3.6P
APPROVING, REVISING OR PHASING OUT INSTRUCTIONAL PROGRAMS
BOARD REVIEW: JULY 9, 1996
REVIEWED: MAY 8, 2001
REVISED: OCTOBER 12, 2004
ED CODE: 78015-16
TITLE 5: 51022

APPROVING NEW INSTRUCTIONAL PROGRAMS

Most new course-based programs are subject to the guidelines and requirements set out in the Chancellor's Office Curriculum Standards Handbook. There may also be new non-course-based programs which will require a modified version of the process below. A "" indicates those steps pertinent only to occupational programs.

1. Contact your Department Chair/Director with ideas for potential certificate program.

2. Discuss with program coordinators/department faculty.

3. Discuss feasibility with your Dean including examination of proposed facilities, equipment, and staffing.

     Request that the Regional Occupational Dean receive a verbal report of the proposed certificate program.

4. Conduct an informal needs assessment including, but not limited to: potential enrollment, potential transfers/job placements, indications of community and/or campus needs etc.

     Convene an ad hoc advisory committee.

     Based on ad hoc advisory committee input and support, formalize the assessment for occupational advisory committee review.

5. Develop a program proposal, which should contain the following:
   1. Results of needs assessment;

   2. Program goals and objectives;

   3. Topic outline of courses;

   4. Feasibility - required resources; and,

     e.  Input from ad hoc advisory committee.

6. Forward proposal to your Dean for Administrative review.

7. Curriculum development following Dean's approval:
   1. Course outlines/objectives;

   2. Prerequisites;

   3. General Education requirements, if applicable;

   4. Course sequence;

   5. Methodology; and,

   6. Field experience, if applicable

8. Forward program proposal to the Curriculum Committee, which should include the following.
   1. Program proposal and curriculum as developed in Steps 7 and 9.

   2. New Courses proposal(s).

   3. Timelines for initial implementation, including dissemination of information to the campus.

   4. Evaluation plan, including evaluation tools.

   5. Completion of college checklist.

9. Obtain appropriate approvals
   1. Articulation;

   2. President;

   3. Board of Trustees;

   4. CPEC;

   5.   Licensing agency;

   6.   Department of Apprenticeship Standards; and,

   7.   Chancellor's Office C.C.C. (for programs of 18 units or more).

   NEW PROGRAMS

   

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   REVISING OR PHASING OUT EXISTING INSTRUCTIONAL PROGRAMS

   When the results of a regular or special program review indicate essential weaknesses in enrollment, retention, completion, or employment/transfer rates, the supervising administrator(s) shall notify the Academic Affairs Office and the appropriate department chair(s) and initiate the following steps to determine the need for program revision or phase out. The review process should include components of the annual PP & E reports, adjusted to include a self-assessment based on the information below and recommendations of the department and administration, as well as appropriate review bodies (accreditation groups, certification boards, etc.). Examination of these factors should include trends over the past four semesters and projections of anticipated enrollments and outcomes.

   1. Information Collection and Review: The Academic Affairs Council in consultation with departments will review relevant information which must include both qualitative and quantitative measures. (The following items are not presented in priority order.)
      • Community need
      • Impact on community
      • Relationship to College mission
      • Impact to related programs
      • Retention and completion rates
      • Employment or transfer rates
      • Enrollment efficiency rate (enrollment/max) over the past 4 semesters
      • WSCH/FTES
      • Cost of program
      • Cost of support services
      • Direct facilities costs
      • Other

   2. Development of Recommendation for Action: After review of the above information with the department, the supervising administrator(s) will develop recommendations for action.
      • Program revision or reduction
      • Program phase out

   3. Fiscal Impact of Program Revision, Reduction or Phase Out
      • Determine cost of recommended program revisions, reductions, or phase out
      • Determine cost of associated retraining (if appropriate)
      • Itemize savings in adjusted salaries & benefits
      • Itemize revenue from sale of equipment and/or facilities (if appropriate)

   4. Identification of Possible Alternative Funding Sources

   5. Recommendation for program revision, reduction, or phase out will be presented to the Academic Senate and other appropriate groups for consultation. Possible audiences may include:
      • Students
      • Department representatives
      • Curriculum Committee
      • Advisory committees
      • Specific accreditation/certification bodies
      • Community groups
      • Cost of support services

   6. Preparation of Documentation for Final Report of Recommended Program Revision, Reduction, or Phase Out. Documentation may include:
      • Reason for reduction or phase out
      • Effect on students currently enrolled
      • Impact to related programs and community
      • Projected use of facilities
      • Budget and cost factors
      • Timeline for implementation including consideration of impact of
      • Program revision or phase out on students and staff
      • Relevant legal issues
      • Alternatives for students
      • Union contract obligations
      • Consultation report from legal counsel
      • Report from advisory committee (if appropriate)

   7. Recommendation is submitted to the Vice President of Academic Affairs for review and approval/disapproval.

   8. Additional Required Approvals
      • Accreditation groups, as appropriate
      • President
      • Board

   When the results of a regular or special program review indicate essential weaknesses in enrollment, retention, completion, or employment/transfer rates, the supervising administrator(s) will initiate the following steps to determine the need for program reduction or phase out.

   PHASING OUT PROGRAMS

   When the results of a regular or special program review indicate essential weaknesses in enrollment, retention, completion, or employment/transfer rates, the supervising administrator(s) will initiate the following steps to determine the need for program reduction or phase out.

   

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