REDWOODS COMMUNITY COLLEGE DISTRICT
Meeting of the
Academic Standards and Policies Committee
 7351 Tompkins Hill Road, Eureka, LRC 107 (Conference Room)
 Fort Bragg: 440 Alger St (Fine Woodworking)
Friday, March 28, 2014
3 PM
AGENDA
1. Call to Order
2. Introductions and Public Comment: Members of the audience are invited to make
comments regarding any subject appropriate to the Academic Standards and Policies
Committee.
3. Discussion Items, Connie Wolfsen
3.1.
AP 4105 Distance Education + Certification Standards for Online Instructors
(Attachments)
3.2.
Continue Revising Working Draft of AP 4020 Program, Curriculum and
Course Development (Attachment)
3.2.1.
3.2.2.
3.2.3.
3.2.4.
3.2.5.
3.2.6.
CCLC Template AP 4020 (Attachment)
Current RCCD AP 4020 (Attachment)
Marin AP 4020 (Attachment)
BP 2520 Senate Responsibilities (Attachment)
Notes from 4021 Task Force (Attachment)
Revised AP 4021 Program Revitalization or Discontinuation (Attachment)
4. Announcements/Open Forum
5. Adjournment
Public Notice—Nondiscrimination:
College of the Redwoods does not discriminate on the basis of ethnicity, religion, age, gender, sexual
orientation, color or disability in any of its programs or activities. College of the Redwoods is committed to
providing reasonable accommodations for persons with disabilities. Upon request this publication will be made
available in alternate formats. Please contact Debbie Williams, Academic Senate Support, 7351 Tompkins Hill
Road, Eureka, CA 95501, (707) 476-4259, 8:30 a.m. to 5:00 p.m. (except Wednesdays).
Next Meeting:
Friday, April 18, 2014
March 28, 2014 - ASPC
3.1 AP 4105
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
AP 4105
DISTANCE EDUCATION
“Distance education is defined…as a formal interaction which uses one or more technologies to
deliver instruction to students who are separated from the instructor and which supports regular
and substantive interaction between the students and instructor, either synchronously or
asynchronously” (ACCJC, 2013).
Course Quality Standards
The same standards of course quality shall be applied to distance education as are applied to
traditional classroom courses. Refer to the Curriculum Handbook.
Separate Course Approval
Each proposed or existing course offered by distance education shall be reviewed and approved
separately. Separate approval is mandatory if any portion of the instruction in a course or a
course section is designed to be provided through distance education.
The review and approval of new and existing distance education courses shall follow the
curriculum approval procedures outlined in Administrative Procedure 4020 Program and
Curriculum Development and the Curriculum Handbook.
Instructor Contact
Each section of the course that is delivered through distance education shall include regular
effective contact between instructor and students. Instructor contact guidelines can be found on
the Curriculum Committee website.
Student Authentication Process
Consistent with federal regulations pertaining to federal financial aid eligibility, the District shall
authenticate or verify that the student who registers in a distance education or correspondence
education course is the same student who participates in and completes the course or program
and receives the academic credit.
The Chief Instruction Officer (CIO) shall authorize one or more methods to authenticate or
verify the student’s identity approved by federal regulation. For the Redwoods Community
College District (RCCD), authentication uses secure credentialing/login and password within
applicable course management systems, which is specifically referenced in the federal regulation
as an appropriate and accepted procedure for verifying a student’s identity.
Privacy
The District shall provide to each student at the time of registration a statement of the process in
place to protect student privacy and estimated additional student charges associated with
verification of student identity, if any.
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March 28, 2014 - ASPC
3.1 AP 4105
Student Attendance Dates
Enrollment Services shall ensure compliance with Federal Regulations (34 CFR 668.22)
pursuant to Return to Title IV Funds (R2T4) and VA-ONCE Notice of Change (38 CFR
21.4203) using faculty verification of last actual date of attendance as evidenced by active
participation and reflected in the assessment of regular effective contact to calculate student’s
earned and unearned portion of Title IV Aid. ** Lynn Thiesen will provide suggested revised
language to College Council.**
Instructors are responsible for verifying student attendance dates in all sections in which:
 earned and unearned portions of Federal Student Aid (Title IV) are determined based
upon the amount of time the student spent in attendance, and/or
 last actual date of attendance is used to determine status changes for students receiving
Veteran (VA-ONCE) funds.
ADA Compliance
All distance education is subject to the requirements of Title 5 as well as the requirements
imposed by the Americans with Disabilities Act (42 U.S. Code Sections 12100 et seq.) and
Section 508 of the Rehabilitation Act of 1973, as amended (29 U.S. Code Section 794d).
Also, see Administrative Procedure 3412 Access to Programs and Facilities.
Instructor Preparation and Professional Development
Certification Standards for Online Instructors
Faculty shall meet any of the following three criteria prior to teaching an online course for
College of the Redwoods:
1. Complete CR Online Teaching and Learning Training sponsored by the DE
Committee in consultation with the Academic Senate.
2. Certificate of Completion in Online Teaching from an accredited college or university,
such as UCLA online Teaching Program, Cerro Coso Online Educators Certificate
Program, or @One Teaching Certification Program.
3. Demonstrate prior, recent experience by having taught at least 2 online courses within
the last three years. (Revision from ASPC discussion 3/14/14)
OR using the approved DE Committee language:
3. Demonstrate prior successful experience in teaching online course(s) (e.g., Satisfactory
faculty evaluation using the Supplemental Distance Education Evaluation Form (schedule
F-2DE) or equivalent) as determined by the DE Committee.
In addition, faculty shall complete CR’s “Orientation to Online Teaching” short course prior to
teaching an online course for College of the Redwoods.
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March 28, 2014 - ASPC
3.1 AP 4105
The district shall provide ongoing training and professional development in support of distance
education.
Evaluation of Instructors
Instructors teaching online classes shall be systematically evaluated using criteria applied to all
classes, in addition to criteria specific to online instruction.
Student Grievances
The CIO or designee will maintain a file of all student grievances related to distance education
and their resolutions.
REFERENCES:
“Guide to Evaluating Distance Education and Correspondence Education” ACCJC publication,
July 2013;
Title 5 Sections 55200 et seq.;
U.S. Department of Education regulations on the Integrity of Federal Student Financial Aid
Programs under Title IV of the Higher Education Act of 1965, as amended;
Title 34 Code of Federal Regulations - Section 602.17.
Approved by Board of Trustees New Procedure
Page 5 of 30
Page 6 of 30
March 28, 2014 – ASPC 3.2 Working Draft AP 4020 REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
AP 4020
PROGRAM, CURRICULUM AND COURSE DEVELOPMENT
Curriculum and Course Development
The primary responsibility for the development, modification, and inactivation of curriculum resides with
the faculty and the advice and judgment of the Academic Senate.
Curriculum will be systematically assessed in order to assure currency, improve teaching and learning
strategies, and achieve states learning outcomes. Curriculum shall be evaluated to determine whether
courses should be established expanded, modified or deleted on a periodic basis. The formal work
includes creating or modifying programs, degrees, or certificates and developing and updating course
outlines, including the identification of course learning outcomes, course content, methods of student
assessment and the use of a range of delivery systems and modes of instruction.
Faculty members shall follow the course outline of record as the framework for the course. Within this
framework, each instructor shall use the outline in a manner best designed to meet the needs and
capabilities of students and to best suit the instructional methods of the faculty member. This flexibility
in use of the outline shall be limited by the instructor’s ability to meet stated objectives and outcomes as
determined by the approved evaluative criteria.
Program Development (or initiation)
Educational program development, modification, revitalization and discontinuation are mutually agreed
upon by the Board or its representative and the Academic Senate.
In order to create and maintain a viable curriculum compatible with the Educational Master Plan, the
Superintendent/President or designee shall be responsible for recommending to the Board for approval the
initiation of educational programs, degrees, and certificates and courses in accordance with the Education
Code.
Curriculum Committee and Curriculum Processes
Curriculum process is performed and overseen by the Curriculum Committee. The membership of the
Curriculum Committee can be found in the Curriculum Committee By-Laws. As a standing committee of
the Academic Senate, the Curriculum Committee is responsible for the review and endorsement of
curriculum in accordance with procedures set forth in the current California Community Colleges
Chancellor’s Office Program and Course Approval Handbook. The Curriculum Committee is also
responsible for establishing and maintaining College of the Redwoods curricular processes. These
processes are found at the Curriculum Committee website.
Upon Curriculum Committee and Academic Senate approval, the Academic Senate recommendations are
forwarded to the Chief Instructional Officer to the Board of Trustees (BOT) at least once during each fall
and spring term for approval.
The BOT recommendation(s) will be submitted to all required regulatory bodies for approval. New
Page 7 of 30
March 28, 2014 – ASPC 3.2 Working Draft AP 4020 programs and courses will be offered only after such approval has been obtained. Under the direction of
the CIO, the district shall keep program and course lists updated and publicly available. Chancellor’s
Office approved course information is published in the college’s catalog and in schedules.
The CIO, in mutual agreement with the Academic Senate, shall set timelines for regular review of
existing courses or programs as well as catalog cutoff dates. The Curriculum Committee shall publish its
calendar of meetings for the year and disseminate it to all departments and offices involved in the
curricular process.
DEFINITION OF A CREDIT HOUR
As defined in 34 CFR 600.2, College of the Redwoods has adopted the following definition of a
credit hour:
(1) An amount of work represented in the intended learning outcomes and verified by evidence
of student achievement that reasonably approximates not less than one hour of classroom or
direct faculty instruction and a minimum of two hours of out-of-class student work each week
for approximately fifteen weeks for one semester hour of credit, or the equivalent amount of
work over a different amount of time.
(2) For other academic work leading to award of credit hours (such as internships, practica,
studio work) the award of credit hours will be based on an amount of work implied by the
paragraph before.
(3) For asynchronous online courses, where no classroom instruction takes place per se, the
assignment of credit hour will be based on the equivalent amount of work as represented by the
definition above. An existing face to face course may be taught in an online format for the same
credit hours provided the amount of work expected remains the same.
The Chief Instructional Officer (CIO) and the curriculum committee are charged with the
responsibility to ensure that the curriculum adheres to this requirement. The CIO and the
curriculum committee must make a reasonable determination that proposed assignment of credit
hours for new courses conforms to commonly accepted practice in higher education.
California Community Colleges Chancellor’s Office Student Attendance Accounting Manual –
Chapter 3
Reference: 34 CFR 600.2
Approved: 01/03/2012
Reference: Title 5 Sections 51021, 55000 et seq., and 55100 et seq.; Accreditation Standard II.A
Approved: 04/04/2011
Former Administrative Regulation #104.01, “Curriculum Development,” Approved: 5/86
Page 8 of 30
March 28, 2014 – ASPC 3.2 Working Draft AP 4020 Revised: 10/91 and 1/9/95, and
Former Administrative Regulation #122.01, “Program Review,” Approved: 6/6/94
Revised: 1/9/95; 4/6/98; and 4/5/04
Page 9 of 30
Page 10 of 30
3.2.1 CCLC Template AP4020
AP 4020 Program and Curriculum Development
References:
Title 5 Sections 51021, 55000 et seq., and 55100 et seq.;
Accreditation Standards II.A;
U.S. Department of Education regulations on the Integrity of Federal Student
Financial Aid Programs under Title IV of the Higher Education Act of 1965, as
amended.
NOTE: The following procedure is legally required. Districts may insert local
procedures for program and curriculum development, which may include or address
procedures for new, added, provisional or experimental, reinstated and deleted courses
and procedures for changes in course number, title, units, or hours. Procedures for
each action should, as good practice, address:





initiation, review, approval, and evaluation processes and related criteria
designated responsibility and authority for initiation, review, and approval of
courses (e.g., the academic affairs office, academic senate, faculty, departments,
related disciplines, divisions, curriculum committee, articulation officer, etc.)
time lines and limits for the process
publication of changes and maintenance of records
use of a range of delivery systems and modes of instruction
NOTE: This procedure is legally required in an effort to show good faith compliance
with the applicable federal regulations
For purposes of federal financial aid eligibility, a “credit hour” shall be not less than:
•
•
One hour of classroom or direct faculty instruction and a minimum of two hours of
out of class student 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 the equivalent amount of work over a different amount of time;
or
At least an equivalent amount of work as required in the paragraph above, 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.
Revised: 7/11
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Page 12 of 30
3.2.2 Redwoods Existing AP4020
REDWOODS COMMUNITY COLLEGE DISTRICT
Administrative Procedure
AP 4020
PROGRAM AND CURRICULUM DEVELOPMENT
The primary responsibility for the development, modification, and inactivation of
curriculum resides with the faculty and the advice and judgment of the Academic Senate.
Educational program development, modification, revitalization and discontinuation is
mutually agreed upon by the Board or its representative and the Academic Senate. The
formal work of the curriculum process is performed and overseen by the Curriculum
Committee. The membership of the Curriculum Committee can be found in the
Curriculum Committee By-Laws. The formal work includes creating or modifying
programs, degrees, or certificates and developing and updating course outlines, including
the identification of course learning outcomes, course content, methods of student
assessment and the use of a range of delivery systems and modes of instruction.
As a standing committee of the Academic Senate, the Curriculum Committee is
responsible for the review and endorsement of curriculum in accordance with procedures
set forth in the current California Community Colleges Chancellor’ s Office Program and
Course Approval Handbook. The Curriculum Committee is also responsible for
establishing and maintaining College of the Redwoods curricular processes. These
processes are found at the Curriculum Committee website.
Upon Curriculum Committee and Academic Senate approval, the Academic Senate
recommendations are forwarded by the Chief Instructional Officer to the Board of
Trustees (BOT) at least once during each fall and spring term for action.
The BOT recommendation(s) will be submitted to all required regulatory bodies for
approval. New programs and courses will be offered only after such approval has been
obtained. Under the direction of the CIO, the district shall keep program and course lists
updated and publicly available. Chancellor’s Office approved course information is
published in the college’s catalog and in schedules.
The CIO, in mutual agreement with the Academic Senate, shall set timelines for regular
review of existing courses or programs as well as catalog cutoff dates. The Curriculum
Committee shall publish its calendar of meetings for the year and disseminate it to all
departments and offices involved in the curricular process.
Reference: Title 5 Sections 51021, 55000 et seq., and 55100 et seq.; Accreditation
Standard II.A
Approved: 04/04/2011
Former Administrative Regulation #104.01, “Curriculum Development,” Approved: 5/86
Revised: 10/91 and 1/9/95, and
Former Administrative Regulation #122.01, “Program Review,” Approved: 6/6/94
Revised: 1/9/95; 4/6/98; and 4/5/04
1
Page 13 of 30
Page 14 of 30
3.2.3 Marin AP 4020
Marin Community College District Administrative Procedure AP 4020 Academic Affairs AP 4020 PROGRAM AND CURRICULUM DEVELOPMENT References: Title 5 Sections 51021, 55000 et seq., and 55100 et seq.; ACCJC Accreditation Standard II.A; U.S. Department of Education regulations on the Integrity of Federal Student Financial Aid Programs under Title IV of the Higher Education Act of 1965, as amended. Instructional programs will be systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes. Curriculum shall be evaluated to determine whether courses and program should be established, expanded, modified, or deleted on a periodic basis. In order to create and maintain a viable curriculum compatible with the Educational Master Plan, the Superintendent/President or designee shall be responsible for: 1. Recommending to the Board for approval the establishment or discontinuance of educational programs, degrees, certificates, and courses, in accordance with the Education Code. 2. Approving editorial and technical changes, teaching unit modifications, and related developments of minor significance within Board‐approved programs and courses. The Board shall be advised of all such changes. 3. Ongoing development of the curriculum, including: a. Periodic determination of the educational needs of the area; b. Utilization of citizen advisory committees where appropriate; c. Academic Senate participation in curriculum development; d. Preparation and maintenance of current course outlines and objectives for all approved programs. Faculty members shall follow the course outline of record as the framework for the course. Within this framework, each instructor shall use the outline in a manner best designed to meet the needs and capabilities of students and to best suit the instructional methods of the faculty member. This flexibility in use of the outline shall be limited by the instructor's ability to meet stated objectives and outcomes as determined by the approved evaluative criteria. The Curriculum Committee is a standing committee of the Academic Senate, as established through mutual agreement between the District and the Academic Senate. The purpose of the Curriculum Committee is to maintain the quality and the integrity of the educational program. Courses and programs will be evaluated for their educational content and their appropriateness and value to the students served.
AP 4020 Program, Curriculum and Course Development Page 1 of 3 Page 15 of 30
3.2.3 Marin AP 4020
The functions and operating guidelines of the Curriculum Committee will be determined by the Academic Senate. 1. Functions: The functions of the College Curriculum Committee will be as follows: a. Recommend all credit courses for approval by the Board of Trustees. To be recommended, credit courses must meet the standards set forth by the Education Code. b. Recommend all noncredit courses for approval by the Board of Trustees. To be recommended, noncredit courses must meet the standards set forth by the Education Code. c. The Curriculum Committee does not approve Community Education courses. However, the Community Education Program will send all new course outlines to the Curriculum Committee to ensure there is no conflict with credit courses. d. Recommend all new credit and noncredit programs for approval by the Board of Trustees. e. Recommend program changes, course revisions, or deletions for approval by the Board of Trustees, making sure such changes meet the standards set forth by the Education Code. f. Review the Master Schedule and recommend modifications as necessary. g. Recommend requirements for skills certificates and certificates of achievement. h. Recommend graduation requirements and general education requirements for the A.A. and A.S. degrees for approval by the Board of Trustees. i. Recommend for approval by the Board of Trustees, baccalaureate level courses for submission to the California State University system for inclusion on the transfer list of courses which satisfy the state universities' general education requirements. j. Support development of new curricula and dissemination of curricular material. 2. Membership: Membership of the College Curriculum Committee will be for two‐year terms and will consist of the following: a. Voting Members: One faculty member elected from each Department and Community Education; one classified member who is directly related to Academic Affairs selected by the official classified staff appointing body, and one student selected by the Student Senate. b. Non‐voting Staff Resource: The Dean of Enrollment Services. c. Department Chairs serve as ex‐officio members of the Committee and all Department Chairs are welcome to attend at all times. Particular Department Chairs will be invited to attend Curriculum Committee meetings when there are proposals originating from their department; further, Department Chairs shall be invited when proposals are presented from other departments that will affect their courses and/or programs. 3. Operating Guidelines: a. According to the UPM/MCCD Collective Bargaining Agreement Article 8.12.2 (2004‐2007 contract) Department Chairs shall: in conjunction with the department's faculty, develop and/or modify curriculum, subject to departmental and District approval as recommended by the College Curriculum Committee; and assist faculty in up‐dating course descriptions and communicate these updates in writing within the department and to the appropriate instructional office(s) through recommendations of the College Curriculum Committee. b. The Curriculum Committee Chair will be elected by voting members of the Committee. c. Additional support will be provided by the Office of Instructional Management. d. Curriculum Committee agendas, approved minutes and updated Curriculum Committee approval schedules will be posted on the Curriculum Committee website.
AP 4020 Program, Curriculum and Course Development Page 2 of 3 Page 16 of 30
3.2.3 Marin AP 4020
For purposes of federal financial aid eligibility, a “credit hour” shall be not less than: • One hour of classroom or direct faculty instruction and a minimum of two hours of out‐of‐class student work each week for approximately 15 weeks for one semester or the equivalent amount of work over a different amount of time; or • At least an equivalent amount of work as required in the paragraph above, 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. See also BP 4021 titled Program Revitalization and Discontinuance Office of Primary Responsibility: Office of Student Learning Date Approved: June 22, 2010 (Replaces College of Marin Policy 2.0001 and Procedure 2.0001 DP.1) Date Revised: August 21, 2012
AP 4020 Program, Curriculum and Course Development Page 3 of 3 Page 17 of 30
Page 18 of 30
March 14, 2014 - ASPC
3.2.4 BP 2520 Senate Responsibilities
REDWOODS COMMUNITY COLLEGE DISTRICT
Board Policy
BP 2520
RESPONSIBILITIES OF THE ACADEMIC SENATE
The Board of Trustees (Board) recognizes the College of the Redwoods Academic Senate
as the organization formed in accordance with the California Code of Regulations Section
53200 to represent the faculty to the administration of the College and to the Board with
respect to academic and professional matters. Recognition of the Academic Senate
ensures that faculty have a formal and effective procedure for participating in the
development and implementation of District policies on academic and professional
matters.
The Board delegates to the President/Superintendent the authority to consult collegially
with the Academic Senate on these matters prior to making a recommendation to the
Board. The President/Superintendent will rely primarily upon the advice and judgment
of the Academic Senate and/or reach mutual agreement with the Academic Senate for the
designated academic and professional matters.
Primary Matters
1. Curriculum, including establishing prerequisites and placing courses within
disciplines
2. Degree and certificate requirements
3. Grading policies
4. Standards or policies regarding student preparation and success
5. Policies for faculty professional development activities
In these areas, the recommendations of the Academic Senate will normally be accepted.
Only in exceptional circumstances and for compelling reasons will the recommendations
not be accepted. If a recommendation is not accepted, the Board or the
President/Superintendent, upon request of the Academic Senate, will communicate its
reasons in writing.
Mutual Agreement Matters
1. Educational program development
2. District and College governance structures, as related to faculty roles
3. Faculty roles and involvement in accreditation processes, including self-study and
annual reports
4. Processes for program review
5. Processes for institutional planning and budget development
6. Other academic and professional matters as mutually agreed upon between the
Board and the Academic Senate.
In these areas, when agreement cannot be reached between the President/Superintendent
and the Academic Senate, existing policy shall remain in effect unless continuing with
1
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March 14, 2014 - ASPC
3.2.4 BP 2520 Senate Responsibilities
such policy exposes the district to legal liability or causes substantial fiscal hardship. In
cases where there is no existing policy, or in cases where the exposure to legal liability or
substantial fiscal hardship requires existing policy be changed, the Board and the
President/Superintendent will act, only after a good faith effort to reach agreement.
In addition to the specific responsibilities noted above, the Academic Senate is
responsible, after consultation with the President/Superintendent or his or her designee,
for making faculty appointments to all committees, task forces, or other groups dealing
with academic and professional matters.
Nothing in this policy is intended to preclude the Academic Senate from exercising its
right to present its views on any issue it deems appropriate directly to the Board at a
regularly scheduled meeting.
References:
Education Code 70902 (14), 87357, 87359, 87360, 87458, 87663, 87743.1, 87743.2
California Code of Regulations 53200, 53203, 51023.5, 51023.7
Adopted by the Board of Trustees: June 6, 1994
Amended: 6/4/2013
Former Board of Trustees Policy No. 203
2
Page 20 of 30
ASPC Meeting March 28, 2014 College of the Redwoods 3.2.5 Notes from 4021 Task Force AP 4021 Co‐chair Evaluation of Process January 29, 2014 Present: Jeff Cummings, Keith Snow‐Flamer, Bob Brown, Tracey Thomas, Joe Hash, Mark Renner AP 4021 Process Evaluation: Suggestions for future: 
Appendix A and the Program Review Committee Executive Summary – should not to be distributed to anyone until it is positive the program will undergo the AP 4021 process, and then all information presented must be documented and signed by the president or designee prior to beginning this process (the Appendix A document was a copy only; it did not include a signature from the president). 
Suggestion that a step be added that allows full time or associate faculty who are connected with the program an opportunity to give their perspective to the committee, but not be an integral part of the committee. Also to allow them some response the data submitted. 
Programs where the only deficiency is a lack of full time faculty should not have to undergo this process (e.g. Addiction Studies). The program review committee should make it very clear in the program and executive summaries that lack of full time faculty is the only reason they are recommending the AP 4021 process. This year it was to assist in the faculty prioritization ranking process. 
Suggestion that input from the AP4021 process is included in the rubric for faculty prioritization. It will strengthen process. 
For program initiation or revitalization, the policy should support and include language clarifying that if CR agrees to initiate or revitalize a program, a corresponding commitment should be made to include a full time faculty member, and to rank this high in the faculty prioritization process. Process: 
The Committees reviewed all data, beginning with Appendix A and why the program is undergoing the process. Appendix A was weighted heavily and all factors need to be included. Several programs should have had additional boxes checked; the task force initially did not see the overall picture. 
Aggregating all labor market data into one score was good. 
Quantitative data: add both section and average section size. The one piece of data not included and was added by the task force was average section size over the last five years. It really showed the health of the program. 
Suspension was not discussed in detail. It was an awkward vote; easier to vote suspension than discontinuance, even though the data might show otherwise. If suspension, the report should show what the suspension will look like and what is needed to make it a viable program. Page 21 of 30
ASPC Meeting March 28, 2014 College of the Redwoods 3.2.5 Notes from 4021 Task Force AP 4021 Co‐chair Evaluation of Process January 29, 2014 Initiation of Process: 
There were questions on how the program review committee made the decision to recommend a program for AP 4021. Programs should be evaluated based on a rubric and the process transparent. Communication for this year needs to start with a reminder that a process is in place, is succinct and how it will be done. Reminder: AP 4021 can be initiated by PRC, Faculty, Dean or administrator. 
Final AP should be finalized and in place by May. The process should be implemented in the spring. 
PRC discusses each program during the year. There is not a next step to link this process. 
Suggestion that the final report be treated like a personnel record, or nondisclosure, with a signed agreement up front. Like a hiring committee the report is recommendation only and final decision up to president/administration. For this year’s process, the report went to the task force committee for fact finding only and back to the co‐chairs to finalize and submit to the president. 
How and why a program is submitted to the AP 4021 should be more transparent, including who will participate in the process; that the same rubric was used for all programs, and required signatures are included. Discussed there are two processes for program discontinuance or suspension, AP 4021 and the RIF: 
17 programs were sent to CRFO for possible discontinuation during the RIF process; were reduced to 10; then faculty and the Senate were notified. Faculty felt the Senate should be advocating for their program(s). It is important the Senate knows how programs for the RIF process. 
There seems to be a disconnected between AP7217 and 4021. If the 4021 process finds a program is good but needs full time faculty, it should be weighted in faculty prioritization. 
Add language to AP 7217 for faculty prioritization based on the 4021 process. 
Suggestion: fine tune and finalize the interim process and implement for Spring 2014 to get on the right cycle. Clarify the ambiguity around program scoring rubric, and communicate. 
Include the senate in the process for determining what program will undergo the AP 4021 process, so they can inform faculty. 
Scheduling decisions should not be linked to the 4021 process. Page 22 of 30
3.2.6 Latest revised AP 4021
REDWOODS COMMUNITY COLLEGE DISTRICT Proposed Revised Interim AP 4021
Administrative Procedure
February 7, 2014
ASPC March 28, 2014
PROGRAM REVITALIZATION, SUSPENSION,
AND/OR DISCONTINUATION
Philosophy and Purpose
The College of the Redwoods District is committed to the vitality and integrity of its
educational programs as validated by processes of regular and ongoing evaluation. Following
a transparent process and using appropriate data, this procedure provides a framework for the
effective consideration of program vitality that utilizes regular and rigorous institutional
evaluation, and in those instances where consideration of discontinuance is appropriate,
provides a framework and a process of effective engagement within which to consider the
relevant issues and to come to an appropriate and timely institutional resolution.
This procedure will be used to review the revitalization, suspension, or discontinuance of
instructional programs. An instructional program is defined as a discipline and/or as an
organized sequence or grouping of courses leading to a defined objective such as a major
(area of emphasis), degree, or certificate.
Changes in the following indicators may cause a program to be recommended to the
President/Superintendent for evaluation (based on quantitative and qualitative data):

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





Program review and analysis trends (i.e. enrollment, FTES/FTEF ratio, success and
retention rates, etc.)
Degree and certificate completions
Alignment with the Chancellor’s Office priorities, the College’s mission, and
accreditation standards
Alignment with state and federal requirements
Changes in requirements from transfer institutions
Availability of fulltime and associate faculty
Budget concerns and lack of sufficient funding
Changes in demand in the workforce
Lack of adequate facilities and equipment
Outdated curriculum
The Program Review process, unit plans, and other strategic, educational and annual
planning activities should be referenced and considered among sources of data and direction
in this process, but it is important to emphasize that their primary purpose and use is not to
target programs for discontinuance. It is also important to note that program revitalization,
suspension, or discontinuance should occur only after serious deliberation.
It is necessary to keep in mind that during times of budget reductions or reallocations which
necessitate the reduction in (cutting) class sections and reduction in faculty positions, it is
possible that the College may not have sufficient course offerings to maintain a program or a
major at the College. In such instances, as best as possible, consideration should be given to
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satisfying the mission of the College and accreditation standards, meeting student needs, and
addressing fiscal realities.
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Consideration of Collective Bargaining Rights
Nothing contained in this Administrative Procedure is intended to infringe upon, diminish, or
supersede any collective bargaining rights established for employees of the District. It is the
intention of the District that consideration of issues that fall under the scope of bargaining be
addressed through the regular processes established for such consideration by the District and
its collective bargaining units.
Program Revitalization, Suspension and/or Discontinuance Evaluation Process
Step One: Program Analysis Request
Program revitalization, suspension, or discontinuance discussions can be initiated by the
administration, faculty within the discipline, the Program Review Committee or the
Academic Senate at any time by submitting a Program Analysis Request (Appendix A) to the
President/Superintendent. Recommendations from individual departments or advisory
committees will be brought to the appropriate division dean to bring forward to the Vice
PresidentChief Instruction Offecer/Chief Student Services Officer (CIO/CSSO). The Vice
PresidentCIO/CSSO will consult with the Academic Senate Co-Presidents on the
recommendations moving forward.
Step Two: Appointment of the Task Force
If a Program Analysis Request is approved by the President/Superintendent, he or she will,
with consultation with Expanded Cabinet, appoint a Task Force. The Task Force shall be
composed of the following:
 2 Deans or Directors not connected to the program of the program (Co-Chair, with
one of the faculty members described below)
 Academic Senate Co-President or designee member of the Executive Committee.
 1 faculty member who teaches in the program appointed by the Academic Senate
(or designee appointed by the President if a faculty member is not available)
 1 faculty member 2 faculty members who is are not a member of the program or
division appointed by the Academic Senate (or designee appointed by the President if
a faculty member is not available)
 1 representative appointed by the President/Superintendent
 1 manager appointed by the Managers Council
Deans/Directors or faculty who are responsible for, or teach in, the program under review
will not serve as members of the task force but will be expected to provide information to
the task force .
To protect the revitalization, suspension, or discontinuance process, all task force members
are required to maintain confidentiality throughout and after the conclusion of the
process. Confidential information includes issues discussed during the process. All
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information relating to the process may only be discussed with other task force members or
administrators in the chain of command of the program under review.
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The Task Force will be co-chaired by a faculty member to be selected from and by the
membership of the Task Force. The responsibilities of the co-chairs of the Task Force
include, but are not be limited to, the following:
 Consultation with the Office of Institutional Research and other resources to validate
information being used in determining recommendations
 Maintenance of objectivity and integrity during the entire process
 Written summary recorded for each meeting
 Production of a Task Force Recommendation Report
Step Three: Program Analysis
The Office of Institutional Research will complete the Program Analysis Form (Appendix B)
within two weeks of the President/Superintendent’s approval of the Program Analysis
Request and submit this to the co-chairs of the Task Force, who will then begin work
analyzing both quantitative and qualitative data provided.
Current and past quantitative and qualitative data on the program must be researched and
reported so that the Task Force can make an informed recommendation to the
President/Superintendent and Expanded Cabinet regarding the program’s revitalization,
suspension, or discontinuance.
Program faculty will have the opportunity to provide information about their program
prior to the initial recommendation by the task force(s). Deans/Directors or faculty who
are responsible for, or and Faculty who teach in, the program under review will have the
opportunity to review the initial recommendation for findings of fact.
Step Four: Task Force Program Recommendation Report
Subsequent to review of all of the relevant information, the Task Force, working with the
Office of Institutional Research, will present its findings, including a recommendation on a
course of action, and a timeframe for resolution to the Vice PresidentCIO/CSSO and
President/Superintendent. This recommendation report shall be submitted no more than 60
days after formation of the Task Force unless otherwise agreed to between the Vice
President CIO/CSSO and the task force co-chairs.
The three possible recommendations that may be provided by the Task Force include:
1. Program Revitalization: A program may be recommended to continue with qualifications.
These may include, but are not limited to, specific interventions designed to improve the
viability and responsiveness of the program. Examples of Program Revitalization may
include a plan of action to enhance the performance and effectiveness of an existing
program, which could include training/professional development for faculty and/or
curriculum changes/updates; a recommendation to restructure an existing program for
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3.2.6 Latest revised AP 4021
greater effectiveness; reallocation of resources; or a recommendation to develop a new
program from the existing program.
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The Task Force Recommendation Report for Program Revitalization shall include a
timeline during which these interventions will occur, an assessment plan, and expected
outcomes. All interventions and timelines will also be communicated in writing to the
appropriate administrator. After the specified revitalization period is completed the
program will be reviewed again on a regular program review cycle.
2. Program Suspension: A program may be recommended for a one or more years
suspension. Any recommendation for program suspension must include the criteria used
to arrive at the recommendation. Examples or reasoning for the temporary suspension
may include but are not limited to:







Safety issues
Lack of required equipment or facilities
Lack of available fulltime or associate faculty
Regulatory suspension,
Lack of funding resources
Misalignment with state, Chancellor’s Office priorities, the College’s mission,
accreditation standards, federal law/mandates
Budget concerns and lack of sufficient funding
The Task Force Recommendation Report for Program Suspension shall include: a
detailed plan and recommended timeline for the suspension of the program with the least
impact on students, faculty, staff and the community; an impact report explaining how
phasing out the program for suspension will affect students, faculty, staff, and the
community based on the Program Analysis data; the amount of cost savings achieved by
virtue of the program’s suspension; recommendations for how currently enrolled students
may meet their educational objectives through alternative means while the program is
under suspension; and the requirements of collective bargaining for faculty and staff,
including application of policies for reduction in force and opportunities for retraining of
faculty and staff, if necessary, while the program is under suspension.
3. Program Discontinuance: A recommendation to discontinue a program will occur when,
after a full evaluation study, it is concluded that it is no longer in the best interest of the
College, its students, and the larger community for the program to continue. Any
recommendation for program discontinuance must include the criteria used to arrive at
the recommendation. The Task Force Recommendation Report for Program
Discontinuance shall include the following: a detailed plan and recommended timeline
for phasing out the program that minimizes the impact on students, faculty, staff and the
community; an impact report explaining how phasing out the program will affect
students, faculty, staff, and the community based on the Program Analysis data; the
amount of cost savings achieved by virtue of the program’s discontinuance;
recommendations for how currently enrolled students may meet their educational
objectives through alternative means; and the requirements of collective bargaining for
faculty and staff, including application of policies for reduction in force and opportunities
for retraining of faculty and staff.
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The Task Force’s written report will consist of 1) a summary of the data, 2) an analysis of the
data, 3) the recommendation, 4) the factors used to make the recommendation, and 5) a
detailed assessment of the recommendations’ impact on the college’s overall educational
program and budget, as well as its impact on students, faculty, and staff involved.
Step Five: Decision
The President/Superintendent has full responsibility and authority to implement the decision
as designee of the Board of Trustees. If the President/Superintendent decides to implement
the recommendation for revitalization, suspension, or discontinuance, the
President/Superintendent will task the appropriate administrators to work with faculty and
staff to develop the program revitalization, suspension or discontinuance timeline, taking into
consideration the following:
 Faculty reassignment by FSA or termination
 Staff reassignment or termination
 Alternatives for students to complete program degrees and/or certificates
 Redistribution/discontinuance of equipment, supplies, facilities, and budget
If the President/Superintendent decides not to implement the recommendation for
revitalization, suspension, or discontinuance, then he or she shall communicate the reasons in
writing to the Expanded Cabinet. If the final decision is to suspend or discontinue the
program, then the Chief Instructional Officer or the Chief Student Services Officer, Chief
Human Resources Officer, Academic Senate, CRFO, CSEA, and appropriate deans/directors
will participate in the following steps:
 Consult with affected faculty and staff member(s) regarding their employment rights
 Consult with students regarding their options for program completion or transfer
Appendix A
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3.2.6 Latest revised AP 4021
PROGRAM ANALYSIS REQUEST FORM
Program Name:____________________________________________________
This Program Analysis Request must be supported by the program review or other
appropriate data and shall be submitted to the President/Superintendent. The
President/Superintendent will determine if a Task Force shall be convened to evaluate the
program for revitalization, suspension or discontinuance.
Please check the indicators that triggered the initiation of the program revitalization,
suspension or discontinuance process. Please attach the program’s most recent Program
Review to this proposal request.
MULTIPLE INDICATORS (please check multiple indicators below)

Multiple Indicators (please check the indicators below)
Enrollment has declined at least three of the last five years.
FTES/FTEF is consistently below the district average, or has declined at least three of
the last five years.
Success rates are consistently below the district average, or have declined at least
three of the last five years.
Retention rates are consistently below the district average, or have declined at least
three of the last five years.
Program completions are consistently below the division’s district average, or have
declined at least three of the last five years.
Insufficient availability of courses for students to complete the program within its
stated duration
Nonaligned with state, the Chancellor’s Office priorities or College mission
Nonaligned with federal and state law
Lack of available program personnel (faculty/staff)
Inadequate equipment and/or facilities
Changes in the local and/or regional job market
Changes in community/student needs or interests
Change in transfer requirements
Diminished outside funding resources
Program creates financial hardship for the institution
Budget concerns and lack of sufficient funding
Outdated curriculum
Other:
Name of Requestor
Approved
Date
Denied
President/Superintendent
Date
Appendix B
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If the Program Analysis Request is approved by the President/Superintendent, the Director of
Institutional Research will complete the Program Analysis Form within a two-week period
and submit to the co-chairs of the Task Force. The form will address all applicable criteria
below for the most recent 6 terms (compared to the current district average) unless
information is unavailable or not applicable.
PROGRAM REVITALIZATION, SUSPENSION AND/OR DISCONTINUANCE
PROGRAM ANALYSIS FORM– QUANTITATIVE DATA
District
Average
(if applicable)
Fall
2010
Spring
2011
Fall
2011
Spring
2012
Fall
2012
1. Total student
enrollment
2. Number of class
sections offered
3. Fill rates/caps
4. FTES
5. FTES/FTEF
6. Term-to term
persistence of
students in the
program
7. Retention
8. Student Success
(C or better)
9. Number of
graduated/certifi
ed students from
the program
10. Expense or
annual
cost/FTES trends
11. Labor market
demand:
vocational and
avocational
12. Number of
program/area
transfers
PROGRAM ANALYSIS FORM – QUALITATIVE DATA
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2013
3.2.6 Latest revised AP 4021
This report will address all applicable criteria below unless information is unavailable or not
applicable.
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1. The impact the action will have on the general education curriculum or the curriculum of
other programs.
2. The ability of students to complete their degree or certificate or to transfer. This includes
maintaining the catalog rights of students.
3. The College’s ability or inability to provide the resources to maintain the program.
4. Balance of college curriculum ( for example, ensuring the non-elimination of all of one type
of programs, such as foreign languages)
5. Replication of programs in the surrounding area and their efficacy.
6. The potential impact on diversity at the College.
7. Alignment with Chancellors Office priorities, college mission, accreditation standards, and
state and federal law.
8. Effects on local business and industries- i.e., declining market/industry demand (local,
regional).
9. Availability of the program at other community colleges.
10. If this is a grant-funded program, what was the agreed institutional commitment for the
campus to continue this program?
11. List specific financial resources required to sustain the program:
 Faculty compensation FT/PT
 Support Staff compensation
 Facilities costs annualized
 Equipment costs annualized
 Supplies cost annualized
12. Potential impact on the community.
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