Janet Fulks, Chair, ASCCC Curriculum Committee
Jane Patton, President, ASCCC
Michelle Pilati, Vice President, ASCCC
1
Check your knowledge
2
a.
faculty expertise
b.
content review
c.
statistical validation
d.
faculty expertise + content review
e.
faculty expertise + content review + statistical
validation
3
a.
A court case that resulted in a verdict requiring CCC’s
to adopt a rigorous prerequisite validation process.
b.
A lawsuit that was dropped after the Chancellor’s
Office agreed to develop new regulations for applying
prerequisites.
c.
A bill that established a student’s “right to fail”.
d.
An activist BoG member who did not believe in
assessment for placement.
e.
I don’t know; never heard of it.
4
a.
Nearly impossible – that’s why few colleges have such
prerequisites.
b.
No one knows as they have not tried to do it.
c.
Relatively easy, if you have adequate staff.
d.
Challenging, because it requires cooperation and work
between researchers and faculty.
e.
I don’t know I have never been part of
validating prerequisites
5
a.
All California Community Colleges
b.
Most CSU campuses
c.
All UC campuses
d.
Both the CSU and UC systems
e.
None of the above
6
a. Students
b. Faculty
c. Students and Faculty
d. None of the above
7
9.02 Communication and Computation
Prerequisite Validation through Content Review
Change Title 5
local faculty determine prerequisites (English, reading,
or mathematics for collegiate level courses) after
content review
Prerequisite challenge process
Research effects of the prerequisites.
8
9.03 Pilot Project for Basic Skills Prerequisite
Applications to General Education Courses
70-98% of first-time students assess at basic skills
level
not college ready = less likely to succeed
Title 5 demands local course-by-course statistical
validation of prerequisites
Onerous
Result: few prerequisites for G.E.courses
Resolved: research potential pilot projects for
9
1. Minimize students who pass without the
prerequisite
2. Significant chi-square
3. Maximize right/wrong ratio
4. Maximize incremental gain in success
From Good Practice for the Implementation of Prerequisites p.5
10
i. Involvement of faculty with appropriate expertise;
ii. Consideration of course objectives set by relevant
department(s);
iii. Based on a detailed course syllabus and outline of
record, tests, related instructional materials, course
format, type and number of examinations, and grading
criteria;
iv. Specification of the body of knowledge and/or skills
deemed necessary;
11
v. Identification and review of knowledge and/or
measure skills identified under iv.
vi. Matching of the knowledge and skills in the
targeted course and those developed or measured
by the prerequisite or corequisite (i.e., the course
or assessment identified under v.); and
vii. Maintain documentation that the above steps
were taken.
From The Model District Policy on Prerequisites, Corequisites, and Advisories on
Recommended Preparation page 5 Board of Governors September 1993
12
THEIR DEFENSE OF PREREQUISITES:
1. Prerequisites
+ Guidance = Better preparation =
Higher rate of success
2. “Levels
the playing field” in the classroom
13
CONCERNS:
1. Basic skills courses are not seen as relevant to our
course of study
2. Taking non-transferable prerequisites is perceived
as a waste of time and money.
3. Our colleges’ supply of such courses hasn’t met
student need and demand
14
QUESTIONS & RECOMMENDATIONS:
What are “assessment & placement?”
How do they affect me?
a. Orientation? Matriculation?
b. Classes made relevant to our majors
15
STUDENT QUESTIONS & RECOMMENDATIONS:
1. What
do my assessment scores mean?
2. Where
3. Will
are the classes? (sufficient number)
extra units hurt me (e.g.for EOPS)?
16





Easier to establish
prerequisite.
Flexibility by
college/region.
Direct faculty participation
Adapted to local student
population
Maintains local control
(faculty)
Pro






Validation?
Disproportionate impact
Content review insufficient ;
need stats
Potential “abuse”
“Competitive”
enrolling/student shopping
Increased need for faculty
to teach additional Basic
Skills
Con
17





Consistent standards; no
“neighborhood”
disadvantages
Increase in portability of
articulation
Allow faculty to teach to
true level of course rigor
Course alignment
Much more efficient and
less costly
Pro





Less ability to respond to
local conditions
Perceived loss of academic
freedom
Leads to more
standardization
Students may be successful
in courses they would not
meet prerequisites for
Loss of multiple measures
Con
18
1. Assessment benefits colleges and students
2. Absence of clear minimum expectations does a
disservice
3. Establishment of prerequisites should be fair and
just ---with appeal process per Title 5
continued.
..
19
4. Faculty have an obligation to establish a
conducive learning environment
5. Student failure should not be the basis of
validating prerequisites
6. College-level courses should expect and
require students to use and further develop
college-level skills
Continued…
20
7. Decisions should be made based on academic
considerations
8. Easily identifiable course options
21
PSYCHOLOGY SUCCESS RATES

75.2% with college level reading

Only 49.0% without
from Bakersfield College
Total=2,523
Fall 2001-Summer 2003
22
ECONOMICS SUCCESS RATES

87% with Intermediate Algebra

47% with Elementary Algebra

22% with Pre-algebra
from Foothill College
total grades=345
total dropped = 52
Fall 2008 only
23
Two reading possibilities for transfer level
history were explored:
1. Successful
completion of reading graduation
requirement
2. One
level below
The results. . .
from Chaffey College
24
25
A. Prerequisites
are an academic and professional matter.
B.
Prerequisites should be implemented and reinforced as a
means to increase student success, not as a barrier to access.
C.
Current Prerequisite requirements are onerous.
D. Ensuring
comparable baseline skill levels will improve the
teaching and learning experience for students and faculty.
E.
All of the above.
26
27
A. Prerequisites
are an academic and professional
matter.
B. Prerequisites should be implemented and reinforced
as a means to increase student success, not as a
barrier to access
C. Current Prerequisite requirements are onerous.
D. Ensuring comparable baseline skill levels will improve
the teaching and learning experience for students
and faculty.
E. All of the above.
28