Credit where Credit is Due: Understanding Non-Credit Mark Wade Lieu, Ohlone College Paul Starer, Foothill College Leadership Institute 2005

Credit where Credit is Due: Understanding Non-Credit

Mark Wade Lieu, Ohlone College

Paul Starer, Foothill College

Leadership Institute 2005


Non-Credit in the CCC SystemEducation Code §66010.4(a)(2) “In addition to the primary mission of academic and vocational instruction, the community colleges shall offer instruction and courses to achieve all of the following: (A) The provision of remedial instruction for those in need of it and, in conjunction with the school districts, instruction in English as a second language, adult noncredit instruction, and support services which help students succeed at the postsecondary level are reaffirmed and supported as essential and important functions of the community colleges.(B) The provision of adult noncredit education curricula in areas defined as being in the state’s interest is an essential and important function of the community colleges.”


Authorized Non-Credit AreasEducation Code section 84757(a) Parenting Elementary/Secondary Basic Skills English as a Second Language Courses for immigrants (e.g. citizenship) Courses for those with substantial disabilities Short-Term Vocational Courses for older adults Home Economics Health and Safety Education


What is Non-Credit?

Non-Credit Non-Degree-Applicable Credit Non-Transferable Credit


Some Non-Credit Statistics 831,841 non-credit students in CCCs 1,171,780 non-credit in adult schools CCCs receive 26% of federal/state

funding for non-credit 29% of CCC students enrolled in

some form of non-credit 17% of CCC students are ONLY

enrolled in non-credit


More Statistics

53% enrolled in ESL, Basic Skills or Citizenship 17% enrolled in short-term Vocational 30% enrolled in remaining areas, the majority in programs for older adults


How Wide-Spread is Non-Credit?

98 out of 109 colleges offer at least one non-credit course

Vocational offers the largest variety of classes

Older Adults comprise largest number of class sessions


The Big Three

San Diego (87,905 students) San Francisco (61,817 students) North Orange (60,038 students) 22 colleges comprise 68% of all

Non-Credit students and generate 76% of Non-Credit FTES


Who Does What? Parenting (24 colleges) Elementary/Secondary Basic Skills (87 colleges) English as a Second Language (49 colleges) Courses for immigrants (e.g. citizenship) (21 colleges) Courses for the substantially disabled (42 colleges) Short-Term Vocational (58 colleges) Courses for older adults (58 colleges) Home Economics (19 colleges) Health and Safety Education (35 colleges)


Funding for Non-Credit

1.9 million out of General Fund (Prop 98) – note: this info from the system office seems wildly low

3.3 million for apprenticeships (Montoyo Fund)

10 million in Federal Funds (WIA, Title II, Adult Education and Family Literacy Act)


Non-Credit Apportionment

Collected through positive attendance (vs. census) Attempt to change Title 5 to use census was blocked by Department of Finance Non-Credit rate is approximately 56% of Credit rate (varies by district) Generates 10% of System FTES


System Funding Proposal

“Apportionment funding should be increased for non-credit enrollment…in a series of incremental improvements…to an equivalent amount of the state support rate for credit enrollment.”

“Finally, any improvement in non-credit funding should include standards to ensure that non-credit programs…more closely align with the requirements of credit programs.”


Standards

Non-Credit has its own standards Many differ from those for Credit Some may have more or less

impact on your college or district


Instructor Minimum Qualifications

Essentially the same for short-term vocational courses: BA + 2 years relevant experience

Significant difference for Basic Skills and English as a Second Language: BA vs. MA


Instructor Full-Time Load Locally bargained Credit: generally 15 lecture hours, 22 lab

hours, or combination Non-Credit: ranges from 20 to 30

classroom contact hours Variations in expected office hours and

committee participation Class sizes for Non-Credit generally

larger


75:25 FT to PT Faculty Ratio

Education Code §87482.6 Title 5 §51025, 53308, 53309 ONLY apply to Credit instruction


Accreditation

Accreditation through the Accrediting Commission for Community and Junior Colleges (ACCJC) is required only for credit programs. Noncredit community college programs can be accredited by the Schools Commission of the Western Association of Schools and Colleges (WASC), which is responsible for accrediting all schools below the college level, including adult schools.


Curriculum Approval Title 5 §55150 and §55002(c) Courses considered part of an approved

program are those required for the achievement of an approved degree or certificate. Since neither of these are available for non-credit, ALL non-credit courses are subject to curricular review by the Chancellor’s Office.

May change under SACC


What are the Implications?

Faculty Load Designation of classes as Credit or

Non-Credit Class Size Curriculum


Local Discussion

Involve Non-Credit faculty in your local senate

Learn about the role Non-Credit plays at your college

Discuss the Non-Credit funding proposal with all faculty, collective bargaining agent, administration, and local board

Documents

Credit where Credit is Due: Understanding Non-Credit Mark Wade Lieu, Ohlone College Paul Starer, Foothill College Leadership Institute 2005