriculum committees, recommendations to the senate for discipline assignment are needed. Source: The Academic Senate.

24. Program Review: Developing a Faculty Driven Process, 1996.

This Academic Senate paper discusses the salient features of an effective program review process. Source: The Academic Senate.