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AGENDA

Updates on curriculum and programs

Review resources for faculty

Diversity and curriculum

AB 928 and 1111

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UPDATES

All program require program narratives
Non-CTE programs need to be updated every 3 years
CTE programs need to be updated every 2 years
CTE programs need more information (i.e. LMI data, Advisory committee minutes, info about the place of the program in relation to other programs)
At this point, Merritt has many programs that are out of compliance with State requirements
There is an online form for consultation, and the process is required
Program Update Docs

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FACULTY RESOURCES

Program checklist created by Nghiem and Lashaune
Program narrative templates
LMI data resources
BACCC information for CTE programs

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DIVERSITY IN CURRICULUM

MCCC is looking for contributions from faculty for how the committee can take a proactive part in talking about diversity in the curriculum review process

The focus today is on resources and decolonizing the syllabus, but there are many more areas and ideas for achieving diversity in your teaching content

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What does it mean to ‘diversify’ the curriculum?

The phrase ‘diversity in the curriculum’ usually applies to the concept of a curriculum that is inclusive of the experiences and histories of those with protected characteristics, and often seeks to erase systemic barriers in our society through fairer and more equitable distribution of curriculum content. It serves to allow young people to think more critically about how knowledge is formed and how it comes to be valued.

Diversity in the curriculum does not replace or exclude anti-racist curriculum analysis and action.

A Diverse Curriculum allows people:

to see and be seen in the curriculum
to interrogate how knowledge in the curriculum has come to be valued
to hear ‘multiple co-existing narratives’ in all subjects
to understand how systemic barriers manifest for
those with protected characteristics and intersectional identities
From https://www.diverseeducators.co.uk/diversity-in-the-curriculum-toolkit/

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SOME POINTS TO CONSIDER FROM THE ASCCC

Do students know who you are? Consider introducing yourself—race or ethnicity, gender pronouns, academic experience, cultural identity, etc.—as the instructor of the course and providing anti-racist and equity-minded messaging to welcome your students.
Can students contact you through multiple methods and with flexibility in communication times?
What books, articles, and readings have been selected in your course? Are your course resources inclusive to race, socio-economic standing, gender, sexuality, disability, immigration status, English language learner, and first-generation students?
Do students have input in shaping content and co-creating community rules outlined in the course syllabus?
Does the syllabus include explicit language about the intolerance of microaggressions and racist remarks, action, and behavior in the course?
Allocating points can cause students to assume they have no room for growth, and therefore they may drop out of the course (Rose, 2017). Faculty may consider holistic modalities and progression steps—for example, beginning, emerging, and proficiency—to develop opportunities for the learner to grow (Feldman, 2019) before finalizing student grading in the class.

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Are mistakes expected, respected, and used to elevate students’ understanding of the subject? Do you offer opportunities for retaking missed or late work? What opportunities do students have to catch up if they are behind due to technological barriers or other personal deterrents?
Is language around policies and expectations of students supportive and not punitive or deficit thinking (Valencia, 2010)?
Does your course syllabus provide information regarding housing and food insecurities, along with other on and off campus resources that benefits economically disadvantaged students?
Is your course on Canvas accessible, clear, inclusive, welcoming, and supportive for all learners to follow despite the modality of asynchronous or synchronous teaching?
Do you include messaging regarding your responsibility as a faculty member to alert learners early if participation, learning, and attendance are not met?
Do your course syllabus and Canvas site include positive messages and affirmations to further validate and provide a greater sense of belonging for BIPOC students in the course? Do the images and videos in the course showcase diversity and representation of the students?

https://www.asccc.org/content/decolonizing-your-syllabus-anti-racist-guide-your-college

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WHAT IS ON THE HORIZON?

AB 1111 – Requires The Community Colleges Establish A Common Course Numbering System For All Required Courses For General Education And Transfer Pathways, And Requires Each Campus To Adopt The Common Course Numbering To Their Course Catalog By No Later Than July 1, 2024

Assembly Bill No. 928, the Student Transfer Achievement Reform Act of 2021, was approved by Gov. Gavin Newsom on Oct. 6.

The bill aims to simplify the process for college students in California to transfer from community colleges to California State Universities (CSUs) and Universities of California (UCs).

AB 928 established the Associate Degree for Transfer Intersegmental Implementation Committee, which will consolidate the CSU and UC systems’ general education transfer pathways into one path. As dictated by the bill, this path must be constructed by Dec. 31, 2023.

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