Section One: Program Overview
1. Background and History (Brief Overview)
The Counseling and Educational Support Services (C&ESS) Division was created in July
2011, as the result of a college reorganization. The primary purpose of the move was to
strengthen collaboration among core student success programs and services and to
better improve outcomes for students.
The former Instructional Development Division was eliminated and the programs and
services formerly housed there were split among three areas: Student Affairs (Outreach
and Recruitment), the VPI’s office (library, Articulation, and Honors Transfer Program)
and C&ESS (Counseling, Matriculation, Assessment, DSPS, Learning Skills, Transfer and
Career Center, International Students*and Puente* (*services also supported by
additional offices).
The C&ESS Division Office is staffed by the dean of C&ESS who is also the Matriculation
Coordinator and one full-time administrative assistant. The Division Office was
relocated to the Enrollment Services building (100) where it is in close proximity to the
majority of its services—Counseling, Transfer and Career Center, and International
Students program.
2. Mission and Purpose:
The foundation of the C&ESS division is to provide services that support student success.
Some of the Division’s services are part of the college’s long term and ongoing
Matriculation services that have been in community colleges since 1986: support for
accessible admissions processes, orientation to college, assessment for course
placement, educational planning through the counseling process, follow-up efforts to
keep students on track and collaboration with PRO to identify data that supports best
practices for a range of student needs and services.
The college mission states that “Cabrillo College is a dynamic, diverse and responsive
educational community dedicated to helping all students achieve their academic,
career, and personal development goals.” The goals of C&ESS are embedded within this
institutional mission. The services are responsive to diverse student needs, providing
services to those that need “high touch/high engagement” and those that prefer “low
touch/higher technology” interactions. Academic and career planning along with
personal development courses is the core of our services.
The Core 4 is additionally embedded in the division’s services: Communication (reading,
writing, listening, speaking and/or conversing); Critical Thinking and Information
Competency (analysis, research, problem-solving);
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Global Awareness (global systems and civics); and Personal Responsibility (selfmanagement and self-awareness, social and physical awareness, workplace skills).
3. Whom do we serve?
The C&ESS Division Office provides direct support to the faculty and staff that provide
services directly to students. This includes:
The classified staff in Assessment,
the counseling faculty that provide services to new and continuing students,
the classified staff that assist students with appointments and general questions
in counseling
the classified staff that provide direct assistance to students in the
Transfer/Career Center
the counselor/coordinator of International Students
the academic specialist director of DSPS, the counseling and Learning Skills
faculty in DSPS
the classified staff that provide direct services to DSPS students
the counselor that co-leads the Puente Program
On a secondary level, the C&ESS division office dean and administrative assistant
serves/supports other managers in Student Services, community members, high school
representatives, four-year institutions, unhappy students, other deans, staff in division
offices and whomever calls our number by mistake.
4. In what collaborations are your department involved?
Include any results of cross departmental dialog.
Matriculation and the new Student Success efforts are all about collaboration. We have
to consistently ask ourselves who else needs to be included in our plans and
conversations. That can be individuals, departments, other services and college-wide
efforts. Sometimes the division office is directly involved; other times it requests and/or
asks others to be part of the collaborative dialogs.
Examples and results for the division office include but are not limited to:
Running Start- annual evaluation of the annual event and redesign based upon
assessment of the high school participants (high school counselors and students)
New Student Orientation-Foundation funding and redesign for 2nd year’s event
(as of 5-13, event will not occur summer 2013 due to change in priorities)
S4C- 4th Grade Experience- Foundation funding and co-oversight of coordinator;
evaluation of 1st year event that led to process redesign for 2013 event
Enrollment management strategies (A&R and Fin Aid); identification of need for
input on letters to students,
Watsonville Center services and processes
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Instruction component—collaboration on plans around Student Success Act,
basic skills, learning communities, etc.
Class schedule and catalog development and revisions
Faculty Senate- Student Success Act presentations and Flex activity which led to
Student Success and Support Steering Committee
Basic Skills Advisory Committee
Chancellor’s Office- Matriculation and Counseling Advisory Committees
PRO for data for program planning and improvement
Other Student Services programs’ plans and services
5. New Directions:
The recent developments that will and have already begun to have an effect on our
division and the dean’s office, specifically, are aspects/recommendations of the Student
Success Act of 2012. The changes that directly impact students must be understood,
clearly communicated to students and staff (student services and instruction), processes
revised if needed, new services designed and piloted, and services assessed for
improvement or other changes. These changes are being identified now. The faculty and
dean have provided updates to Faculty Senate (fall 2012), a flex activity for all faculty
and staff (spring 2013), work groups on several issues with counselors (fall and spring
2012-13), a Region 4 meeting hosted at Cabrillo for best practices at other colleges
(spring 2013), ongoing meetings with Chancellor’s Office for input and information, etc.
Due to the passage of Proposition 30 in November 2012, the Instruction component
transferred 12 permanent TUs to support the initiation of a pilot that began spring 2013.
The approximately 850 students that will be part of the 2013 Running Start cohort will
be required to enroll and complete a CG 51, .5 unit course, Intro to College, by the end
of fall 2013. These 24 offerings will be our first roll-out of new ways to meet the pending
requirements of the Student Success Act. These courses will be reviewed and
redesigned based upon an analysis of the student learning outcomes.
Section Two: Planning and Outcomes
1. SSLOs and/or AUOs: The Division Office has written and assessed the following:
SSLO for the Office of Matriculation: Students will understand how to present a
requisite challenge through the Office of Matriculation.
AUO- Staff that provide assessment, orientation, and counseling services will
utilize information from the Division Office/Office of Matriculation to improve
services to help students meet their educational goals
2. SSLO Assessment and results
SSLO for the Office of Matriculation: Students will understand how to present a
requisite challenge through the Office of Matriculation.
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We interviewed 12/14 (86%) of the students that utilized the Challenge Process summer
and fall 2012 through our office. The responses to the questions were
(1) Is this the first time you have utilized the process to challenge a pre-requisite? 12/12
Yes, (100%)
(2) After working with the staff in the Office of Matriculation, are you clearer about the
process than before you initiated the challenge? 11/12 Yes (92%); Somewhat 1/12 (8%);
No 0/12 = 0%
(3) Would you be able to initiate and complete the Challenge Process on your own in
the future? 9/12 Yes (75%); 2/12 Somewhat (17%); No 0/12 (0%).
Follow –up questions included
“How or where did you learn about the process?” The response to this question
provided us with some unexpected information that made us focus on actions outside
our area. The results indicate 3 primary issues: 1) Once the students have located the
office the process is clear and supportive. 2) The Cabrillo staff they have encountered
and asked information of about the process and location of the service indicated an
unfamiliarity with both the Challenge Process, their own faculty role in it, and the
location of the office. Students stated they were misdirected “Lots of run around.” 3)
Online resources need to be easier to find and, 4) A Q&A would be helpful (although
only one stated this) perhaps explaining what was needed for the Challenge; what
should be written that would lead to a well-prepared case.
Based upon this unexpected information, the dean revised a section of the BP and AP on
Prerequisites to clarify the need for pre and co-requisites to be enforced by faculty. She
then attended a Faculty Senate meeting in March, 2013, and discussed the issue and
provided a Q&A Factsheet that covered the issues from the faculty perspective. She also
sent that Q&A on Pre and Co-requisites and the Challenge Process electronically to the
deans so that they would distribute this to their entire faculty. One dean expressed
appreciation for this communiqué as some of his faculty did not understand the reason
their prerequisites are in place.
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Student Services Department SSLO/AUO Assessment Analysis Form
Department
Office of Matriculation
Counseling & Educational Support Services (C&ESS)
Meeting Date
March 19, 2013
Number of Staff
participating
Faculty Senate: 21 members in attendance; 11 guests
Revised Q&A sent to all deans to distribute to their faculty.
% of department
SSLOs
measured
SSLO Measured: Students will understand how to present a requisite challenge through
the Office of Matriculation.
Assessment Tool
(Briefly describe
assessment tool)
Students that had initiated prerequisite challenges during Fall 2012, through the Office
of Matriculation were given a pre and post test on their knowledge of the process. This
was to determine what might need to be improved within the Office of Matriculation to
better support students.
Based upon the students’ feedback, an unexpected item arose that needed addressing.
Faculty with whom they spoke when beginning to initiate the challenge process
misinformed the students on where, how and with whom to work. This unexpected
issue/problem required the Matriculation Coordinator (dean of C&ESS) to inform and
re-educate faculty on the Challenge Process and clarify their appropriate roles in the
process. This was accomplished through the 1) updating of the Q&A For Faculty
(developed in 2010), 2) adding faculty’s role in the revised BR 3180 and AP 3180 on
Requisites as part of the College’s updating of BPs and APs, and, 3) sharing this
information with faculty at the Faculty Senate, March 19, 2013
The Office of Matriculation will continue to update the faculty about the process, add
this issue to the revised faculty orientation, and identify any additional ways that may
increase the faculty’s understanding and adherence to the challenge process.
Assessment
Analysis
(Summarize the
assessment
results; discuss
what staff needs
and issues were
revealed)
Next Steps
(How will you
address the needs
and issues
revealed by the
assessment?)
Timeline for
Implementation
2013-14
(Make a timeline
for how you will
implement the
next steps outlined
above )
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2. SSLO/AUO Assessment and results (cont.)
AUO- Staff that provides assessment, orientation, and counseling services will utilize
information from the Division Office/Office of Matriculation to improve services to help
students meet their educational goals.
The goal of this AUO is to assist counselors and other divisions to better recognize and support
the different needs that students have for either “high” or “low engagement” or “high” or “low
touch” services.
Meetings were held in spring 2012, to discuss the concept of “high and low engagement/high
and low touch” services. They were led by the dean (C&ESS). The dean, counselors, and staff
from the Transfer Center and Counseling Office clarified the distinction in services that require
10 minutes (Express session) and 30 minutes (appointments) with counselors.
Counselors identified BYMA (Before You Make an Appointment) as a way to have students be
better prepared for visits, clearer on their needs during the in-person session, and to direct
those students that may be more comfortable using technology (low touch) to use that medium
first before automatically making an appointment with a counselor.
The Counseling and Transfer Center web pages were updated with BYMA information and large
posters were designed and printed with a checklist of things students needed to do BEFORE
making an appointment.
Staff was trained by the dean to ask questions differently, drill down and triage on the phones
in order to better identify needs and make appropriate appointments.
Two meetings were held with counselors and staff to assess if
students were reading the signs,
students were asking different kinds of questions when meeting with counselors and
working with staff,
the communication had made any difference (positive) in what was discussed in a
session with a counselor and
students were more focused and better prepared when meeting with counselors
The evaluation indicated that there is a positive difference since implementing BYMA, evident
in the questions asked by students, the steps that had been completed before meeting with a
counselor and the counselors’ report that the sessions were different in terms of focus,
preparation and outcomes.
The division office also sent an online survey to all faculty and staff in the Counseling and
Assessment areas to assess the AUO.
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AUO: Staff that provides assessment, orientation, and counseling information is presented with
information from the Division Office/Office of Matriculation as one way to evaluate and
improve services for students so that students can more efficiently and effectively meet their
educational goals.
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Department
Meeting Date
Counseling & Educational Support Services (C&ESS)
Division Office
Online Survey, sent 4-15 through 4-24, 2013
Number of Staff
participating
17/28 = 61%
% of department
AUOs measured
AUO measured: Staff that provides assessment, orientation, and counseling
information is presented with information from the Division Office/Office of
Matriculation as one way to evaluate and improve services for students so that
students can more efficiently and effectively meet their educational goals.
Assessment Tool
(Briefly describe
assessment tool)
Online Survey Monkey; nine questions (Likert scale) with two narrative questions.
Counseling faculty and staff, and assessment staff were asked to answer questions
related to: The Division Office’s communication and actions related to providing
updates from the Chancellor’s Office on the Student Success Act requirements ( AUO
for the Division Office); dialog with staff at meetings; direction for and solicitation of
ideas on process improvements; introduction of new initiatives for work groups and
service redesign; dialog about improved curriculum; provision of on-campus support
by dean; advocacy for departments and services
Assessment Analysis The responses were positive and reinforcing in regard to the responders’ awareness
of the work of the division office in support of the counseling and assessment faculty
(Summarize the
and staff & their issues
assessment results;
75% agree or strongly agree that the division office/dean provides ongoing
discuss what staff
updates on new state initiatives and the implications for the services at
needs and issues
Cabrillo;
were revealed)
58% agreed or strongly agree that the dean initiates conversations for new
directions for student success;
41% agreed or strongly agree that the assessment staff was solicited for their
ideas (35% were unaware of this area; and 24% disagreed). See Next Steps.
59% agree or strongly agree that the division office/dean work directly with
counselors to improve specific services that more effectively meet differing
student needs.
53% agree or strongly agree that the division office/dean initiates new
initiatives and encourages work groups for process and service redesign;
71% agree or strongly agree that the division office/dean initiates dialog and
ideas about improving instruction/curriculum
47% agree or strongly agree that the division office works collaboratively with
other areas on campus to inform and support the counseling department's
efforts (24% strongly disagree or disagree). See Next Steps.
71% agree or strongly agreed that the division office/dean advocates for the
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department and staff;
The suggestions for improvement include having a dedicated budget person;
being open to “battling entrenched practices and considering alternate ways
of functioning. “
Analysis: The major issues are 1) more frequent communication needed with the
assessment staff on a more regular basis. It is a small staff and the communication is
commonly directed to the coordinator and the ideas flow up and down that way. 2)
to need to inform the staff more consistently on the ways the dean/ the division office
has communicated with other parts of campus on their behalf.
Next Steps
(How will you
address the needs
and issues revealed
by the assessment?)
The dean will schedule more frequent meetings with assessment. There is a need to
pull them in more as a group and also work with them on ways to broaden their
services in regard to the Student Success Act.
The dean will ask counselors that already do see the efforts of the dean as
collaborative and supportive to help identify ways to better inform others that are
less aware or unaware about the advocacy. There can also be regular updates by the
dean at meetings.
Timeline for
Implementation
(Make a timeline for
how you will
implement the next
steps outlined
above)
Ongoing. Fall ’13 regular assessment meeting
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3. Recommendations based on SSLO/AUO Assessment (next steps, timeline for plan, budget if
appropriate). The Next Steps noted on the assessment forms lay out the needed actions. In
addition, the Office of Matriculation will do the following for the SSLO on the Challenge process
Prepare a Q&A or Factsheet for students that will increase their knowledge about the
content needed to accurately complete the Challenge Process--the needed
documentation, and prompts for the student to follow to better submit information that
assists the departments when reviewing the Challenge (summer 2013) )
Educate the other services in the 100 building (where the Office of Matriculation is
located) and the division offices about the process, the form, the answers to the
common questions they may be asked, and the location of the office that handles the
Challenge Process (summer/fall 2013)
Improve and expand cross-campus the communication about the service, the roles of
students and staff, and the location (with a map) on campus of where to submit the
Challenge forms (ongoing)
Cost: Time of Office of Matriculation staff
4. Accomplishments (was student success impacted?)
Progress on former recommendations: This is the first program plan for this division and
therefore, there are no former recommendations. There are services within this new division
(Assessment, Office of Matriculation, DSPS and Learning Skills that have had previous program
plans. Their updates have been provided in annual updates through the Office of Instruction.
They will also be writing a new program plan under their move to Student Services and will be
reviewing them at that time, spring and fall 2013.)
5. Process Review:
How are our processes reviewed to ensure effectiveness and support of our SSLOs/AUOs?
The processes that are a part of the division office are primarily related to the responsibilities of
the dean, i.e., program and staff evaluation, budget development and monitoring,
supervision/management/coaching of academic specialist directors and faculty coordinators.
In regard to program evaluation, the dean works closely with the counseling director on items
that need discussion around processes. The issues are agendized for counseling meetings and
the dean and director share the leadership. Out of these conversations have come work groups
that provide revised procedures, forms and processes. These have included but are not limited
to, education planning workshops led by Student Services Assistants under counselor direction,
mandated probation and dismissal workshops, and an online career assessment pilot to assist
students in a career and major selection earl(ier) in their college career. There have also been
plans for a review of express services, and better preparation of students for their visits with
counselors. With the unveiling of the Student Success Act of 2012, there will be more revisions
to services and processes. The counselors are positive and onboard about these new directions.
All these assessed and revised processes directly affect student success. All these processes will
be on a scheduled review cycle to determine their effectiveness.
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The division office has participated in the revision of the “front wrap” of the class schedule to
improve students’ understanding and adherence to changing college procedures and processes.
We are working on an electronic education plan, the upgrading of SARS for text messages for
students, eSARS for students’ ability to make appointments from off site; collaboration with
A&R for the scanning of files which would eliminate paper files in Counseling, a redefining of
the roles and job description of the SSAs (formerly LIAs) in the Transfer/Career Center.
We will additionally be improving processes through the long hoped for renovation of the
counseling and transfer areas in the 100 building. Staff is working spring 2013 on the plans. This
common entrance will improve student flow, triaging for appropriate services and other
efficiencies.
The budget monitoring has changed since the new division was created. The counseling
department (faculty director and staff) used to monitor its quite complicated budget alone.
After joining the division, the dean required that the annual budgets reflect actual expenses
and had those working with the budget submit accurate projections versus continually moving
funds around. This is still being completed between counseling and transfer. The “second pair
of eyes” that the division office provides has caught errors and made planning easier and more
predictable. We also requested that the BO work with us and show budget items in easy ways
that are helpful and more transparent. They agreed.
In regard to coaching of faculty leaders, the dean has met with all the directors to support their
strengths and identify areas for growth. Some are encouraged to take on more responsibilities,
some are encouraged to take a break from their position and let others have a try.
Have any processes been changed as a result of this review? Has the change resulted in
modifications, if so, what are they?
Yes, see above
Were these modifications assessed for effectiveness? If so, how were they evaluated and what
did this show? They are assessed on an ongoing basis. See narrative above.
Section Three: Goals and Recommendations
Recommendations and Program Plan Goals (tie to SSLO/AUO assessment when possible).
Timeline and Costs
The goals for the division office continue to be to
Increase efficiencies across services - ongoing
Support the implementation of the Student Success Act with a plan and timeline summer, fall, spring 2013/ongoing
Improve communication about Challenge Process to larger college community - fall
2103
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Redesign division website after move from Instructional Development - summer 2013
Include any relevant issues from spring 2013 comprehensive evaluation
Clarify roles and responsibilities of staff in counseling and transfer center; provide
support to the faculty leaders of these areas
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Assessment, Prerequisites, Prerequisite Challenges
ASSESSMENT/PLACEMENT TESTS
Q: Assessment tests are not a perfect indicator of a student’s skills. Can we exempt some
students from their results due to other issues they may have (test anxiety, learning
disabilities, cross cultural issues)?
A: No. We all realize that a placement test is only one measure of a student’s skills, yet the
Chancellor’s Office mandates that when assessing students’ skills in these areas that the
assessment instruments utilized for math, English, ESL and reading come from a list of approved
assessments. Cabrillo and all community colleges decide who needs to take these assessments.
With the Student Success Act of 2012 the number will increase so that very few will be exempt.
Multiple measures (additional data that can be formally considered as part of the total
assessment score) are added to the final placement scores. Students who may need extended
time or a different testing environment must have approved accommodations for those
services from DSPS.
Q: I know a student can retest on the math, English, ESL and reading placement assessments.
How many times and how frequently?
A: A student can take the test a second time within a six month period. This period can overlap
semesters and intersessions. A student must also wait a week in between tests. This can be a
problem if the student has waited until the beginning of a semester to take the initial
placement test and then needs to retest. The Assessment staff is flexible on this timing issue.
Students are encouraged to study for the tests. There are practice tests prepared by the math
department and available at the Assessment Center and online. Faculty report it makes a
positive difference in the students’ placement.
THE CHALLENGE PROCESS
Q: If a student does not place into the level he or she hoped for, can he or she “challenge” the
test results?
A: No. The Challenge process is not a challenge of the results of a test. It is a request to
demonstrate to the related department (math, English, ESL, biology) that the student has the
skills and knowledge required in the prerequisite course and these skills were obtained in other
ways. This can be demonstrated through:
Credit by Exam
Challenge Process (of a prerequisite and co-requisite).
Credit by Exam begins with a student and the Office of Admissions and Records or perhaps the
division office staff. It seems to vary. If a department determines that a particular class can be
challenged through credit by exam, that course is identified on a list kept in the Office of
Instruction.
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An exam, lab work, and other types of assessment methods of the needed content and skills
can be developed by the department. The student pays the fee to A&R for the class and
completes the required assessment.
If passed, the student receives course credit for the challenged class and the credit is noted on
the official transcript. See the Academic Policies and Procedures section of the college catalog.
Who Does What?
The responsibility for initiating the challenge is the student’s. To challenge a prerequisite or corequisite course a student follows a specific process overseen by the Matriculation Office (soon
to be renamed “The Office of Student Success and Support” due to legislative changes as part
of the Student Success Act of 2012.) All community colleges provide this option for students. It
is called the “Challenge Process” and is NOT implemented by individual faculty.
The Matriculation/ Office of Student Success and Support is the initial stop for the student to
initiate a challenge of a pre or co-requisite A petition and relevant documentation is provided
by the student to the Matriculation/ Student Success and Support Office. The Challenge
materials are reviewed with the student by office staff and then forwarded to the appropriate
department. A committee of department faculty reviews the materials submitted by the
student and within five working days (during the fall and spring semesters) that group
determines whether the evidence provided by the student on his/her skills and knowledge
adequately demonstrates the ability to skip the pre or co-requisite class. (The student cannot
be guaranteed the five day turnaround during the summer and winter sessions.) If the
challenge is approved, the student is contact by the Matriculation/Student Success and Support
Office. A counselor then unblocks the prerequisite hold so the student can register. The student
does not receive credit for the prerequisite or co-requisite course. Sometimes a student will be
advised to meet with a counselor before challenging some courses, as not having the actual
course grade on the transcript can impact admissions at a university, i.e., English 1A.
Note: Some classes have prerequisites that have been computer blocked; others have not been
enforced in that manner. That can allow a student to enroll him/herself in a class despite not
having met the prerequisite. The checking is then done after the fact. This is unfair to the
student and creates extra yet required work for the department/division, as the student
will/should not be allowed to stay in the class. Some divisions pull rosters that show whether a
student has completed the prerequisite. (See NAS)
Counselors will not lift a block on a prerequisite because an instructor has asked a student to
ask for that service. Pre and co-requisites that have been identified and formally established by
faculty must now be enforced. How a department enforces that the pre or co-requisite has
been met is up to them. To decide NOT to enforce it is not an option.
Equivalent Skills
Some courses have a pre or co-requisite course in the catalog and may also list “or equivalent
skills.”
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Faculty cannot individually determine on a case-by-case basis whether a student has met the
prerequisite but, the faculty that teach a specific course can determine together what criteria
they will use to determine equivalent skills. All students in this situation must be offered the
same way to prove equivalent skills.
The process and forms for a challenge have been designed and approved by the Matriculation
Advisory Committee which has members from math, English, reading, research, counseling and
other support services. The policy and process are listed in a number of documents (college
catalog, class schedule, Matriculation webpage
http://www.cabrillo.edu/services/matriculation/ and on other college web pages.
PREREQUISITE AND CO-REQUISITE COURSES
Q: If my course has a prerequisite or co-requisite course listed, do I and the students really
need to adhere to that? I didn’t create that requirement.
A: Yes, you and the students need to comply with the prerequisites and co-requisites. It is both
Cabrillo College board policy and a Title 5 requirement. Faculty has the right and responsibility
to determine whether specific skills and knowledge are needed for probable success in a
subsequent course. Your department made that decision and verified it through the curriculum
process.
There are several layers of validation that indicate whether success in “course B” is highly
dependent upon the knowledge and skills taught in “course A.” Faculty starts with the content
review process which is included in the CurricUNET system we use for curriculum development,
revision and approval. More information about this is available through CurricUNET. Also see
the Curriculum Handbook on the Faculty resource page.
If the determination is made that a pre or co-requisite is needed for success, the Curriculum
Committee approves that component of the course description. The course and its requisites
are then approved by the board of trustees.
If you do not think the skills covered in the requisite courses are necessary for student success
in your course, you can meet with your department colleagues and decide if you would prefer
to eliminate the prerequisite or co-requisite and change it to “recommended preparation” or
an advisory. This will require a change to the course outline and approval by the Curriculum
Committee. Until that action is taken, an established pre or co-requisite must be uniformly
enforced.
Q: If I am the instructor of the class the student wants to enter or challenge, can I just make
the determination?
A: Title 5 does not allow the instructors teaching the course being challenged to be part of the
decision to approve or not approve the challenge. It can be a conflict of interest.
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Q: What if I determine from talking with a student or seeing his or her previous grades or
work that the student will probably do fine in my class. May I waive the pre or co-requisite
for that student?
A: No. Individuals are not legally able to “place” a student in one course or another. This is a
violation of Title 5 and the college’s Matriculation policies. If this was allowed, then an
individual could revise requirements that have been developed by the best thinking of
department faculty regarding knowledge needed for success. Requisites are determined
through local validation studies in objective ways and all students have the right to have the
same standards applied to them. See the earlier response for reconsideration of having a
requisite for your course.
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