CID Course Identification Numbering System The New Kid

C-ID Course Identification Numbering System: The New Kid in Town ASCCC Curriculum Institute July 11, 2008 Kate Clark

History—the Cliff’s Notes Version: 4 Background Context – Legislative Concerns • Common Course Numbering • Clear Pathways to Majors – UC/CSU Faculty Concerns: ICAS conference of discipline leaders in 1998

Historical Participant: CAN 4 CAN (California Articulation Numbering System (1985 -2005) – Advantages: Articulation, Shared number, Widely used – Disadvantages: Lacked UC participation, Not sufficiently descriptive, Outdated, limited faculty review Last Gasp Effort: “New CAN Model” Faculty Discipline Review Groups Robust Descriptors Regular Cycle of Review CAN becomes a CCC Orphan: January 2005

Historical Participant: IMPAC: 2000 -2006 ICAS project, launched after faculty summit to identify problems with student transfer 4 I ntersegmental 4 M ajor 4 P reparation 4 A rticulated 4 C urriculum 4 Advantages and Disadvantages www. cal-impac. org

LDTP: CSU’s Lower Division Transfer Pattern Project 2005 -4 CSU Initial Effort to – Reduce “unnecessary units” transferred in – Speed time to degree – Provide clear paths – Manage enrollment 4 Later – Effort to influence course content – Address faculty concerns about CAN – Achieve greater comparability among CSU courses and expectations

4 LDTP Advantages 4 LDTP Disadvantages http: //www. calstate. edu/acadaff/ldtp/

UC Transfer Initiatives 4 UC Streamlining (Articulation) 4 UC Transfer Preparation Paths – Specific paths for 10 majors—clear advisory information – www. uctransfer. org – Preserved the vitality of difference but reduced surprises

C-ID 4 Early Concepts: 2002 - 2005 Objective: “The Best of All Possible Worlds” • • Build upon CAN’s: Simple, supranumber used widely Web-based access FDRG-based model of faculty development Articulation-oriented objectives Build upon IMPAC’s • Intersegmental/Interdisciplinary discussions • Face-to-face interaction Build upon LDTP’s • On-line, robust course descriptors • A course validation process

C-ID’s Early Concepts, cont’d. – – Build upon UC’s Use of existing articulation as a starting point Identification of common features of major preparation to build paths = C-ID - Grids for chosen disciplines, indicating articulation Respect for work done—complement not supplant LDTP - Campus-Specific Courses for CSU and UC Focus on non-major coursework—GE and elective On-line, robust course descriptors A course validation process Wide, intersegmental, interdisciplinary participation

C-ID Incubation 4 ICAS sponsored and supported 4 Participation of CIAC-affiliated AOs 4 “Faculty-driven, staff-supported” project 4 Funding: System Office RFA/Grant Los Rios Community College District Contracted with ASCCC Two-year Pilot Project Further the work already done in several disciplines

Status of C-ID Goals 4 #1 Secure the commitment of faculty representing the CCC, CSU, UC and AICCU member institutions to participate in the organizational infrastructure that supports a common course numbering system and determines its long-term sustainability. Advisory Committee On-going Commitments Work with ASSIST Build relationships with other groups Explore outside funding

4 #2 Design, develop and prepare for implementation and use by all segments an overarching common numbering system Establish C-ID Office Secure list of CCC “Top 20 Majors” Develop a Training Manual for FDRGs Appoint and Train FDRGs Beta test electronic mechanism for faculty’s use in designing, reviewing, revising descriptors

4 #3 Create and maintain a web portal for public and internal use. Database of faculty, professional groups Website for faculty, articulation, counselors Intranet forum for on-line faculty exchange

Where is C-ID now? 4 Website as a reflection of accomplishments, efforts and direction www. c-id. net

Where does C-ID go next? 2008 -09 REVIEWS: 4 – – – 4 • Summer • Early Fall Compilation, Review, Reconsideration Posting of Current Descriptors Mechanism for Initial Validation to be Finalized • Roll-overs on honor system • Subsequent validation mechanism NEXT CYCLES • Begin new FDRG appointments: – Sociology, Earth Sciences, Theatre/Drama – Continuing: Psychology, English (Creative Writing, Linguistics)

4 USING COMPLETED, ACTIVE COURSE DESCRIPTORS • Curriculum Development • Increased Articulation • Increased Communication among colleges and universities offering courses 4 PROMOTING ACTIVE USE OF THE SITE AND THE NUMBER 4 RALLYING SUPPORT – – Faculty : Participants, Reviewers, Users Curriculum Chairs and Committees Articulation Officers System Office