NONCREDIT ISSUES CHALLENGES ASCCC Fall Plenary 2016 Cheryl

NONCREDIT ISSUES & CHALLENGES ASCCC Fall Plenary 2016 Cheryl Aschenbach Lassen College ASCCC Executive Committee Jan Young Glendale College ACCE Continuing Ed Council Leader (South)

CDCP Noncredit Program Development Currently Year 2 of equalized funding for CDCP • An understanding of noncredit philosophy and structure is growing across the state • Many challenges remain • Resources and assistance are available • • ASCCC (asccc. org) • ACCE (acceonline. org) • Neighboring campuses who are doing noncredit are often willing to provide advice and technical assistance

CDCP Noncredit Program Development Professional development is still needed for noncredit • Senate information at regionals, plenaries, & institutes • ACCE drive-in meetings in fall & annual meeting in spring • Collaborative group has begun meeting to plan a Noncredit Summit in spring 2017 • • ASCCC, ACCE, CO Academic Affairs & IEPI, Career Ladders Project, 3 CSN • Two-day event

Noncredit Program Development Common Questions / Places for Discussion • Overlap between credit & noncredit basic skills • Overlap between credit CTE & noncredit CTE • Repeatability of noncredit • Matching student needs with type of course • Inequities between credit and noncredit faculty compensation/teaching hours *bargaining unit issue

Noncredit Program Development Common Questions / Places for Discussion • Student-related logistics Registration processes • Student services, ed plans, fees • Library, health services, & other access • • Campus-related logistics • Noncredit “place” within campus org charts • • • Within dept. , separate division, or college? Under which dean or administrator? Commitment regardless of economy?

Noncredit grading options • Pass (P), No Pass (NP), and Satisfactory Progress (SP) • SP was approved by Board of Governors Summer 2016 and chaptered into Title 5 • If college is using SP, may need to update BP and/or AP that covers grading • If college is using SP, professional development may be helpful for faculty to better understand how it’s used and help set consistent expectations for its use in combination with P and NP • IT needs to be part of conversation since IT infrastructure may need programming • If no grades are being submitted, course design still needs to include student evaluation and feedback and assessment of SLOs.

Adult Education Block Grant (AEBG) • AEBG (AB 104) is intended to expand improve provision of adult education by aligning services and promoting pathways. • Currently Year 2, so implementation is underway and accountability is increasing • Strategies in response to AEBG vary by consortium, but some include an increase in noncredit courses and/or programs • Navigating noncredit for those considering it as an AEBG strategy has been challenging • Confusion: noncredit philosophy, noncredit vs. not-for-credit • Lack of awareness about noncredit vs credit structures and approval processes

Noncredit Student Success & Support Plan (NC SSSP) • Implementation has begun in 16 -17 for students enrolled in the CDCP areas: • Elementary & Secondary Basic Skills • ESL • Short-Term Vocational • Workforce Preparation • Four core services expected for these noncredit students: • Orientation • Assessment • Counseling (including Noncredit Student Ed Plan) • Follow-up

Noncredit Student Success & Support Plan (NC SSSP) • MIS reporting of NC SSSP services required starting in 2017 -2018 • Data collection and mapping of data to college systems presents a challenge • In some cases, the challenge may be that people don’t know we should be tracking this

Basic Skills Funding Formula • BSI is now called Student Success for Basic Skills • BSI funding formula through 2016 -2017; new formula effective beginning Fall 2017. • New formula: • 50% on performance metrics related to credit students who transfer within 1 -2 years • 25% on percentage of BOG fee waiver participants • 25% on courses that apply practices listed in BS Transformation Grant

Basic Skills Funding Formula • New formula negatively impacts noncredit students and programs, so BSAC is working to suggest alternative formulas that are more inclusive of all BS students, including noncredit • New formula also negatively impacts students taking basic skills courses without intention of transfer

CCCApply • All students, including noncredit, will be required to apply using CCCApply • Most noncredit students now apply via local paper applications • Difficult for many students to use computer and navigate application process, even with assistance • Difficult to have regular, reliable computer access at off-campus sites • Language and literacy problems with online application • Concern about students having to declare residency – may impact a large portion of noncredit students • Chancellor’s Office may have abbreviated paper application, but it won’t be abbreviated much and is likely to include the need to state residency

Who should be having discussions? • Faculty! • Noncredit course and programs are curriculum, therefore faculty have primacy • Faculty need to actively influence decisions • Include faculty in all disciplines that may be affected • Curriculum, not funding, should drive discussions and decisions

Equity Planning • 40% of funding for equity is based on FTES, which includes both credit and noncredit • Noncredit reaches those students most underserved, thereby increasing access • However, noncredit programs, courses, students and faculty are not often considered or included in the planning process • Noncredit can be used to address disparities in access • Full access to student services is needed to help noncredit address disparities in success • Chancellor’s Office is working to combine Equity Plan, Basic Skills Plan, SSSP, and NC SSSP – may help bring noncredit further into the conversation

Faculty Barriers • Noncredit faculty not included in FON • No incentive for colleges to hire noncredit faculty • Work underway to redefine FON, but no results yet • Lack of parity with pay and load • Misconceptions about work of noncredit faculty • Bargaining unit issue, but impacts academic programs

Where to Start? • Department faculty input • Department program review • CTE Advisory Committee input (helpful; not required) • Labor market data (less rigorous than credit) • Needs for short-term skills/certifications/workforce prep • Need for regional consortium input • Support for existing curriculum • Transition/prep for existing curriculum • Piloting possible credit curriculum

Helpful Noncredit Resources • Noncredit Basics – Powerpoint from 2016 Curriculum Institute breakout • • • session (document download at bottom of page) http: //asccc. org/content/basics-noncredit Noncredit Curriculum Development – Powerpoint from 2015 Curriculum Institute breakout session (Document download at bottom of page) http: //asccc. org/content/mis-data-submission-ded-updates-2016 -17 -reporting Submitting Noncredit into Curriculum Inventory (Chantee Guiney, Spring 2016 Noncredit Regional presentation) http: //asccc. org/content/mis-data-submission-ded-updates-2016 -17 -reporting Noncredit Instruction: Opportunity and Challenge (2009 ASCCC Paper) http: //asccc. org/sites/default/files/publications/noncredit-instruction 09_0. pdf Preparing Students for College and Careers through Enhanced Noncredit Funding http: //californiacommunitycolleges. cccco. edu/Portals/0/Reports/2015%20 CD CP%20 Report_FINAL_ADA. pdf Chancellor’s Office Noncredit at a Glance (2006) http: //extranet. cccco. edu/Portals/1/AA/Noncredit. At. AGlance_5 e. pdf

Questions? • Cheryl Aschenbach caschenbach@lassencollege. edu • Jan Young jyoung@glendale. edu OR, for any 10+1 -related questions, info@asccc. org ACCE = www. acceonline. org