required supplemental program documents manual - ccsf.edu · projections do not suggest adequate...
TRANSCRIPT
Required Supplemental
Program Documents
Manual
2018
CITY COLLEGE OF SAN FRANCISCO OFFICE OF INSTRUCTION - CURRICULUM
1 | P a g e Updated: 9/14/2018
Table of Contents
Types of Programs and Program Goals .................................................................................................... 3
Credit Programs .............................................................................................................................................. 3
Noncredit Programs ........................................................................................................................................ 3
Types of Programs Goals ................................................................................................................................ 3
CTE Associate in Arts (AA) and Associate in Science (AS) .......................................................................... 4
Narrative ......................................................................................................................................................... 4
Labor Market Information (LMI)..................................................................................................................... 4
Advisory Committee Recommendation .......................................................................................................... 5
Regional Consortium Recommendation (BACCC) ........................................................................................... 5
Transfer Documentation ................................................................................................................................. 6
CTE Certificate of Achievement ............................................................................................................... 7
Narrative ......................................................................................................................................................... 7
Labor Market Information (LMI)..................................................................................................................... 7
Advisory Committee Recommendation .......................................................................................................... 8
Regional Consortium Recommendation (BACCC) ........................................................................................... 8
Associate in Arts (AA) and Associate in Science (AS) ................................................................................ 9
Narrative ......................................................................................................................................................... 9
Other Documentation ..................................................................................................................................... 9
Certificate of Achievement (CAch) ........................................................................................................ 11
Narrative ....................................................................................................................................................... 11
Other Documentation ................................................................................................................................... 11
Associate in Arts for Transfer (AA-T) or Associate in Science for Transfer (AS-T) ..................................... 13
Narrative ....................................................................................................................................................... 13
Completed Chancellor’s Office Template, ..................................................................................................... 13
C-ID or ASSIST Articulation Information (TMC) ............................................................................................. 13
Certificate of Accomplishment (CAcc).................................................................................................... 15
Noncredit CDCP Certificate of Completion ............................................................................................. 16
Narrative ....................................................................................................................................................... 16
LMID Verified Data ....................................................................................................................................... 17
CDCP Noncredit Certificate of Competency ........................................................................................... 18
Narrative ....................................................................................................................................................... 18
APPENDIX A ......................................................................................................................................... 19
Sample CTE Narrative ............................................................................................................................... 19
APPENDIX B ......................................................................................................................................... 22
Sample LMI Data ....................................................................................................................................... 22
APPENDIX C.......................................................................................................................................... 25
Sample Advisory Minutes ......................................................................................................................... 25
2 | P a g e Updated: 9/14/2018
APPENDIX D ......................................................................................................................................... 32
Sample BACCC Recommendation ............................................................................................................. 32
APPENDIX E .......................................................................................................................................... 33
Sample AA/AS Degree Narrative – Program goal Local ............................................................................ 33
3 | P a g e Updated: 9/14/2018
TYPES OF PROGRAMS AND PROGRAM GOALS
Credit Programs
Associate Degrees
o Associate in Arts (AA) or Associate in Science (AS)
o Associate in Arts for Transfer (AA-T) or Associate in Science for Transfer (AS-T)
Certificates of Achievement
o Programs with16 or more semester units, must be submitted for state approval
o Programs with 8 to fewer than 16 or more semester units may be submitted for state
approval
Certificates of Accomplishment (local to CCSF)
o Fewer than 16 semester units, not state-approved, and will not appear on student
transcript
Noncredit Programs
Career Development and College Preparation (CDCP):
CDCP certificates can be awarded in the following four noncredit categories: elementary
and secondary basic skills, workforce preparation, short-term vocational program, English
as a second language and vocational English as a second language
o Certificate of Completion - Certificates leading to improved employability or job
opportunities.
Most noncredit certificates are Completion
o Certificate of Competency - a certificate in a recognized career field articulated with
degree-applicable coursework, completion of an associate degree, or transfer to a
baccalaureate institution. For students completing noncredit courses in a prescribed
pathway, approved by the Chancellor’s Office, that prepares students to take credit
coursework including basic skills and ESL, a Certificate of Competency may be
awarded
ESL certificates are usually Competency
o Adult High School Diploma
Locally Approved Programs
Types of Programs Goals
1. CTE (limited to programs in CTE TOP Codes other than ADTs)
2. Transfer (All ADTs and Certificates of Achievement for CSU GE Breadth and IGETC)
3. Local (All other AA/AS degrees and certificates not in a CTE TOP Code; may include
certificates designed to prepare students for transfer)
4 | P a g e Updated: 9/14/2018
CTE ASSOCIATE IN ARTS (AA) AND ASSOCIATE IN SCIENCE (AS)
Program Goal: CTE (limited to programs in CTE TOP Code other than ADTs) PCAH 6TH ED, PG. 72
Narrative
PCAH 6th ed. pg. 76 (See Appendix A for example)
o Program Goals and Objectives – must address a valid workforce
preparation purpose and may address transfer preparation
o Catalog Description – includes program requirements,
prerequisite skills or enrollment limitations, student learning
outcomes, and information relevant to program goal
o Program Requirements – includes course requirements and sequencing that reflect
program goals. The GE pattern and the calculations used to reach the degree total
must be shown following the program requirements table.
o Master Planning – how it fits in the mission, curriculum, and master planning of the
college and higher education in California
o Enrollment and Completer Projections – projection of number of students to earn
degree annually
o Place of Program in Curriculum/Similar Programs – how it fits in college’s existing
program inventory
o Similar Programs at Other Colleges in Service Area – justification of need for
program in the region
o Transfer preparation information – if transfer preparation is a component of the program
Labor Market Information (LMI)
Centers of Excellence (See Appendix B for example)
o Submit a request for labor market demand and supply data from the Bay Region
Center of Excellence to help determine the viability of the program for meeting the
hiring needs of industry, the employment needs of students and the potential for
positively impacting Strong Workforce Program Metrics by using the following link:
https://coeccc.co1.qualtrics.com/jfe/form/SV_5bsVg9uvO1Ym7uR
LMI information should be sent directly to you within 10
working days from your request.
You will be required to attach LMI Report to the Request for Regional
Program Recommendation (outlined in step 4 below).
o If LMI is not available, other data sources may include:
Recent employer surveys
Industry studies
Regional economic studies
Letters from employers attesting to the service area need
Minutes of industry advisory committee meetings (beyond required advisory
committee meeting minutes)
Job advertisements for positions in the individual college’s service area
Newspaper or magazine articles on industry or employment trends
Applicable studies or data from licensing agencies or professional
associations
TIP
Some of the narrative
is information that
can be copied from
the Program Outline.
Link to get LMI
5 | P a g e Updated: 9/14/2018
o A commonly referenced data source is the EDD’s LMI system
(http://www.labormarketinfo.edd.ca.gov), which provides statistical projections of
growth in specific jobs by county (or labor market area).
Advisory Committee Recommendation
(See Appendix C)
o Includes advisory committee membership, minutes and summary of
recommendations
Regional Consortium Recommendation (BACCC)
https://www.regionalcte.org/ (See Appendix D)
o Submit a request for Regional Program Recommendation by
logging in at https://www.regionalcte.org/ (new users will need to
complete a simple registration process) and following the
instructions provided at this link:
https://www.regionalcte.org/about. BACCC will automatically
receive notification of your request and will contact you if any
questions arise, otherwise your request will be processed for
online Dean vote.
o Please be mindful of the deadlines the Consortium has in place in order to have your
program(s) reviewed in a timely manner.
TIP
Check the BACCC
meeting calendar and
submit the BACCC
recommendation
request early – this
takes time.
ADDITIONAL LMI INFORMATION
PCAH 6th ed. pg. 86
Current LMI and analysis, or other comparable information, must show that jobs are available for
program completers within the local service area of the individual college and/or that job
enhancement or promotion justifies the proposed curriculum. Regional, statewide, or national
labor market evidence may be included as supplementary support, but evidence of need in the
specific college service area or region is also necessary.
The proposal must include projections from LMI for the most applicable Standard Occupational
Classification (SOC) codes and geographical regions to be served by the program. If these
projections do not suggest adequate job openings in the college service area to provide
employment for all program completers, then the proposal must explain what other factors may
justify the program and make the LMI figures misleading.
Program proposals will be evaluated in light of the data regarding expected job openings within
the next five years and the number of students that will complete the program per year, taking
into account the number of completers in similar programs at other institutions within the
geographical region.
6 | P a g e Updated: 9/14/2018
Transfer Documentation
Appropriate transfer preparation documentation from the list of allowable documents* if the
program is designed for both CTE and transfer preparation (*For allowable documents, see
“Other Documentation” under AA/AS degrees with program goal: Local)
7 | P a g e Updated: 9/14/2018
CTE CERTIFICATE OF ACHIEVEMENT
Program Goal: CTE (limited to programs in CTE TOP Code other than ADTs) PCAH 6TH ED, PG. 85
Narrative
PCAH 6th ed. pg. 76 (See Appendix A)
o Program Goals and Objectives – must address a valid
workforce preparation purpose and may address transfer
preparation
o Catalog Description – includes program requirements,
prerequisite skills or enrollment limitations, student learning
outcomes, and information relevant to program goal
o Program Requirements – includes course requirements and sequencing that reflect
program goals. The GE pattern and the calculations used to reach the degree total
must be shown following the program requirements table.
o Master Planning – how it fits in the mission, curriculum, and master planning of the
college and higher education in California
o Enrollment and Completer Projections – projection of number of students to earn
degree annually
o Place of Program in Curriculum/Similar Programs – how it fits in college’s existing
program inventory
o Similar Programs at Other Colleges in Service Area – justification of need for
program in the region
o Transfer preparation information – if transfer preparation is a component of the
program
Labor Market Information (LMI)
Centers of Excellence (See Appendix B)
o Submit a request for labor market demand and supply data from the Bay Region
Center of Excellence to help determine the viability of the program for meeting the
hiring needs of industry, the employment needs of students and the potential for
positively impacting Strong Workforce Program Metrics by using
the following link:
https://coeccc.co1.qualtrics.com/jfe/form/SV_5bsVg9uvO1Ym7uR
LMI information should be sent directly to you within 10
working days from your request.
You will be required to attach LMI Report to the Request for Regional
Program Recommendation (outlined in step 4 below).
o If LMI is not available, other data sources may include:
Recent employer surveys
Industry studies
Regional economic studies
Letters from employers attesting to the service area need
Minutes of industry advisory committee meetings (beyond required advisory
committee meeting minutes)
Job advertisements for positions in the individual college’s service area
Newspaper or magazine articles on industry or employment trends
TIP Some of the narrative
is information that
can be copied from
the Program Outline.
Link to get LMI
8 | P a g e Updated: 9/14/2018
Applicable studies or data from licensing agencies or professional
associations
o A commonly referenced data source is the EDD’s LMI system
(http://www.labormarketinfo.edd.ca.gov), which provides statistical projections of
growth in specific jobs by county (or labor market area).
o Additional LMI information can be found on page 5.
Advisory Committee Recommendation
(See Appendix C)
o Includes advisory committee membership, minutes and summary of
recommendations
Regional Consortium Recommendation (BACCC)
https://www.regionalcte.org/ (See Appendix D)
o Submit a request for Regional Program Recommendation by
logging in at https://www.regionalcte.org/ (new users will need to
complete a simple registration process) and following the
instructions provided at this link:
https://www.regionalcte.org/about. BACCC will automatically
receive notification of your request and will contact you if any questions arise,
otherwise your request will be processed for online Dean vote.
o Please be mindful of the deadlines the Consortium has in place in order to have your
program(s) reviewed in a timely manner.
TIP
Submit the BACCC
recommendation
request early – this
takes time.
9 | P a g e Updated: 9/14/2018
ASSOCIATE IN ARTS (AA) AND ASSOCIATE IN SCIENCE (AS)
Program Goal: Local (All other AA/AS degrees and certificates not in a CTE Top Code) PCAH 6TH ED, PG. 77
Narrative
PCAH 6TH ED, PG. 81 (See Appendix E)
o Program Goals and Objectives – must address a valid transfer
preparation, workforce preparation, basic skills, civic education,
or local purpose
o Catalog Description – includes program requirements,
prerequisite skills or enrollment limitations, student learning
outcomes, and information relevant to program goal
o Program Requirements – includes course requirements and sequencing that reflect
program goals. The GE pattern and the calculations used to reach the degree total
must be shown following the program requirements table.
o Master Planning – how it fits in the mission, curriculum, and master planning of the
college and higher education in California
o Enrollment and Completer Projections – projection of number of students to earn
degree annually
o Place of Program in Curriculum/Similar Programs – how it fits in college’s existing
program inventory
o Similar Programs at Other Colleges in Service Area–justification of need for
program in the region
o Transfer preparation information, if transfer preparation is a component of the
program
Other Documentation
If a program is designed to provide transfer preparation, as a component of, or as the
primary intent of the degree, then it must include at least one of the following documents to
substantiate the alignment of the degree with transfer preparation
standards. When programs are designed to provide transfer preparation
for more than one baccalaureate institution, documentation should
demonstrate alignment with the requirements for lower division major
preparation at no more than one institution. Appropriate
documentation may include, but is not limited to, any of the following
that sufficiently demonstrate this requirement:
o Programmatic articulation agreements
o ASSIST documentation verifying that a majority (51% or greater) of required
courses in the program are articulated for the major (AAM) at the single
baccalaureate institutions to which the program’s students are likely to transfer
o Table of major requirements from the most recent catalogs, with catalog dates and
page numbers cited, for targeted transfer institutions showing crosswalk with CCC
program requirements
o Summary of lower division major preparation published or endorsed by relevant
professional bodies or programmatic accreditors, with citations included
o Formal letters from the intended receiving institution that verify alignment of
proposed program with their program curriculum
TIP Some of the narrative
is information that
can be copied from
the Program Outline.
TIP Note flexibility in these
options: not every type
of document is
required.
10 | P a g e Updated: 9/14/2018
If a local program is intended to address community need the college must submit
community-need-related documentation, such as letters of support, survey results, or
anything that provides evidence that the program fulfills a need of the community. When
seeking approval for such programs, the intent must be clearly expressed in the narrative
portion of the proposal.
11 | P a g e Updated: 9/14/2018
CERTIFICATE OF ACHIEVEMENT (CACH)
Program Goal: Local (All other AA/AS degrees and certificate not in a CTE TOP Code) PCAH 6TH ED, PG. 83
Narrative
PCAH 6TH ED, PG. 85 (See Appendix E)
o Program Goals and Objectives – must address a valid transfer,
workforce preparation, basic skills, civic education, or lifelong
learning purpose. For the purposes of Chancellor’s Office
submission and approval, programs may select one of three
program goals: transfer, CTE, or local. Transfer is applied only
to certificates for CSU GE-Breadth IGETC. CTE is limited to certificates in a
vocational TOP Code. Local is used for all other certificates, but may include
certificates designed to prepare students for transfer.
o Catalog Description – includes program requirements, prerequisite skills or
enrollment limitations, student learning outcomes, and information relevant to
program goal
o Program Requirements – includes course requirements and sequencing that reflect
program goals
o Master Planning – how it fits in the mission, curriculum, and master planning of the
college and higher education in California
o Enrollment and Completer Projections – projection of number of students to earn
certificate annually
o Place of Program in Curriculum/Similar Programs – how it fits in college’s existing
program inventory
o Similar Programs at Other Colleges in Service Area – justification of need for
program in the region
In addition to a narrative, all new and substantially changed local certificates may include:
Other Documentation
If a program is designed to provide transfer preparation, as a component of, or as the
primary intent of the degree, then it must include at least one of the following documents to
substantiate the alignment of the degree with transfer preparation
standards. When programs are designed to provide transfer preparation
for more than one baccalaureate institution, documentation should
demonstrate alignment with the requirements for lower division major
preparation at no more than one institution. Appropriate
documentation may include, but is not limited to, any of the following
that sufficiently demonstrate this requirement:
o Programmatic articulation agreements
o ASSIST documentation verifying that a majority (51% or greater) of required
courses in the program are articulated for the major (AAM) at the single
baccalaureate institutions to which the program’s students are likely to transfer
o Table of major requirements from the most recent catalogs, with catalog dates and
page numbers cited, for targeted transfer institutions showing crosswalk with CCC
program requirements
TIP Some of the narrative
is information that
can be copied from
the Program Outline.
TIP Note flexibility in these
options: not every type
of document is
required.
12 | P a g e Updated: 9/14/2018
o Summary of lower division major preparation published or endorsed by relevant
professional bodies or programmatic accreditors, with citations included
o Formal letters from the intended receiving institution that verify alignment of
proposed program with their program curriculum
If a local program is intended to address community need the college must submit
community-need-related documentation, such as letters of support, survey results, or
anything that provides evidence that the program fulfills a need of the community. When
seeking approval for such programs, the intent must be clearly expressed in the narrative
portion of the proposal.
13 | P a g e Updated: 9/14/2018
ASSOCIATE IN ARTS FOR TRANSFER (AA-T) OR ASSOCIATE IN SCIENCE FOR TRANSFER (AS-T)
Program Goal: Transfer (All ADTs and Certificates of Achievement for CSU GE Breadth and
IGETC) PCAH 6TH ED, PG. 67
Narrative
PCAH 6TH ED, PG. 70
o Only the Program Goals and Objectives and Catalog
Description items are required for the Narrative. The catalog
description must reflect the following:
o Completion of 60 semester units or 90 quarter units of
degree-applicable courses,
o Minimum overall grade point average of 2.0,
o Minimum grade of “C” (or “P”) for each course in the major, and
o Completion of IGETC and/or CSU GE-Breadth.
Completed Chancellor’s Office Template,
o The Chancellor’s Office develops a template for each approved TMC. The templates
are located on the Chancellor’s Office Academic Affairs Division website
(www.cccco.edu/aad) on the Templates for Transfer Model Curriculum webpage.
All submissions must include a completed, current template.
C-ID or ASSIST Articulation Information (TMC)
o The template specifies all of the courses that may be included in the ADT and the
documentation required for each course when the degree is submitted for approval.
Typically, all required core courses are identified by a Course Identification
Numbering System (C-ID) descriptor, which sets the minimum standards for what
should be included the COR. When a C-ID descriptor is listed on the template, C-ID
articulation is required for the course(s) to be included in that section of the template.
Additional information on C-ID descriptors and C-ID articulation is located on
www.c-id.net. However, courses pending C-ID approval over 45 days may be
included in the degree if the program application demonstrates evidence that those
courses has been submitted to and are under review in the C-ID System (e.g.,
submitted, resubmitted, in progress, conditional and/or approved). Thus, for
evidence, please submit a screenshot from the C-ID website that includes the date of
submission, course name, and college.
Courses on the template that do not need an approved C-ID descriptor require
different documentation to justify the inclusion of the course. These include:
• Articulation Agreement by Major (AAM) demonstrating lower division preparation
at one CSU campus,
NOTE Most of the narrative
is information that
can be copied from
the Program Outline.
IMPORTANT: The Articulation Officer prepares the documents and supporting evidence described
below using information from the Program Outline, ASSIST.org and C-ID.net. Please contact the
Articulation Officer if you plan to create or update an ADT to ensure that the necessary C-ID and
ASSIST articulation has been approved.
14 | P a g e Updated: 9/14/2018
• CSU Baccalaureate Level Course List by Department (BCT) showing the courses
are CSU transferable, and
• CSU GE-Breadth Certification Course List by Area (GECC) identifying the
transfer GE area(s) for which the course was approved.
Documentation for the above can be located on the articulation website (www.assist.org)
for inclusion in the application.
15 | P a g e Updated: 9/14/2018
CERTIFICATE OF ACCOMPLISHMENT (CACC)
Program Goal: Local (All other certificates not in a CTE TOP Code)
Certificate of Accomplishment is a sequence of courses consisting of fewer than 16 units of degree-
applicable coursework. Certificates of Accomplishment must be approved by the Curriculum
Committee but do not need State Chancellor Office’s approval. Students who successfully petition
for a Certificate of Accomplishment will not have the name of the certificate appear on their
transcript.
16 | P a g e Updated: 9/14/2018
NONCREDIT CDCP CERTIFICATE OF COMPLETION PCAH 5TH ED, PG. 219
Narrative
o Program Goals and Objectives - Identify the goals and
objectives of the program. The stated goals and objectives of the
program must be consistent with the mission of the community
colleges as established by the Legislature in Education Code
section 66010.4. Often, colleges will include the program level
Student Learning Outcomes (SLOs) in this section that identify
the program’s goals and objectives.
If the certificate program goal selected is “Career Technical Education (CTE),”
then the statement must include the main competencies students will have achieved
that are required for a specific occupation. The statement must, at a minimum,
clearly indicate the specific occupation(s) or field(s) the program will prepare
students to enter and the basic occupational competencies students will acquire.
o Catalog Description
If the certificate program goal selected is “Career Technical Education (CTE),”
then the description must list the potential careers students may enter upon
completion.
o Program Requirements
The program requirements must be consistent with the catalog description (as
entered in Item 2 above). The number of units, specific course requirements and
design of individual courses, and the sequence of the courses must be coherent,
complete, and appropriate, given the program objectives and the resources with
which the college has to work. The Chancellor’s Office will rely heavily on the
educational judgment of local faculty within the discipline and curriculum
committees in regard to the appropriateness of program requirements.
Display the program requirements in a table format that includes all courses
required for completion of the program (core requirements and required or restricted
electives), subtotal of core units, and total program units. For each course, indicate
the course department number, course title, and unit value.
Course Sequence – ensure the program requirements
demonstrate how the required courses must be completed in
sequence by term (semester or quarter), including prerequisite
courses if applicable. The program requirements table may
include the course sequence (as shown in the sample below) or
the course sequence may be shown separate from the program
requirements table, so long as both are addressed in item three
of the narrative.
o Master Planning
Given the stated goals and objectives, this discussion
addresses the role the proposed program will fulfill in the
college’s mission and curriculum offerings, the placement of
the proposed program in the district master plan, and how the
program is appropriate to the objectives and conditions of
higher education and community college education in
TIP Some of the narrative
is information that
can be copied from
the Program Outline.
TIP This section may
require reformatting
information from the
outline
TIP Does not require a long
discussion, just some
background to expand
on the program outline.
17 | P a g e Updated: 9/14/2018
California by confirming to statewide master planning (pursuant to Title 5 sections
55130(b)(6) and 55130(b)(7)).
This discussion may include some history of the program proposal origins, a
description of the program purpose, and/or the program’s relevancy for the region
and college including related community support.
For program with a selected goal of “Career Technical Education (CTE),” whenever
a program is to be offered in close cooperation with one or more specific employers,
a discussion of the relationship must be provided. For example, an employer's
facilities may be used to provide the training, or the program may be structured to
meet training needs of a specific employer. The proposal must include an
explanation of how the open enrollment requirements for California community
college courses (California Code of Regulations, Title 5, § 51006 and §§ 58100-
58108) will be observed in this context.
LMID Verified Data
(required for noncredit programs with a selected CDCP
Eligibility Category equal to Short-Term Vocational only)
Short-term Vocational Programs are designed for high
employment potential that lead to a career-technical objective, or a certificate or award directly
related to employment. Short-term vocational programs should be designed to: improve
employability; provide job placement opportunities; or prepare students for college-level
coursework or transfer to a four-year degree program. They shall also be mission appropriate (Ed.
Code § 66010.4(a)(1)), meet a documented labor market demand, ensure there is no unnecessary
duplication of other employment training programs in the region, demonstrate effectiveness as
measured by the employment and completion success of students, and be reviewed in the
institution’s program review process every two years.
TIP
You can request LMI data via the
form here:
https://coeccc.co1.qualtrics.com/j
fe/form/SV_5bsVg9uvO1Ym7uR
18 | P a g e Updated: 9/14/2018
CDCP NONCREDIT CERTIFICATE OF COMPETENCY PCAH 5TH ED, PG. 207
Narrative
PCAH 5th Ed, pg. 208
o Program Goals and Objectives - Identify the goals and
objectives of the program. The stated goals and objectives of the
program must be consistent with the mission of the community
colleges as established by the Legislature in Education Code
section 66010.4. Often, colleges will include the program level
Student Learning Outcomes (SLOs) in this section that identify the program’s goals
and objectives.
o Catalog Description
o Program Requirements
The program requirements must be consistent with the catalog description (as
entered in Item 2 above). The number of units, specific course requirements and
design of individual courses, and the sequence of the courses must be coherent,
complete, and appropriate, given the program objectives and the resources with
which the college has to work. The Chancellor’s Office will rely heavily on the
educational judgment of local faculty within the discipline and curriculum
committees in regard to the appropriateness of program requirements.
Display the program requirements in a table format that includes all courses
required for completion of the program (core requirements and required or restricted
electives), subtotal of core units, and total program units. For each course, indicate
the course department number, course title, and unit value.
Course Sequence – ensure the program requirements
demonstrate how the required courses must be completed in
sequence by term (semester or quarter), including prerequisite
courses if applicable. The program requirements table may
include the course sequence (as shown in the sample below) or
the course sequence may be shown separate from the program
requirements table, so long as both are addressed in item three of the narrative.
o Master Planning
Given the stated goals and objectives, this discussion addresses
the role the proposed program will fulfill in the college’s
mission and curriculum offerings, the placement of the
proposed program in the district master plan, and how the
program is appropriate to the objectives and conditions of
higher education and community college education in
California by confirming to statewide master planning (pursuant
to Title 5 sections 55130(b)(6) and 55130(b)(7)).
This discussion may include some history of the program proposal origins, a
description of the program purpose, and/or the program’s relevancy for the region
and college including related community support.
TIP Some of the narrative
is information that
can be copied from
the Program Outline.
TIP This section may
require reformatting
information from the
outline
TIP Does not require a long
discussion, just some
background to expand
on the program outline.
19 | P a g e Updated: 9/14/2018
APPENDIX A
SAMPLE CTE NARRATIVE
Foundations in Broadcast Electronic Media Arts: Certificate of Achievement
Item 1. Program Goals and Objectives
The goal of the Foundations in Broadcast Electronic Media Arts certificate is to
provide students with foundational knowledge and skills required for entry level
employment in the media as well as prepare them for advanced study in specific
areas. The general areas in which students may find work are; sound recording arts,
television and radio broadcasting, video production and editing and digital media.
The course of study is designed as a base for further study. This certificate is
required for six other certificates of achievement: Sound Recording Arts, Live Sound, Sound Design,
Broadcast Motion Graphics, Television Production and Video Production and Post.
Upon Completion of this certificate, students will be able to:
Discuss and analyze major mass communication issues and the impact of new technology in the sound recording, video, multimedia, television, and radio industries.
Plan and implement projects that include using the basics of sound, video, and internet tools.
Demonstrate beginning competency in video and audio production and editing.
Display professionalism and understanding of workforce protocol and communication skills.
Item 2. Catalog Description
The Foundations in Broadcast Electronic Media Arts certificate provides essential
knowledge and skills in audio, video, and interactive media in preparation for
intermediate and advanced practice and study of media arts and related certificates. It
can serve as a stand-alone certificate in the basics of media arts or the basis for a pathway to broader
introduction to theory, practice, and aesthetics in the craft of the audio, video and media arts.
Item 3. Program Requirements
The program requirements are shown in the table below
REQUIREMENTS
DEPT. NUMBER NAME UNITS SEQUENCE
Required 16.5 BCST 100 - Introduction to Electronic Media or BCST 103 - Mass Media and Society
3 Units Year 1 Fall
<<<< Much of this text is copied from and elaborates the information already in the program outline.
<<< From the
outline
<<< Reformatted
information from
the outline
NOTE: The examples in Appendixes A - E are from a Certificate of Achievement with a program goal of CTE. CTE Associate Degrees have the same requirements, except that appropriate transfer preparation documentation from the list of allowable documents may be added if the program is designed for both CTE and transfer preparation.
20 | P a g e Updated: 9/14/2018
BCST 110 - Writing for Electronic Media 3 Units Year 1 Spring
BCST 119 - Digital Media Skills 2.5 Units
Year 1 Fall
BCST 120 - Audio Production 4 Units Year 1 Fall
BCST 140 - Studio Video Production
or BCST 141 - Field Video Production
3 Units Year 1 Spring
BCST 159 - Digital Media Portfolio 1 Unit Year 1 Fall
Total 16.5
It is possible to complete the entire certificate in one semester.
Year 1 Fall = 10.5 Year 1 Spring = 6 Total Units = 16.5 Item 4. Master Planning
The Foundations in Broadcast Electronic Media Arts Certificate is the result of annual advisory panels and evaluation through assessment and program review. For many years we offered smaller, locally approved, certificates of accomplishment in video production and editing, radio, and sound recording arts. As the field grew and developed, our industry advisory panelists began suggesting that our programs should be more in-depth. Additionally, these certificates were not eligible for financial aid. BEMA serves a disproportionate number of economically disadvantaged students. So for these reasons, we went through the exhaustive process of revising our programs and creating a stackable system whereby students earn the foundations certificate before deciding which advanced certificates to earn.
In consultation with industry advisors, BEMA has developed more robust and meaningful certificates. The
addition of a Foundations certificate ensures that all students have the base knowledge necessary for
success in their chosen niche. Industry Advisors suggest time and time again, that the most successful job
applicants were those with additional skills. For example, they strongly encouraged our audio students to
have basic camera skills and vice versa. The “Foundations” certificate offers all students the broad base of
knowledge necessary to be successful.
This is a low unit certificate (16.5) which is appropriate because it is the basis for the six other certificates.
The advanced certificates range in units from 14 (Sound Design and Video Production and Post) to 17
(Television Production and Broadcast Motion Graphics). It is anticipated that most students who earn the
“Foundations” certificate will also earn one of the other certificates. The combined units then become 30.5
to 33.5. This is easily accomplished in two years.
Item 5. Enrollment and Completer Projections
The projected number of annual completers for the Foundations in Broadcast Electronic Media Arts
certificate is 20 students. This estimate is based on the enrollment data for the required courses shown in
the table below.
F15/Sp16 F14/Sp15
<<<< NEW information not incorporated in the program outline (to end of narrative section)
21 | P a g e Updated: 9/14/2018
CB01: Course Department Number
CB02: Course Title
Annual # Sections
Annual Enrollment Totals
Annual # Sections
Annual Enrollment Totals
BCST 100 Intro to Mass Media
2 75
4 87
BCST 103 Mass Media and Society
4 128 4 116
BCST 110 Writing for Electronic Media
2 27 2 32
BCST 119 Digital Media Skills
8 147 8 140
BCST 120 Audio Production
4 93 4 99
BCST 140 Television Studio Production
2 34 2 30
BCST 141 Field Video Production
2 38 2 30
BCST 159 Digital Media Portfolio
1 12 1 10
BCST 159 is a new course that was not previously included in any certificates. Enrollments are expected to
grow in this course.
Item 6. Place of Program in Curriculum/Similar Programs
Foundations in Broadcast Electronic Media Arts certificate replaces several smaller, locally approved
certificates that have already been deactivated by the College. Previously we offered Certificates of
“Accomplishment” in; Radio, Sound Recording Arts, Sound Design, Live Sound, Television Production, Video
Production and Editing, and Broadcast Motion Graphics. These have all been deactivated in preparation for
the new, more robust certificates.
There are no other departments offering similar curriculum.
Item 7. Similar Programs at Other Colleges in Service Area
San Francisco State University offers a BA degree in Broadcast Electronic Communication Arts. Our
program compliments theirs and we transfer many students there each year. Ex’pressions College for
Digital Arts has a degree in Sound Arts. However it is not regionally accredited and its high cost of tuition
renders it unavailable to our students. ($11,800/Semester, 23,600/year) The Academy of Art University
offers a degree in Motion Pictures and Television. It has similar costs and extremely low job placement
numbers. Los Medanos Community College has a degree in Recording Arts and Diablo Valley Community
College has a degree in Broadcast Communication Arts, but they are 50 and 35 miles away respectively,
serving different populations. Laney College offers certificates in Digital Video Production and Broadcast
and Digital Cinematography however they are in Oakland and serve the East Bay. City College San Francisco
serves a separate urban population.
22 | P a g e Updated: 9/14/2018
APPENDIX B
SAMPLE LMI DATA
Foundations in Broadcast Electronic Media Arts: Certificate of Achievement
CA EDD data reveals positive growth in media and media related jobs. Specific labor data for the
advanced certificates is presented in those certificates. The EDD webpage lists City College of San
Francisco and San Francisco State as training providers for this field. All other providers listed are private
and very expensive.
TV and Video producers and editors trained in BEMA find jobs in all aspects of the media industry.
Currently BEMA alums are employed as: on-air news talent at KFVS-TV-Cape Girardeau, MO,
programming manager at Twitch TV, camera operator at ESPN Sports, creative services director at KQED
TV, business manager at San Bruno Cable, and teaching assistant at Bay Area Video Coalition.
BEMA Sound Recording alumni are currently employed as audio board operator at ESPN, at sound-
reinforcement and audio/visual support companies, as well as union sound technicians. Examples of
positions recently obtained by BEMA students include Supervising Sound Designer for Coral Canopy and
Senior Traffic Assistant at MLB.com, completing dialog, sound effects and other post production tasks on
the documentary ‘Saltwater’ by Daniel Olmstead, and performing the monitor mix at the Super Bowl Half
Time show featuring Beyonce and Bruno Mars.
Traditional LMI data from EMSI Dataset 2016.1 for related SOC Codes for Alameda, Contra Costa, San
Francisco, San Mateo and Santa Clara counties (3 Economic Sub-Regions: East Bay, Mid-Peninsula, SV):
SOC Description 2015
Jobs
2018
Jobs
2015 -
2018
Change
2015 -
2018 %
Change
Annual
Open-
ings
10%
Hourly
Earnings
Median
Hourly
Earnings
Typical Entry
Level
Education
27-2012 Producers &
Directors 2,882 3,068 186 6% 166 $22.22 $35.96 Bachelor's
27-4011 Audio & Video
Equipment Techs 2,432 2,558 126 5% 88 $14.86 $24.54 Postsecondary
non-degree award
27-4032 Film & Video
Editors 1,082 1,186 104 10% 45 $18.51 $28.27 Bachelor's
27-3011 Radio & TV
Announcers 600 616 16 3% 20 $11.66 $21.16 Bachelor's
27-4012 Broadcast Techs 619 612 (7) (1%) 13 $10.80 $22.23 Associate
7,615 8,040 425 6% 332 $17.51 $28.84
Note: While EMSI shows Bachelor’s Degree as Entry Level Education, o*net which has Education level for 8
digit SOC codes for currently employed in the field at a national level has the following:
27-4032.00 - Film and Video Editors 27-3011.00 - Radio and TV Announcers
23 | P a g e Updated: 9/14/2018
Respondents Education Level Required Respondents Education Level Required
50% Bachelor's degree 36% Bachelor's degree
26% Some College, No Degree 27% HS Diploma or Equivalent
12% HS Diploma or Equivalent 13% Some College, No Degree
27-2012.01 - Producers 27-2012.05 - Technical Directors/Managers
Respondents Education Level Required Respondents Education Level Required
53% Bachelor's degree 38% Bachelor's degree
15% Professional degree 19% Some College, No Degree
11% Post-secondary certificate 16% HS Diploma or Equivalent
Supply at Community Colleges (no other Ed. Institutes in IPEDS) 2012-13 2013-14 2014-15 Annual Avg
060420 - Television (including combined TV/Film/Video)
Certificate 6 to < 18 semester units 37 58 28 41
City College of San Francisco Total 37 58 28 41
Associate Degree 3 5 4 4
Certificate 30 to < 60 semester units 1 1 - 1
Certificate 12 to < 18 units 1 6 4 4
De Anza College Total 5 12 8 8
Associate Degree 4 3 3 3
Certificate 30 to < 60 semester units 6 3 3 4
Certificate 18 to < 30 semester units 1 2 1 1
Certificate 6 to < 18 semester units - 1 - 0
Laney College Total 11 9 7 9
Certificate 6 to < 18 semester units 3 10 4 6
Ohlone College Total 3 10 4 6
060420 - Television (including combined TV/Film/Video) Total 56 89 47 64
060400 - Radio and Television
Associate Degree 6 8 6 7
24 | P a g e Updated: 9/14/2018
Chabot College Total 6 8 6 7
Associate Degree 1 1 1 1
College of San Mateo Total 1 1 1 1
Associate Degree 4 5 4 4
Certificate 30 to < 60 semester units 2 - 1 1
Certificate 6 to < 18 semester units 2 - - 1
Diablo Valley College Total 8 5 5 6
Associate Degree - - 2 1
Certificate 6 to < 18 semester units 1 5 1 2
Ohlone College Total 1 5 3 3
060400 - Radio and Television Total 17 19 15 17
GRAND TOTAL 73 108 62 81
Source: Data Mart
Gap Analysis: For the sub-regions selected, there are 332 annual openings for the
3 SOC codes. For supply there are 81 annual awards issued on average for a
positive labor market gap of 251 or 76%.
25 | P a g e Updated: 9/14/2018
APPENDIX C
SAMPLE ADVISORY MINUTES
Foundations in Broadcast Electronic Media Arts: Certificate of Achievement
Department Program: Broadcast Electronic Media Arts
Department Chair: Sheila McFarland
Semester: Spring 2016 Date: February 29,
2016 Time: 4:00-7:00pm
Location: BEMA Department Room ArtsX 164
Members of the Advisory Committee: Signature page on file
in BEMA
Agenda and Minutes are at the bottom of this document.
Faculty Members Present
Name Position Faculty/Classified/Student
Sheila McFarland Department Chair Faculty
Misha Antonich Instructor Video Arts Faculty
Dana Jae
Labrecque Instructor Sound Arts Faculty
Dr. Cecil Hale Instructor Radio Faculty
Francine
Podenski Professor Emeriti-BEMA
Dr. Malcolm Cecil Media Studies, production Instructor Part Time
Arthur Pines Coordinator EATV, Television Production Instructor Part Time
Michele Sieglitz Video Editing, production Instructor Part Time
Teri Ferrell Audio Production, media skills Instructor Part Time
Kristina Whalen Dean Fine Applied Communicatin Arts Dean FACA
Date: Monday February 29th 2016 Time: 4:00-7:00pm Location:
Arts X 164
Review and feedback related to overall Program Review
NEW information not from the
outline. This is the local CTE advisory
committee consultation from the
minutes of an advisory committee
meeting.
Different Advisory Committee
minutes may look very different from
each other.
26 | P a g e Updated: 9/14/2018
FOUNDATIONS OF BROADCAST ELECTRONIC MEDIA ARTS
17 UNIT CERTIFICATE OF ACCOMPLISHMENT
Advisory Members Present
Name (Print) Position/Organization
Gabriel
Armstrong Live Sound Engineer - IATSE Local 16
Olivia Henry
Digital Strategist
KALW Radio
Alan S.
Johnson
Video Editor, Motion Graphics and 3D
Animation of Node Post
Dave Nelson
Supervising Sound Editor/Re-
Recording Engineer at Outpost Studios
Maya
Zuckerman
Co-Founder Transmedia SF
Transmedia Specialist
Scott Looney Game Audio Institute Co-Founder [email protected]
Jordan Tayer
Influencer Relations Manager at Twitch
*Unable to attend at last minute
Joe Rosenberg Producer of Snap Judgment NPR [email protected]
Sheila
McIntosh
Visual Effects Editor, Editor (previously
ILM, Pixar, Dreamworks)
Marc Senasac
Chief Engineer Sony Computer
Entertainment
*Unable to attend at last minute
Scott Celestri Director KTVY Ch2
Jerry Sander Director / Producer KGO TV [email protected]
27 | P a g e Updated: 9/14/2018
Program Student Learning Outcomes:
Discuss and analyze major mass communication issues and the impact of new technology in the sound recording, video, multimedia, television, and radio industries
Plan and implement projects that include using the basics of sound, video, and internet tools
Demonstrate beginning competency in video and audio production and editing Display professionalism and understanding of workforce protocol and communication
skills
Review and feedback regarding of Student Learning Outcomes:
This is a new certificate and is the foundation of several of our advanced certificates. Advisers
were especially vocal about the outcomes on this certificate. They appreciated the inclusion of
course work that teaches media analysis and critical thinking skills. They also commented that
the ability to write and communicate via written words is critical. The commented several times
that technology is important, but that it changes fast, so the ability to stay on top of it is
paramount.
Advisers were especially passionate about the last outcome: That students need to understand
the professionalism of each discipline and that there are many people who know the tools. But
the people who show up early, do extra work with out being asked, and are personable are the
ones who get hired.
Review and Feedback related to Core Indicators and Labor Market Information:
Advisers spoke about job growth in the industry: Jobs are growing especially in the Convergent
Media niche and in audio for games. Many video editors and sound engineers make a living via
freelance work. They said it could be done (in fact several are doing just that.) but that you have
to be passionate about the work.
Several of the panelists started as interns and one panelist said all of his engineers started as
interns.
It goes back to professionalism, and networking- students need to get in the door and show that
they are the best person for the job.
Overall Recommendations regarding program:
28 | P a g e Updated: 9/14/2018
This is a new certificate and is the foundation of several of our advanced certificates. Advisors
were especially vocal about the outcomes on this certificate. They appreciated the inclusion of
course work that teaches media analysis and critical thinking skills. They also commented that
the ability to write and communicate via written words is critical. The commented several times
that technology is important, but that it changes fast, so the ability to stay on top of it is
paramount.
Keep up the good work
Additional Comments
N/A
Planned action steps based on feedback
We hope to get this certificate back from the State asap and start to offer it so we can assess it’s
efficacy.
City College San Francisco - Broadcast Electronic Media Arts
Industry Advisory Panel- Monday February 29th, 2016
4:00pm to 7:00pm, Arts Extension 164
Agenda
4:00-5:00 Arrival- Advisers met by BEMA Student Ambassadors
Tour-
Refreshments Provided
5:00-7:00 Panel Convenes: Introductions
5:20 Panel address four core questions:
♦ Looking at our certificate programs and course outlines, what strengths do
you see?
♦ Is there anything missing that we should be teaching our students to better
prepare them for internships and work in your area of the industry?
♦ Do the Program Level Outcomes stated in each certificate match what you
expect of an entry-level employee?
♦ Please tell us about your industry labor needs, as well as trends you see in
the San Francisco/Bay Area, and nationally.
7:00- 7:15 pm Thank you, Informal conversation
Members Present:
Gabriel Armstrong* Live Sound Engineer - IATSE Local 16
Olivia Henry * Digital Strategist / KALW Radio
29 | P a g e Updated: 9/14/2018
Alan S. Johnson* Video Editor, Motion Graphics and 3D Animation of Node Post
Dave Nelson * Supervising Sound Editor/Re-Recording Engineer at Outpost Studios
Maya Zuckerman* Co-Founder Transmedia SF / Transmedia Specialist
Scott Looney* Game Audio Institute Co-Founder
Jordan Tayer Influencer Relations Manager at Twitch, *Unable to attend at last minute
Joe Rosenberg * Producer of Snap Judgment NPR
Sheila McIntosh* Visual Effects Editor, Editor (previously ILM, Pixar, Dreamworks)
Marc Senasac Chief Engineer Sony Computer Entertainment, *Unable to attend at last
minute
Scott Celestre* Director KTVY Ch2
Jerry Sander* Director / Producer KGO TV
Due to space limitations, we were not able to invite the following Advisors to this panel
Steve Horowitz Audio Director-Nickelodeon Digital / Game Audio Institute-Co founder
Renee Richardson Music Director, On Air Talent / KFOG Radio - cumulus
Jim Hedges Lead Audio Designer-Zynga
Matt Levine Music Producer-Sony Computer Entertainment
Kristin Miltner International Game Technology
Faculty Present: Sheila McFarland, Department Chair, Kristina Whalen, Dean School of Fine,
Applied and Communication Arts, Dana Jae Labrecque, Terri Ferrell, Misha Antonich, Dr. Cecil
Hale, Arthur Pines, Dr. Malcolm Cecil, Michele Sieglitz, Francine Podenski, Professor Emeriti,
BEMA.
(5:06) Sheila address to panel about big picture
- Faculty intro
- Students intro
- Student overview/demographics illuminating the student demographic
(5:11)Dave Nelson intro: Described his early days from playing in a band to audio post-production
bc being about to sync sound to film, outpost studios post productions was an early adapter of
syncing video and audio
(5:16) Sheila Macintosh: Started as a MA in International Politics, Got into video postproduction via
Blair Witch project, LucasFilm, TV Video Editor started in political science then moved to acting
then video editing has worked with Skywalker DreamWorks and as a freelancer now
(5:18) Scott Celestre: Started in JC, Academy Arts, for 9 years dropping in and out, Began as an
intern at KTVU in 2008 left there went back to school at SF State in the BECA program
(5:20) Olivia Henry: digital strategist kALW radio Community Engagement radio journalism SF
public press part time works for mother Jones
(5:22) Joe Rosenberg: USC to SALT institute, NPR produces stories for snap judgement post
production at PBS Institute in Portland Maine and has also freelanced
(5:24) Alan Johnson: Sushi chef, node post Video Editor motion graphics and 3d animation self-
taught learned to stay on top of what's going on
30 | P a g e Updated: 9/14/2018
(5:26) Maya Zuckerman: IDL, Animation, Game Design, Boutique animation, 2008-2010,
reinvention into Transmedia, work for start ups co-founder of transmedia SF GameTrailers
marketing branding multiplatform media a systems person
(5:31) Gabriel Armstrong: Live sound engineer, Live sound, Local 16 +, live sound IATSE Local 16
stagehand Union went to SF State worked in many clubs and hotels in SF
(5:35) Jerry Sandy: CCSF Alumni, Photography, SFSJ, Directed at 5, 2, 9, got fired from KGO but
then invited back. Lots of freelance, Speciality is Live TV shows, Live news shows,
===============================================================
Question 1: Looking at our certificate programs and course outlines, what strengths do you
see?
Jerry: working as a team/human skill/is crucial--Need to know how to ask questions.
- As students/internships helps to go outside of the school. Pros will offer students
invaluable experience and reinforce teamwork and soft skills. good basics teaches
how to run the equipment teach teamwork
- things that are missing in our program
- The intangibles how to work as a team how to get asked good questions ( who or
what) don't be afraid to ask questions especially as students do internships
- (Sheila McFarland’s note: All certificates contain outcome of teaching workforce
protocol and professionalism. This is outcome of past panels which have said the
same thing.)
Maya: agrees- Knowing how to address an audience, Corporate/Marketing/Knowing how to talk,
PR/Marketing. human skills are vital new line user experience is about the audience. To the client
but to the user base. Fundamentals of public relationship skill set that is well rounded
Alan: agrees- Good basics, not everything, but very important. strength of the courses good solid
skill basic text changes but you can transfer the basics
Gabriel: agrees- Personality, Professionalism. the inclusion of human skills in audio understanding
music especially in live sound is very helpful. Everybody has skills but personality set you apart
Joe: agrees- How to make a difference. all interns have same skills there has to be something that
sets you apart
Dave: agrees- wonders about how current interns don’t ask more, work harder. regarding interns
he's always looking to build staff from the interns but this is not happening anymore because San
Francisco is so expensive they all have to work also in turn seem less willing to work
Scott: agrees but it was super tough
- did 2 yers internship. internships he worked for 2 years and worked and went to
school. success means hard work as an intern but if you don't have financial help it
is difficult
- 4 yrs 7 days a week
Olivia: unpaid internships can be super harmful. regarding unpaid internships currently it is hard to
survive without pay standards are changing legal standards for internships at is that if
they are not modeling the classroom they must be paid
Joe: NPR now pays for interns
31 | P a g e Updated: 9/14/2018
- did 2 yers internship, Joe - regarding wealth and race - interns are pre-selected
they have to have some money and are usually white
Gabriel: knowing that for free we need a different way for internships
Sheila McIntosh- started out as a PA making a living wage is difficult
Sheila McFarland: Follow Up question - we are addressing equity and financial need but what
can we do to help our students what can we teach what specific can we train for.
Alan: Discipline & Perseverance, need to prove yourself
Dave: My entire staff started as interns
Jerry: - You need to be trusted, do several jobs/tasks well in a row and I give you more
responsibility. More professional forums, - Personal visits. - Go into places as a class, Learn how
to network
(6:10)
Gabriel: - Audio classes need to add Networking to the curriculum. - Radio frequencies (lots of
wireless channels) - protocols to get devices (iPad) talking. must understand networking they need
technical understanding how it all works together for example on how an iPad works with a mixer
problem with curriculum in the live sound It states utilize EQ to fix acoustics should be treatment
time delay and EQ
Olivia: - Likes that Media Studies classes because of the important of messages (yes)
- Distribution and marketing of your work (yes), - Outreach (yes), - Cultivating your own
interest [can lead to jobs] (yes), Ask yourself: What do you really like? Then you you do a great
job.
Olivia what she likes about curriculum mass media and society teach critical eye creating
media creates knowledge
In the convergent media certificate create distribution and production plan regarding
journalism. It is a civic function it is outreach describing current trends
Student should understand what they're looking for and be careful of online research.
In interviews she has been asked what books do you read who do you listen to
Maya: - The rise of the personal Brand, - Breadcrumbs that lead to your interests
- Write, research, publish, photos, getting it out there, build a personal brand LinkedIn
social media for business have a personal brand what you blog what you write use hashtags
Sheila: - The passion is key, as the hours are long and the
Joe: ProTools is important to the industry. Produce corresponding web content to a radio show.
All audio panelists agreed.
Olivia: Must be able to write copy on a radio show
32 | P a g e Updated: 9/14/2018
APPENDIX D
SAMPLE BACCC RECOMMENDATION
<<< NEW information not from the
outline. Departments must get
proposed programs onto the
BACCC agenda calendar for the
recommendation.
33 | P a g e Updated: 9/14/2018
APPENDIX E
SAMPLE AA/AS DEGREE NARRATIVE – PROGRAM GOAL LOCAL
DEPARTMENT OF INTERDISCIPLINARY STUDIES
Critical Pacific Islands & Oceania Studies Associate of Arts
1. Narrative
Item 1. Program Goals and Objectives
The Critical Pacific Islands & Oceania Studies Associate of Arts degree
introduces students to a substantive and critical analysis of Pacific peoples
and cultures in the U.S. diaspora and beyond. Centering on the voices of
native Pacific Islanders, this interdisciplinary curriculum examines historical
and contemporary topics, including colonization, militarization, social
movements, diversity, social justice, and immigration. All required courses
meet University of California (UC) and California State University (CSU) transfer requirements
and/or City College of San Francisco General Education (GE) area requirements A
(Communication & Analytical Thinking), C (Natural Sciences), D (Behavioral and Social Sciences)
E (Humanities), G-1 (Health Knowledge), and H1 (Ethnic Studies).
The program appeals to diverse students, including international students, who are planning careers
in many areas in the Humanities and Social Sciences with an emphasis in Critical Pacific Islands &
Oceania Studies such as Religious Studies, International Relations, International Law, Global
Studies, Political Science, Ethnic Studies, History, Language and Literature, Diversity and Social
Justice, and Physical and Biological Sciences. The program is ideal for those whose work involves
interacting with native Pacific Islanders and other communities of color such as service providers,
health practitioners, law enforcement officers, researchers, teachers, and administrators and staff-
members in community-based organizations, and social and government agencies.
Open to all students at CCSF, the program is also designed to meet the following Pacific Islander
community-needs areas that align with the college’s overall mission to support diverse and
historically disadvantaged communities: Access to higher education and academic resources;
Increase in retention of Pacific Islander students at CCSF by increasing certificate and/or associate
degree completion; Increase course completion for this population using culturally sensitive and
indigenous-based curriculum and pedagogy; Prepare students for transfer to a four-year university.
Learning Outcomes Upon completion of this program, students will be able to:
<<<< Much of this text is copied from and elaborates the information already in the outline.
<<< From the
outline
Note: this narrative is the same as that required for a Certificate of Achievement with the program goal of Local. A Local AA/AS degree or Certificate of Achievement that is designed to provide transfer preparation has additional requirements as specified above.
34 | P a g e Updated: 9/14/2018
Evaluate the methods of inquiry used in the study of indigenous Pacific Islander
communities including social science, behavioral science, and indigenous epistemologies.
Compare and contrast the expression of the ocean aesthetic across Pacific Islander cultural
practices such as architecture, arts, dance, film, language, literature, music, poetry, sports,
and theater.
Apply analytical skills, problem-solving, and decision-making techniques to improve study
strategies, wellness, and life-long learning.
Describe the intersectionality and interrelatedness of distinct forms of social oppression in
the United States, such as anti-Semitism and anti-Arabism, adultism, ageism, ableism,
classism, heterosexism, racism, sexism, and transphobia.
Analyze and assess the relationships between human environments and scientific aspects of
physical, natural environments.
Item 2. Catalog Description
The Critical Pacific Islands & Oceania Studies Associate of Arts degree
introduces students to a substantive and critical analysis of Pacific peoples and
cultures in the U.S. diaspora and beyond. Centering on the voices of native Pacific Islanders, this
interdisciplinary curriculum examines historical and contemporary topics, including colonization,
militarization, social movements, diversity, social justice, and immigration. All required courses
meet University of California (UC) and California State University (CSU) transfer requirements
and/or City College of San Francisco General Education (GE) area requirements A
(Communication & Analytical Thinking), C (Natural Sciences), D (Behavioral and Social Sciences)
E (Humanities), G-1 (Health Knowledge), and H1 (Ethnic Studies).
The program appeals to diverse students, including international students, who are planning careers
in many areas in the Humanities and Social Sciences with an emphasis in Critical Pacific Islands &
Oceania Studies such as Religious Studies, International Relations, International Law, Global
Studies, Political Science, Ethnic Studies, History, Language and Literature, Diversity and Social
Justice, and Physical and Biological Sciences. The program is ideal for those whose work involves
interacting with native Pacific Islanders and other communities of color such as service providers,
health practitioners, law enforcement officers, researchers, teachers, and administrators and staff-
members in community-based organizations, and social and government agencies.
Item 3. Program Requirements
Each course must be completed with a grade of C or higher, or pass.
Minimum time for completion is four semesters. Completion time will vary based on student
preparation and number of units completed per semester.
Courses used to meet the Certificate of Achievement in Critical Pacific Islands & Oceania Studies
may also be used to fulfill the requirements for this major. Courses used to meet the requirements
for this major may also be used to meet IGETC or CSU GE requirements for the AA-T Social
Justice Studies major.
<<< From the
outline
<<< From the
outline
35 | P a g e Updated: 9/14/2018
Course Units
Required core courses:
IDST 45 - Pacific Islanders in the U.S. 3.00
IDST 46 - Fa 'a Pasefika: Interdisciplinary Cultural Expressions of Oceania 3.00
IDST 50/LERN 50 - College Success 3.00
HLTH 33 - Introduction to Health and Wellness 2.00
Total: 11.00
Choose two (2) units from the following Diversity and Social Justice courses:
IDST 80A - Diversity and Social Justice: Racism 0.50
IDST 80C - Diversity and Social Justice: Sexism 0.50
IDST 80D - Diversity and Social Justice: Heterosexism 0.50
IDST 80E - Diversity and Social Justice: Ableism 0.50
IDST 80F - Diversity and Social Justice: Class and Classism 0.50
IDST 80G - Diversity and Social Justice: Transphobia 0.50
IDST 81A - Diversity: Ageism and Adultism (Age-based Oppression) 1.00
IDST 81B - Diversity and Social Justice: Anti-Semitism/Anti-Arabism 1.00
Total: 2.00
Choose one of the following Life, Land, Ocean, and Cosmos science course combinations:
Options listed below are all combinations of lecture and lab. When you choose an option, you must choose the lecture and lab that go together as indicated with the "and."
ASTR 19 - Galaxies and the Universe 3.00
and
ASTR 16 - Observational Astronomy 1.00
BIO 32 - Marine Biology 3.00
and
BIO 32L - Marine Biology Laboratory 1.00
ENRG 3 - Introduction to Alternative Energy 3.00
and
ENRG 3L - Introduction to Alternative Energy Laboratory 1.00
GEOG 1 - Physical Geography 3.00
and
GEOG 1L - Physical Geography Laboratory 1.00
GEOL 10 - Physical Geology 3.00
and
GEOL 10L - Physical Geology Lab 2.00
OCAN 1 - Oceanography 3.00
and
OCAN 1L - Oceanography Lab 2.00
P SC 11 - Conceptual Physical Science 3.00
and
36 | P a g e Updated: 9/14/2018
P SC 11L - Physical Science Laboratory 1.00
SUST 31/BIO 31/GEOG 31 - Introduction to Environmental Science 3.00
and
SUST 31L /BIO 31L /GEOG 31L - Environmental Science Laboratory 1.00
Total: 4.00 - 5.00
Choose three (3) units from the following Social Justice Studies courses:
IDST 37 - Introduction to Ethnic Studies 3.00
LGBT 5 - Introduction to Lesbian, Bisexual, Gay, and Transgender Studies 3.00
WOMN 25 - Introduction to Women's Studies: Feminism Demystified 3.00
SOC 25 - Sex and Gender in American Society 3.00
Total: 3.00
Choose three (3) units from the following elective courses (if not used to fulfill the Social Justice Studies requirement):
ANTH 15 - Philippine Culture and Society 3.00
ASAM 8 - Filipino American Community 3.00
CINE 22 - The Documentary Tradition 3.00
GEOG 4 - Cultural Geography 3.00
IDST 7 - Introduction to the United Nations 3.00
IDST 14 - American Cultures in Literature and Film 3.00
IDST 29 - Introduction to Islam 3.00
IDST 30 - Demystifying the Middle East 3.00
IDST 36 - Poetry for the People 3.00
IDST 37 - Introduction to Ethnic Studies 3.00
IDST 40 - Contemporary Issues in the Filipino Community 3.00
IDST 42 - Introduction to Philippine Arts 3.00
LGBT 9/LALS 9 - The Latin American and Latina/o LGBT Experience 3.00
PHST 20 - The Filipino Family 3.00
PHST 30 - Philippine Society and Culture Through Film 3.00
WOMN 20 - Her/His/Ourstories 3.00
Total: 3.00
Total: 23.00 - 24.00
Course Sequence:
A.A. Critical Pacific Islands & Oceania Studies
Requirements Departme
nt Name/#
Name Units CSU-
GE
IGETC Sequence
Required Core
(11 units)
IDST 45
IDST 46
Pacific Islanders in the
U.S.
3
C2, D3
4C
Yr 1, Fall
<<< Rearranged courses from
the program outline to show
sequence.
37 | P a g e Updated: 9/14/2018
IDST 50
HLTH 33
Fa’a Pasefika:
Interdisciplinary Cultural
Expressions of Oceania
College Success
Introduction to Health
and Wellness
3
3
2
C2
E
E
3B
Yr 1, Spring
Yr 1, Fall
Yr 2, Fall
2-4 courses
(2 units)
IDST 80A
IDST 80C
IDST 80D
IDST 80E
IDST 80F
IDST 80G
IDST 81A
IDST 81B
Diversity and Social
Justice: Racism
Diversity and Social
Justice: Sexism
Diversity and Social
Justice: Heterosexism
Diversity and Social
Justice: Ableism
Diversity and Social
Justice: Class and
Classism
Diversity and Social
Justice: Transphobia
Diversity and Social
Justice: Ageism and
Adultism (Age-Based
Oppression)
Diversity and Social
Justice: Anti-
Semitism/Anti-Arabism
0.5
0.5
0.5
0.5
0.5
0.5
1
1
Yr 1/2,
Fall/Spring
Yr 1/2,
Fall/Spring
Yr 1/2,
Fall/Spring
Yr 1/2,
Fall/Spring
Yr 1/2,
Fall/Spring
Yr 1/2,
Fall/Spring
Yr 1/2,
Fall/Spring
Yr 1/2,
Fall/Spring
1 course
combination
(4-5 units)
ASTR 19
&
ASTR 16
Galaxies and the
Universe
3
B1
5C
Yr 2, Fall/Spring
38 | P a g e Updated: 9/14/2018
BIO 32
&
BIO 32L
ENRG 3
&
ENRG 3L
GEOG 1
&
GEOG 1L
GEOL 10
&
GEOL 10L
OCAN 1
&
OCAN 1L
PS C 11
&
PS C 11L
SUST 31
&
SUST 31L
Observational
Astronomy
Marine Biology
Marine Biology
Laboratory
Introduction to
Alternative Energy
Introduction to
Alternative Energy
Laboratory
Physical Geography
Physical Geography
Laboratory
Physical Geology
Physical Geology
Laboratory
Oceanography
Oceanography
Laboratory
Physical Science
Physical Science
Laboratory
Introduction to
Environmental Science
Environmental Science
Laboratory
1
3
1
3
3
3
1
3
1
3
1
3
1
3
1
B1
B2
B3
B1
B3
B1
B3
B1
B3
B1
B3
B1
B3
B2, D7
5A, 5C
5B
5B, 5C
5A
5C
5A
5A
5A
5A
5A
5A
5A
5A
4G, 5B
Yr 2, Fall/Spring
Yr 2, Fall/Spring
Yr 2, Fall/Spring
Yr 2, Fall/Spring
Yr 2, Fall/Spring
Yr 2, Fall/Spring
Yr 2, Fall/Spring
Yr 2, Fall/Spring
Yr 2, Fall/Spring
Yr 2, Fall/Spring
Yr 2, Fall/Spring
Yr 2, Fall/Spring
Yr 2, Fall/Spring
Yr 2, Fall/Spring
Yr 2, Fall/Spring
39 | P a g e Updated: 9/14/2018
1 course
(3 units)
IDST 37
LGBT 5
WOMN 25
SOC 25
Introduction to Ethnic
Studies
Introduction to Lesbian,
Bisexual, Gay, and
Transgender Studies
Introduction to Women's
Studies: Feminism
Demystified
Sex and Gender in
American Society
3
3
3
3
C2, D1,
D3, D7
D4
D4
D0, D4
3G, 4B
4D
4D
4J
Yr 2, Fall/Spring
Yr 2, Fall/Spring
Yr 2, Fall/Spring
Yr 2, Fall/Spring
1 course
(3 units)
ANTH 15
ASAM 8
CINE 22
GEOG 4
IDST 7
IDST 14
IDST 29
IDST 30
IDST 36
IDST 37
IDST 40
IDST 42
Philippine Culture and
Society
Filipino American
Community
The Documentary
Tradition
Cultural Geography
Introduction to the
United Nations
American Cultures
through Literature and
Film
Introduction to Islam
Demystifying the Middle
East
Poetry for the People
Introduction to Ethnic
Studies
Contemporary Issues in
the Filipino Community
Introduction to Philippine
Arts
3
3
3
3
3
3
3
3
3
3
3
3
D1, D3
C2
C2, D5
D8
C2
C2
C2
C2
C2, D1,
D3, D7
D3, D4,
D7
C2
4A
4C
3B
3B, 4E
4H
3B
3B
3B, 4G
3B
3B, 4G
4C
3B
Yr 1, Spring
Yr 1, Spring
Yr 1, Spring
Yr 1, Spring
Yr 1, Spring
Yr 1, Spring
Yr 1, Spring
Yr 1, Spring
Yr 1, Spring
Yr 1, Spring
Yr 1, Spring
Yr 1, Spring
40 | P a g e Updated: 9/14/2018
LALS 9
PHST 20
PHST 30
WOMN 20
The Latin American and
Latina/o LGBT
Experience
The Filipino Family
Philippine Society and
Culture Through Film
Her/His/Ourstories
3
3
3
3
D3, D4
D3, D7
C2
4C, 4D
4C, 4G
3B
Yr 1, Spring
Yr 1, Spring
Yr 1, Spring
Yr 1, Spring
Required Major Total: 23-24 units
Completion of CSU GE Breadth or IGETC pattern: 37-38 units
Transferable Electives (as needed to reach 60 units)
TOTAL UNITS: 60 units
Proposed Sequence
Year 1, Fall = 15 units
Year 1, Spring = 15 units
Year 2, Fall = 15 units
Year 2, Spring = 15 units
TOTAL UNITS: 60 units
Item 4. Master Planning
The State of California’s Pacific Islander population continues to
grow. In the San Francisco Bay Area, the population grew about 35%
between 2000 and 2010 and is expected to grow in 2020. The
Associate of Arts degree in Critical Pacific Islands and Oceania
Studies coincides with the Pacific Islander community needs and demands of the past 50 years and
the City College of San Francisco’s mission to diversify its student population and its course
offerings:
a. Address high drop-out rates of Pacific Islander students in higher education linked to the
historical traumas created by U.S. colonization of the Pacific
b. Increases access to higher education using culturally relevant curriculum
<<< NEW information not
incorporated in the program
outline (to end).
41 | P a g e Updated: 9/14/2018
c. Increase degree completion to enhance economic opportunities and competition for this
historically underrepresented group in higher education
d. Diversify campus climate and meet statewide equity goals
Item 5. Enrollment and Completer Projections
This community degree addresses low retention, low transfer, and high drop-out rates of Pacific
Islander students from the San Francisco Community College district. Designed as a transfer-prep
program in conjunction with the VASA Equity program, a Student Equity program initiative, over
50 students to date have already fulfilled more than half of the core requirements. Every fall
semester, the VASA program enrolls a new cohort of 30 students. Based on the latest recruitment
numbers, it is projected that about 40-50 students will receive the degree every spring semester
beginning in spring 2018.
Item 6. Place of Program in Curriculum/Similar Programs
There are no similar programs offered in the San Francisco Community College district.
Item 7. Similar Programs at Other College in the Service Area
There are no similar programs offered in the San Francisco Community College District or any
other community college districts in the San Francisco Bay Area.