SBCTC Policy Manual
Chapter 4 Appendices
Appendix A: Course Coding Procedures and Guidelines
Course coding is a key activity in the State Board’s process to gather information necessary to describe and quantify instructional effort and determine state funding eligibility. Codes are used for multiple purposes, including: federal reporting; determining the number of faculty positions funded with state funds; identifying the number of students enrolled in various programs; and other research-related functions.
Colleges Have the ability to add and revise their college’s course records each quarter.
To establish the appropriate coding for courses, the following procedures must be followed:
A college develops a new course or desires to change an existing course. Information to be supplied includes:
- A course description with sufficient detail to convey subject area and institutional intent of the proposed offering.
- Course numbers - Level: Basic skills/developmental education courses must be numbered below 100. Lower division academic courses other than basic skills and pre-college (aka developmental) education must be numbered between 100 and 299. Upper division courses may only be offered by college authorized to award an applied baccalaureate degree and must be numbered between 300 and 499.
- Assignment of a course title. Each course will have one approved title used for both reporting and publication purposes.
- Assignment of a three-digit Educational Program Code (EPC), if the course is or will be part of an approved Vocational Preparatory program (see CIP Crosswalk Sorted by CIP). Note: If a course is part of more than one program, use the EPC of the program that predominates.
- Number and type of instructional contact hours and course credits.
- Whether the course is designed to meet academically disadvantaged students or those with limited English skills.
- Whether the course has a work place training component.
Repeat Course Rule
A student may not be recorded for a course in which credit has already been granted, unless the student must repeat a course to satisfy an academic progress (grades or GPA) or skills requirement. Under no circumstance may a student be recorded more than three times (original enrollment, plus two repeats) for the same course. This rule applies to enrollment in credit-bearing or Adult Basic Education (ABE/ESL)courses, including transferred-in courses. This rule does not apply to non-credit continuing education courses. The highest grade earned of the original or repeated courses will be used to calculate the student’s cumulative grade point average.
Special Course Codes
Several courses possess unique characteristics that affect their classification status. These include:
- Vocational Preparatory Courses – Courses with an institutional intent of 21, vocational preparatory, must also have an EPC denoting the course as part of an approved vocational preparatory program for that college.
- Vocational Support Courses – Academic courses offered specifically for the purpose of supporting vocational programs should be assigned an institutional intent code of 21, an EPC, and the CIP code 23.9998, 26.9998, 27.9998, or 45.9998 distinguishing them from other academic transfer courses (see CIP Crosswalk Sorted by CIP, CIP Descriptions).
- I-BEST Courses – Courses with at least 50% overlap of team taught instruction must by coded with a Fee Pay Status of 42 and will generate 1.75 FTE funding. These courses must also be coded with one of the following institutional intent codes based on program type and participants:
I-BEST Program Type
Vocational 1/Basic Skills
Vocational 1/Dev Ed
Vocational 2/Basic Skills
Vocational 2/Dev Ed
- Basic Skills/Developmental Studies Courses – All pre-college/basic skills courses must be numbered below 100. They are non-transferable to four-year colleges and universities.
CIP codes in the 32 and 33 series are used to differentiate between basic skills and developmental education. The 32 series codes are used for basic skills courses, usually defined as equivalent to grades one through twelve in level of content. The 33 series codes are used for developmental studies courses, defined as equivalent to grades nine through twelve (see CIP Crosswalk Sorted by CIP, CIP Descriptions).
- Ungraded Courses – Ungraded courses are defined in WAC 131-28-026. Some ungraded courses have specific CIP codes while others can be assigned a CIP appropriate to the subject area (see CIP Crosswalk Sorted by CIP, CIP Descriptions).
- Farm and Small Business Management courses can be either graded or ungraded. If offered for the purposes of preparing individuals to enter employment, they are classified as graded. If offered as supplemental vocational education they are classified as ungraded (see CIP Crosswalk Sorted by CIP, CIP Descriptions).
- Sheltered Workshops – Sheltered workshop courses are coded in the same manner as all other course offerings. CIP code
98.0004 should be used and an
institutional intent must be based on the appropriate subject area and reason for offering the course. If vocational preparatory, the course must meet the requirements of an approved vocational preparatory program. If basic skills instruction, courses are subject to course codes applicable to basic skills courses.
- Community Service Courses of a recreational or leisure nature must be coded with a CIP in the 36 series and an institutional intent of 31 (see CIP Crosswalk Sorted by CIP, CIP Descriptions).
Common Course Number Schema
Common course number designation includes a common department abbreviation followed by the “&” symbol and a common 3 digit number.
Less advanced courses have numbers lower than more advanced courses within the same department/division abbreviation.
Colleges may use a designator (i.e. Q for quantitative reasoning or W for writing across the curriculum or C for cultural competency requirement etc.) after the 3 digit common course number when that serves an individual college need and does not impact how the course is accepted as common within the CTC system.
Rules Governing Use of the Three Digit Common Course Numbers
- 000-099: Below college level
- 101-199: First year courses
- 200-299: Second year courses
- 100-119: Introductory and exploratory courses
- 200-209: Standard second year offerings
- 120-189: Series and discrete courses
- 210-289: Courses ending in:
- 1-3 Courses in series, with prerequisites—FRENCH I, II & III
Special Note: Students will need to be advised that when taking courses in a series, they should do so at the same college for ease of transferability.
- 0, 4-9 Discrete offerings (stand alone courses), or a series with no prescribed order—AMER HIST I, II & III.190-199 & 290-299 Experiential Learning, including Internships, Cooperative Learning, and Field Experience. Also, Individual Research, Special Seminar, Special Topics, and Independent Studies.
Determining a Common Course Title
- Due to limits on the Student Management System, common course title field is 24 characters long, including punctuation and spaces.
- Common course titles use upper and lower case letters.
- For course series that are not similar enough to be “common” but serve similar intents in transfer when the whole series is taken, colleges should distinguish the series by using Roman numerals for one, Arabic for another, and letters for a third, if needed. For example, Engineering Graphics I, II and III (three course series); Engineering Graphics 1 and 2 (two course series); and Engineering Graphics (stand alone).
- After the common course title (24 characters), colleges may put a colon (:) then append a customized title, using an additional 24 characters for a total of 48 characters in the title field.
Avoiding Course Collisions
- To avoid common course number and title duplication or collisions, colleges should check the SBCTC website for common course numbers prior to assigning number and titles to courses that are changed or new courses related to the direct transfer agreement.
- To prevent course number or title confusion with unique courses, it is recommended that unique college courses (those not common) similar to common courses be renumbered and titled. For example, a college should avoid having both a SOC&101 (common) and SOC 101 (unique).
Method for Adding or Changing a Common Course (effective after summer 2008)
- Additions or changes to common courses will be initiated through the Articulation and Transfer Council (ATC) with final approval by the Instruction Commission (IC). The Articulation and Transfer Council will have a Standing Committee to oversee the review process and recommend additions and changes to the ATC general membership. The process will follow an annual cycle that begins in winter and concludes in the fall and will involve faculty experts as needed.
- Prior to January 15
Any member of the community and technical college community may request a change or addition to the common course numbering list. To do so, the requesting person will need to notify their college ATC member regarding the request prior to January 15 each year. ATC members will bring all requests for changes and additions to the Standing Committee by January 15.
- Winter ATC Meeting
The Standing Committee will recommend the necessary scope of review (faculty teams, ATC discussion, etc.) to the ATC. If faculty teams are needed, the Standing Committee will recommend ATC members or other campus leadership to facilitate the faculty discussion.
During winter and spring quarters, all requests for additions and changes will be reviewed and a formal recommendation created by the Standing Committee based upon the review process.
- Fall ATC Meeting
Recommendations from the Standing Committee will be presented to ATC. ATC takes action to recommend changes/additions to the CCN list to IC.
- Fall Instruction Commission (IC) Meeting
Final approval of the change/addition to the CCN list effective the coming summer quarter.
Appendix B: Credit Hours/Credit Equivalents by Type of Instruction
Washington community and technical college boards of trustees and administrators, with the assistance of the faculty, have statutory authority to establish the course of study for community and technical colleges and to publish catalogs and bulletins that describe the conditions under which college programs may be utilized by students (see RCW 28B.50.140(11).
The SBCTC has a corresponding authority to set minimum standards “with respect to the content of the curriculums and other educational and training programs, and the requirements for degrees and certificates awarded by the colleges” (see RCW 28B.50.090(7)(c). To meet this responsibility, the SBCTC has established the basis for determining the credit value or credit equivalent that may be assigned to any course or instructional activity offered by a college (see RCW 28B.50.090(7)(e)).
Determining Credit Values and Credit Equivalents
Rev. 7/7/2010, 10/1/2002
Course credit hours, are determined by the type of instructor contact hours and the ratio of those hours to the number of weeks in a quarter. “Credit hours” are defined as the unit by which an institution measures its course work. The number of credit hours assigned to a course is defined by the number of hours per week in class and the number of hours per week in out of class preparation.
Total Contact Hours for a Quarter
Report the total number of contact hours per week (one hour period = one contact hour) that a class normally meets, within the categories defined below. The one-hour includes a 5-10 minute break between periods. Classes scheduled in block mode may count the hours between the start and finish (Example: 8 a.m. to 12 noon = 4 hours; 9 a.m. to 10 a.m. = 1 hour).
Credit Values and Credit Equivalents
The following titles, definitions, and credit ratios are used in calculating credit values. The length of a quarter may vary between 10 and 12 weeks. Each college must use the length of quarter closest to their average (exception for summer quarter). No additional credit equivalents may be generated by adjusting the length of a quarter. If transcript credits are used in transcripting student performance, the same credit value must be used for reporting.
||Contact Hrs per Week to Credit Ratio
|Lecture / Discussion
Contact hours in which the predominant instructional mode is lecturing from prepared materials and/or discussion. Conduct of instruction is continually under the direction of the instructor. This mode requires approximately two additional hours of out-of-class assignments per classroom contact hour. In this mode, one credit is generated by each weekly contact hour of instruction.
The mode is direct teacher instruction. Content shall be primarily theory or applied theory, with the majority of classroom contact hours devoted to presentation of new material. Practice and mastery of that material is accomplished primarily outside the classroom or through companion laboratory/clinic classes. Instruction may be a mix of direct and indirect teacher instruction, but the majority is direct.
Ten to twelve classroom contact hours, including final examinations generate one credit hour.
|Applied Learning / Laboratory
Contact hours in which the predominant instructional mode is individual study in a classroom, laboratory, shop, or studio. Conduct of the instruction is continually under the direct supervision of the instructor. This mode includes learning activities in laboratories, clinics, or workplaces where students receive hands-on learning experience continually supervised by the instructor. Work is normally completed in the learning environment, but may include out-of class assignments. In this mode, one credit is generated by two weekly contact hours of instruction and approximately one additional hour of out-of-class assignments.
Contact hours are devoted primarily to practice, mastery, clarification, and application of material, and may include presentation of new theoretical material. Instruction may be a combination of direct and indirect teacher instruction, but the majority of the instruction is indirect.
Twenty to twenty-four contact hours generate one credit hour.
Contact hours in which the predominant instructional mode is autonomous study or related work activity under the intermittent supervision of the instructor. This mode includes working with or under the direction of professional practitioners. One credit is generated by three weekly contact hours of instruction.
In the case of work site educational experiences, the learning activity must be based on a written agreement with the participating training provider. A one-hour-per-week seminar or discussion group activity is required.
Thirty to thirty-six instructional hours generate one credit hour.
Contact hours in which minimal supervision is provided or required for work-related activities. This mode includes internships, and community involvement projects. One credit is generated by five weekly contact hours of instruction. In this case, work site experiences have no related seminar or discussion activity.
Fifty to sixty contact hours generate one credit hour.
Appendix C: Determining the Funding Status of Courses
Classifying Courses Eligible for State Support
Courses totally or partially supported by state funds must meet the following criteria:
- Courses must be approved through normal local institutional academic procedures. A course syllabus must be on file that describes a course’s stated objectives and student outcomes/competencies, course outline/calendar, major assignments, textbooks and/or instructional materials, bibliography, and student evaluation criteria.
- Courses are taught by instructors with appropriate academic background and training, appointed by the college, whether paid or volunteer, and courses are officially assigned to that instructor. Instructors must meet the minimum personnel standards established by the local college. These standards must meet or exceed those set by the SBCTC (see RCW 28B.50.090(7)(a); WAC 131-16-080).
- Course titles are descriptive rather than creative.
- The college controls the evaluation process.
- The course is open to the public.
- Tuition must be charged or waived under an existing statute and in accordance with the college’s board-approved policies.
In addition, some state funded courses must meet specific conditions:
- Short courses must adhere to contact hours and credit equivalent standards as set forth in Appendix B: Credit Hours/Credit Equivalents by Type of Instruction. For example, in a ten-week quarter, a one-credit course must be at least ten lecture hours long. If eight lecture hours, credit reported would be .8, if six lecture hours .6, etc. An exception to this rule is granted for refresher courses in Industrial First Aid where one credit has been set for eight hours of instruction and two credits for 18 hours of instruction.
- Vocational homemaking courses must be designed to support basic homemaking skills. Specific CIP codes must be used for the groups of courses comprising the vocational home economics series (see CIP codes and CIP descriptions).
- Applied Psychology courses must be drawn from a theoretical framework based on recognized research in psychology and related fields, have a written syllabus containing course goals and measurable objectives available to students, and utilize textbooks and/or written materials that supplement class lectures and discussions.
- Visual arts courses must cover theory as well as practice, be designed to foster originality, creativity, and an understanding of the visual arts in general as well as specific mediums, and have appropriate intellectual content.
- Independent study is a mode of instruction whereby a student enrolls for a class with a regular faculty member and the time for the class is arranged. Courses must be approved by the appropriate academic officer, assigned a CIP code and be based on a learning contract between the student and the instructor that is filed with the appropriate administrative office on or before the last instructional day of the course or quarter. The contract must include a statement of the subject content, objectives to be achieved, learning tasks to be completed, and effort to be expended by the student, and recommended credit.
Note: If the subject matter of an independent study is the same as an already established course, credit will be assigned accordingly. If the subject matter or study activity is unique, credits awarded must correspond to credit ratio standards used to calculate equivalent credit values (see Appendix B: Credit Hours/Credit Equivalents by Type of Instruction).
- High school completion courses are offered for students 19 years of age and older, seeking to complete a high school diploma at a community college. The State Board of Education sets graduation requirements (see WAC 180-51). Note: Credits earned in college-level courses that apply toward high school diploma completion may also be used to satisfy requirements for associate degrees or other completion certificates.
- An ungraded course is designed to meet the unique educational needs of a specific category or group of students (see WAC 131-28-026). They have special codes, fees, and/or credit restrictions assigned to them. Hobby, recreational, and craft courses do not meet the guidelines for ungraded courses. Ungraded course offerings include:
- Retirement courses specifically designed to provide skills and understandings particularly related to the problems of retirement and advanced age. These courses must meet the cultural and intellectual needs of older adults desiring to become knowledgeable in the areas of financial, health maintenance and sociological issues related to retirement, psychology of aging and the historical recollection of people of advanced age. Retirement ungraded courses are limited to three percent of the district’s annual full-time equivalent student enrollment allocation.
- Apprenticeship courses offered for the purpose of satisfying related or supplemental educational requirements for apprentices while indentured with the Washington State Apprenticeship Council or Federal Bureau of Apprenticeship and Training.
- Industrial first aid courses are offered to satisfy WISHA first aid certification requirements. They must be Department of Labor and Industries approved.
- Parenting Education courses help prepare individuals to create supportive and caring environments and acquire the skills needed to foster children’s physical, mental, emotional, and social development.
- Adult Basic Education (ABE), English-as-a-Second Language (ESL), and
High School Equivalent Certificate (HSE) courses are partially supported by federal funds. Because federal dollars augment state funding, tuition and fee revenue related to ABE/ESL/HSE enrollments is considered program income by federal regulation. Therefore, such income is to be directed toward support or expansion of ABE/ESL/GED programs.(Rev. 3/10/2005)
Restrictions that apply to reporting enrollments in ABE courses are:
- ABE courses are designed to develop competencies for students who are at or below the eighth grade level.
- ESL courses are designed for students who need to improve their English language skills. ESL may also be offered as college level courses or on the basis of contracts, in which case they would not fall under the provisions for ungraded courses.
- HSE courses are designed to assist students 16 years of age and older to prepare for the HSE test.
- Credit values assigned or credit equivalents computed, must be based on the actual mix of contact hours by instructional method (see section 5.30.02, Credit Values and Credit Equivalents, in this Chapter).
- ABE course offerings must be reported in the same manner as non-ABE course offerings.
- Students enrolled in ABE, ESL, or HSE courses may not be reported for a combination of more than 18 ABE, ESL, or HSE credits or credit equivalents in any one quarter.
- Farm management and small business management courses can be either ungraded or graded. They are designed to meet the educational service needs of individual small businesses and farms. The education plan is identified jointly by the small business or farm owner and the college instructor-coordinator.
- If ungraded, courses are considered supplemental vocational instruction offered to enable small business and farm owners to stay in business. This allows colleges to offer courses, workshops, and seminars for less than two credits when it is determined that this is the best method of instructional delivery.
- If graded, courses are taught for the purpose of preparing individuals to enter the job market as small business or farm operators.
- Emergency Medical Technician (EMT) and paramedic continuing education courses. If 81 clock hours in length, the credit value is 6 credits. If 110 clock hours in length, the credit value is 8. If 132 hours, the credit value is 9. The decision on which of the courses should be offered rests with the local Emergency Medical Service Council.
- Journeypersons courses providing advanced training and skill maintenance for journeypersons in cooperation with joint apprenticeship and training committees.
Courses not eligible for state funding include:
Appendix D: Applied Baccalaureate Degree Program Approval Process
Rev. September 2014 (State Board Resolution 14-09-59)
As part of the 2010 System Design Plan legislation (SSB 6355), applied baccalaureate degrees offered by Washington's community and technical colleges were changed from pilot to regular status. The State Board for Community and Technical Colleges (SBCTC) approves all proposals for applied baccalaureate degrees submitted by the community and technical colleges. These programs are intended to accomplish the following:
- Serve professional and technical degree-holding students who have limited access to bachelor degree programs after completing their associate of applied science degree or its equivalent.
- Provide opportunities for working adults who are place-bound to a specific geographic region and want to earn a baccalaureate degree.
- Fill skills and credentials gaps and needs in specific occupations, particularly specific professional and technical fields requiring applied knowledge and skills.
In July 2012, SBCTC retained sole approval authority for applied baccalaureates degrees. The following describes the process for community and technical colleges seeking to acquire state approval to offer applied bachelor’s degree programs. The SBCTC may make future revisions to the selection process and criteria as needed.
Step 1: Institutions notify SBCTC and higher education partners of their intent to offer an applied bachelor degree program by placing the program title and anticipated date of enrollment on the higher education Inter-institutional Committee on Academic Program Planning (ICAPP) Grid.
The grid is used to informally notify higher education partners (colleges, universities, the Washington Student Achievement Council, and the State Board for Community and Technical Colleges) of a college’s intent to offer a program. This informal notice allows concerns to be addressed between colleges prior to the official notice to higher education partners.
- Institutions simply send an email to the SBCTC staff responsible for reviewing applied baccalaureate degree program proposals. The body of the email must include the working title of the degree program and the anticipated enrollment date.
- SBCTC staff will place the program information on the ICAPP grid for notice to the higher education community.
- SBCTC staff members will provide quarterly updates to State Board members regarding potential upcoming applied baccalaureate programs being considered by colleges.
Step 2: Institutions submit a Statement of Need to SBCTC staff and a brief analysis of the College’s content area strength and capacity for the applied bachelor degree.
Institutions can download the cover sheet and document entitled “Statement of Need Criteria” from the SBCTC website. Institutions must complete all elements and submit the completed forms to SBCTC staff within the specified period of time.
- The Statement of Need will be reviewed by SBCTC staff to ensure that all criteria have been met. SBCTC staff will forward feedback regarding the strengths of the plan and areas needing improvement to the college with the goal of strengthening the proposal to ensure required criteria are met. The college may submit revised documents as many times as appropriate.
- Once criteria are met, staff from the SBCTC will send out a notice to universities and community and technical colleges officially informing them of the proposed program. Questions or concerns about the proposal must be submitted to the SBCTC within 30 days. Concerns will be forwarded to the submitting college.
Step 3: SBCTC staff forward the Statement of Need to SBCTC board members and schedule a “conceptual discussion” between board members and the lead administrator of the proposed applied baccalaureate degree program.
- The conceptual discussion will focus on the unmet need for the program in the region.
- The Statement of Need will also address the relationship of the proposal to the institutional role, mission, and program priorities; employer and community unmet need; evidence of the baccalaureate degree building on an existing professional and technical degree program; student demand for the program; and efforts to maximize state resources for place-bound students through collaboration with similar CTC associate degree and applied bachelor’s degree programs and the CTC Centers of Excellence.
Step 4: Institutions submit program approval application to the SBCTC. The cover sheet and “New Degree Program Proposal” document can be downloaded from the SBCTC website.
- A committee of higher education representatives will review the application. The committee will be comprised of community and technical college vice presidents of instruction, student services, and finance/business, and others as appropriate. The committee will make recommendations to the SBCTC staff.
- A peer review is not required for colleges that are already accredited as bachelor degree granting institutions through the Northwest Commission on Colleges and Universities (NWCCU). SBCTC staff will continue to review all college Applied Baccalaureate proposals and make recommendations to the SBCTC.
- The New Degree Program Proposal should clearly address concerns raised by the State Board during the Statement of Need phase of the process.
- In addition to demonstrating sustainability, rigor, and appropriate student support services, the New Degree Program Proposal should reflect collaboration with CTC’s and neighboring baccalaureate institutions when applicable and foster pathway options among the various institutions.
Step 5: The State Board for Community and Technical College board members officially vote on the program proposal. A college representative will participate in the Board meeting and provide oral support for the proposal and respond to Board member questions.
Appendix E: Work-based Learning Programs
The State Board encourages the use of instructional modes or programs that integrate the resources of the campus and the workplace in order to provide students with supervised learning experiences in employment settings that relate to their educational and career objectives.
The State Director is authorized, in consultation with the college districts, to establish and maintain guidelines and procedures pertaining to cooperative education, clinical experience, internships, or other forms of work-based learning.
Definition of Terms Pertaining to Work-Based Learning
- Work-based learning – Instructional modes or programs, except apprenticeship, that integrate the resources of the campus and the work site in order to provide students with supervised learning experiences in an employment setting that relates to their educational and/or career objectives. (While apprenticeship is considered work-based learning, apprenticeship regulations are covered under specific standards approved by the Washington State Apprenticeship and Training Council.) Such instructional programs will include, but not be limited to, the following:
- Cooperative education.
- Clinical experience.
- Work-based learning agreement – A written agreement among a student, work site supervisor, and an instructor-coordinator which specifies the student's employment responsibilities and related training objectives. The agreement precedes the student's placement in a work-based learning situation.
- Work site – The learning situation, at a site removed from the formal college classroom or laboratory, where the student applies classroom knowledge, theory and skills to practical application in an employment setting.
- Instructor coordinator – The faculty member participating in the learning agreement with a student and the work site supervisor. The instructor-coordinator has responsibility for awarding academic credit and for evaluating the student's performance.
- Work site supervisor – The representative from a local business or community agency who contributes to the supervision and evaluation of the student's performance.
Guidelines Governing Work-Based Learning
- Guidelines for use prior to student placement
- All work-based learning shall be under the direct supervision of the college.
- The college and the work-based work site supervisor must ensure that students participating in work-based learning situations will not displace regular employees doing comparable work and that the employer will comply with applicable state and federal minimum wage laws for all compensable positions.
- Prior to placement, the student should meet the prerequisites established by each department or obtain permission from a faculty advisor.
- A written agreement shall be drawn involving each participating work site, the student, and the college. Such agreements shall stipulate the respective responsibilities and conditions under which the learning experiences will take place, as well as identifying the student's objectives and work experiences needed to achieve that goal. The agreement should be signed by the work site supervisor, instructor coordinator and the student.
- A student may receive both credit and monetary reimbursement for relevant educational experiences acquired at the work site.
- The following shall apply to all students enrolled in programs utilizing the cooperative education method of instruction.
- The student shall receive at least the minimum hourly wage as established by the United State Department of Labor and the Washington State Department of Labor and Industries for all compensable positions.
- The student shall be covered under State Industrial Insurance or other applicable insurance against injury incurred at the work site.
- The student shall not be placed in hazardous work except as the placement conforms to minimum age requirements for such work.
- The instructor-coordinator shall ensure that at least two on-site visits occur per quarter and that conferences and/or seminars are held for at least the equivalent of two hours per week.
- Guidelines pertaining to program administration
- Student placement should be coordinated by staff with expertise in the area of instruction. The ratio of students to instructor coordinator should be such as to ensure quality of experiences in the respective programs.
- Special training and workshops for instructor-coordinators are encouraged.
- Guidelines concerning student supervision and evaluation
- The instructor-coordinator should meet regularly with the student(s) in conferences or in seminars at agreed upon times and regularly participate in on-site visits.
- Grading procedures should be pre-determined, based on the evaluation of the work site supervisor and the instructor-coordinator, and the evaluation kept by the instructor-coordinator.
- Guidelines for transferability of credits
A student intending subsequent enrollment in a four-year institution should not anticipate transfer of more work-based credits than the number specified in the Inter-College Relations Commission (ICRC) recommendations.
Guidelines for Prior Learning Assessment
Approved by WACTC Januarry 2000
Prior learning assessment methods include portfolio development; course challenge and oral examinations; standardized tests; credits earned through the
American Council of Education’s Guide to the Evaluation of Educational Experiences in the Armed Services (ACE Guide);
the systematic observation of skill demonstrations, including role plays and simulations; and the evaluation of case studies or other assignments.
- Assessment of the learning should be the responsibility of faculty who are content specialists from the awarding institution, and the names and qualifications of those making an assessment should be recorded.
- Practices used in assessing prior learning should be consistent with good contemporary assessment methodology.
- Learning assessed for postsecondary credit should be:
established learning outcomes or other criteria consistent with institutional standards for a given course. It should not be linked to time spent;
Transferable to contexts other than the one in which it was learned;
Current and relevent;
At a level of achievement equivalent to that of other learners engaged in studies at that level in that program or subject area;
Assessed using a range of strategies consistent with institutional standards for a given course.
- Faculty, as the content specialists, will assess and recognize prior learning and will make the determination of credit awards, with external advice as necessary. Credit may be granted only upon the recommendation of faculty who are appropriately qualified and who are on a regular appointment with the college on a continuing basis.
- Learners may be awarded recognition for demonstrating college-level learning that combines theory and practice, not for experience alone.
- The number of credits to be granted should be determined by the institution, based on their identified learning outcomes or other criteria.
- Credit will be awarded for demonstrated learning outcomes that are appropriate to the subject, course or program offered at the awarding institution.
- Learners should have access to adequate information about and orientation to all PLA processes. Information could be available in quarterly schedules and in other marketing materials from a single point of contact.
- Institutions should offer a variety of opportunities to support learners’ progress through the assessment process; for example, single point of contact, advisors, one-stop access, and portfolio templates.
Administration and Support
- Institutions will regularly monitor, review, evaluate and revise prior learning assessment policies and practices to maintain and improve institutional standards.
- Policies and information about prior learning assessment processes, including provision for appeal, will be readily available.
- Nationally administered examinations, such as Advanced Placement, International Baccalaureate, Dantes and CLEP could be brought into a course in the college catalog or can be handled separately based on local college decisions.
- The Instruction Commission recommends that PLA must be tied to catalogue offerings.
- The fees for assessment will be based on actual costs plus reasonable administration. The fees will be based on the amount of credit requested, not the amount of credit awarded.
- Fees should be published and consistently applied.
- Fees should be consistent to the extent possible across the system.
- Grades or credits will be assigned to PLA awards and will be entered accordingly on the learner’s transcript.
- Credits earned through PLA at Washington Community and Technical Colleges will be accepted toward the appropriate course or program at any other Washington Community and Technical College.
- The percentage of a program’s credits that can be obtained through PLA will be determined by the institution awarding the credential in accordance with Northwest Commission on Colleges and Universities policies.
- Professional Development
- All personnel involved in PLA (PLA assessors, learner advisors, instructors of portfolio development/career/educational planning courses) should have appropriate skills and knowledge relevant to their roles and responsibilities in the process.
- All personnel should work systematically towards continuous improvement in their own practice.
- Institutions should assume the responsibility for supporting staff to acquire and maintain expertise in prior learning assessment services and provide opportunities for sharing information and expertise with other institution.
Appendix G: College Advisory Committee Procedures
College Advisory Committee Procedures
These procedures will:
- Define the types of advisory committees that are permissible, that allow for regional cooperation, that meet a minimum of twice each calendar year, and provide for advisory meeting minutes that are maintained for a minimum of three years.
- Define required professional-technical advisory committee membership that will strive to ensure representation of gender and cultural diversity and include equal representation of business and labor, with the committee chair elected from the lay members.
- Define a formal professional-technical advisory committee member appointment process involving college administration that sets term limits with allowed exceptions, and provides an advisory member inventory on form SBCTC ADV or a form developed at the college containing, at minimum, the same information as is on the PA-ADV.
- Describe required training for all advisory committee members prior to serving as voting members, including familiarization with Washington State’s Ethics Law as it pertains to their involvement with the college.
- Provide a list of duties essential for proper functioning of the professional-technical advisory committees providing for timely feedback to committees on their recommendations.
- Describe realistic enterprise plans.
State Board staff will provide technical assistance with development of procedures.
Suggested Procedure Component Language
General Advisory Committee
An advisory committee must be appointed by the college administration for each professional-technical program or program cluster. The advisory committee can be formed for a single program, a group or cluster of like programs within a college, or a regional committee for a single program or cluster of like programs in a geographical region. If the program cluster or regional advisory committees are used, colleges should ensure that every professional-technical program area is adequately represented.
Regional advisory committees are helpful for the purpose of providing a coordinated educational effort among colleges and school districts.
The clustering of advisory committees is recommended to enable balanced representation while minimizing the burden of excessive meetings.
A minimum of two advisory committee meetings must be held during each calendar year.
A quorum should be established for each committee.
Minutes for these meetings must be on file for the previous three years.
Advisory committees must be composed of equal numbers of employees and employers representing local business, labor and industry.
When the occupation being taught is apprenticeable and a local Joint Apprenticeship and Training Committee (JATC) is active in the geographical area, at least one labor and one management member of the JATC must be invited to be a part of the respective advisory committee. The college is responsible to contact the chairperson or secretary of the JATC and request representation for the specific advisory committee.
Advisory Member Appointment Process
Advisory committee members must be formally appointed by the college – in writing for a specific term limit (i.e., one, two, or three years). The college may re-appoint members for additional terms when appropriate.
The recommended minimum committee size is five.
The appointment process should strive to ensure representation of gender and cultural diversity.
Colleges must maintain an inventory including, at a minimum, all information requested on form SBCTC PA‑ADV of the membership of each advisory committee. This inventory should be updated after each meeting.
Members not attending at least 50 percent of the scheduled meetings should be replaced in order to maintain a viable committee.
Advisory Committee Training
Advisory committee members need to be instructed as to their roles, responsibilities, and duties prior to serving as voting members. That instruction should also include all pertinent sections of the Washington Ethics Law as it pertains to their involvement with the college. The committee should be clear on how the committee will carry out its functions over the course of the year, and a plan of work identified.
Suggested Advisory Committee Duties
Review labor market information to ensure the occupational program area is in demand and that vacancies exist for future employment.
Advise the college as to the industry standard or certification required by the occupational area, and/or assist in the development of skill standards where appropriate.
Review the content of the professional-technical program and respective courses. Advise the college of changing market conditions, technologies, and employment needs.
Advise as to the kinds and balance of theory, technical skill development, production work, and/or realistic enterprise tasks to be accomplished by the students, in order to ensure the most effective and efficient use of instruction time.
Review instructional materials and recommend those that are most appropriate to the instructional program; i.e., instructional materials, computer software, technical materials, and trade publications.
Assist the college in conducting special events that benefit both the student and the college; i.e. manufacturing, product seminars, and college open house.
Facilities and Equipment Budget
Advise the college as to the adequacy of the physical facilities and conditions of equipment, and prepare recommendations for effecting needed change.
Assist the college in obtaining instructional equipment.
Review annual budgetary requests for equipment and supplies, make recommendations, and assist in the development of bid or purchase specifications when appropriate.
Advise in development of plans for new construction or remodeling of existing facilities.
Advise the college in the development of qualifications for the hiring of instructors and serve on interview panels when appropriate.
Advise in the development of evaluation instruments and procedures that may assist in determining the effectiveness of the instructional program, conduct outcomes assessments, and recommend appropriate changes.
Recommend procedures for developing, implementing, and evaluating work-based learning experience programs.
Recommend instructional practices that will promote the development of a safe instructional environment, and that will instill safe work attitudes and habits in students.
Recommend strategies that ensure that instructor(s) maintain instructional, industry, and state-of-the-art proficiency.
Recommend standards and minimum academic qualifications for student enrollment into programs.
Advise administration regarding program continuation and/or modification as determined by a review of outcomes.
Review national and state directives and initiatives and their impact on local programs, and make recommendations on how to incorporate the required changes.
Help college secure qualified substitute instructors.
Recommend ways to assist students in the landing of internships and/or eventual employment.
Assist in the development of portable, transferable competencies, skills, and abilities expected of successful employees.
If a job account or realistic enterprise is to be conducted by or in a professional-technical program, a procedural plan must be on file and should be jointly approved by the college and the advisory committee. The plan should describe, as a minimum, hours of operation, the goods and services that will be produced or sold, what the charges, fees, and taxes will be for each, who is eligible for services, and on what time basis.
Guidelines for Articulation Using the Direct Transcription Method
The implementation of state and federal education reform initiatives over the past decade has advanced the development of joint high school-college programs including Tech Prep, Running Start and College in the High School. These programs have among their goals the articulation of secondary and post-secondary education programs, increasing the availability of college-level courses and programs to secondary students, and recognizing the achievements of secondary school students who have successfully completed college-equivalent courses and programs. The benefits of these articulation agreements for students, parents, high schools and colleges have been widely recognized.
Tech Prep education was among the first of federal programs to promote the use of competencies for instructional programs and secondary-postsecondary articulations. The state’s Tech Prep consortia developed competency-based articulation agreements between high schools and colleges that help students transition from high school into post-secondary professional-technical programs. Articulations are used by colleges to award credit to students who complete college-equivalent courses and programs while still in high school. Articulation agreements between the individual college and school define the criteria for equivalency and the granting of credit. RCW 28B.50.530 authorizes community and technical college boards of trustees to establish such agreements in cooperation with local high school district boards.1
Maximizing the benefits of articulations for students requires a reliable, systematic approach for granting and tracking college credits for equivalent high school courses. The Direct Transcription model provides a method for achieving statewide articulation by ensuring the quality and transferability of articulated credits from high schools to community and technical colleges and between two-year colleges statewide.
The following policy guidelines (modeled after those developed for the College in a High School program, endorsed by the Instruction Commission) provide a policy framework and operational structure for colleges and high schools to facilitate the implementation of a statewide articulation model through Direct Transcription. The guidelines consider requirements for transferability of course credits to the public community and technical colleges of the state and the requirements of the Northwest Association of Schools and Colleges.
Policies and Guidelines
Articulated programs provide college-equivalent courses in high school locations to serve qualified secondary students enrolled at the high school.
All courses and credits awarded to high schools students through articulations using the Direct Transcription model must be based upon an established written articulation agreement in which relevant college and high school faculty jointly agree on course equivalency, common letter grading standards and a standardized transcription process. Individual colleges retain authority over the granting of college credits for articulated programs.
All articulated courses taken by high school students for college credit shall be competency based. Where available, articulated courses should be based on state recognized industry-defined skill standards. The college partner shall be responsible for determining what competencies will be required to meet the college’s course requirements. Competencies need to describe the assessment method(s) used to verify student accomplishments.
The college has ultimate responsibility for determining acceptable grade standards. In general, students should be required to earn a grade of ‘B’ or better to be granted college credit for articulated courses.
The college may assess participating students a fee to offset the costs associated with direct transcription.
All articulated courses taken by high school students for college credit should be taught by vocationally-certified and endorsed instructors. WAC states that secondary vocational certification will be accepted by the community colleges.2
The college awarding the credit must be regionally accredited.
Direct transcription of college credit should be initiated at the time of course completion.
Participating schools and colleges should inform students participating in articulated programs, in written publications, that vocational credits, including those awarded through direct transcription, may not transfer to four-year institutions or other colleges outside of the state’s community and technical college system. Students should be notified that it is their responsibility to consult with those institutions concerning specific credit transfer and admissions requirements.
Participating schools and colleges should record students and articulated credits using available local and state data and information systems (i.e., P210, SMS, SERS) to provide a record of student achievement, program accountability and evaluation.
Participating schools and colleges must assure compliance with all applicable state regulations and the federal requirements of Title VI of the Civil Rights Act of 1964; Title IX of the Education Amendments of 1972; the American Disabilities Act of 1991, Section 504 of the Vocational Rehabilitation Act of 1973; and the Age Discrimination Act of 1975.
Amendment and Endorsement
Amendment: Tech Prep courses shall not be designated through the use of a unique identifier on individual student transcripts.
These guidelines and amendment were endorsed by:
Workforce Education Council (formerly Vocational Technical Council), May 18, 2000
Instruction Commission, May 19, 2000
Washington Association of Community and Technical Colleges (Education Committee),
May 24, 2000
Footnotes - Appendix H
Appendix I: College in the High School – Academic Transfer Guidelines
Purpose & Definition
College in the High School (CHS) programs provide college level academic courses in high schools to serve qualified high school students.
CHS programs are established through a contract between a high school and a college. The high school and college together define the
funding to support student enrollment and criteria for student eligibility. Local contracts shall clarify if participants in CHS classes are only those students seeking to earn college credits or if the classes can be comprised of both (1) students who are not seeking college credit and (2) those who are. In order for coursework to be recorded for academic credit, programs must adhere to the following guidelines.
High school students enrolled in CHS are officially enrolled in the college and must meet college specific course requirements and pre-requisites.
For students enrolled in CHS, regular college policies and regulations regarding student performance and classroom behavior shall apply. Normally, college student behavior policies will apply to all CHS classroom activities. High school policies will apply for activities outside the CHS classroom.
CHS courses must be taught by faculty meeting appointment criteria established by the appropriate college department. Their titles will vary according to institution norms.
The college will provide CHS instructors with training and orientation that include course curriculum, assessment criteria, course philosophy, and CHS administrative requirements.
Faculty will be evaluated according to regular college faculty evaluation procedures, as established at the respective offering college and may include site visits and on-going interactions that address course content, course delivery, assessment, evaluation and professional development in the field of study.
College courses administered through CHS are listed in the college catalogue of courses and approved through the regular course approval process of the respective college. These courses have the same departmental designation, number, title, and credits and adhere to the same course description. Additional designation codes, such as a location code, may be added.
For students seeking college credit, the course must use the same grading and transcript policies that apply to courses being offered in the college regular curriculum.
Assessment and Program Evaluation
Student outcomes in CHS courses will be assessed by the same standards used for the course when offered on the college campus.
Institutions offering CHS will conduct studies of student outcomes to compare students completing courses at the high school with those completing the same courses in college settings.
The K-12 school district shall be responsible for assuring compliance with federal and state laws concerning reasonable accommodations for CHS students with disabilities and the development of individualized educational programs (IEPs).
Library and other learning support services will meet college standards. Local agreements will specify which institution is responsible for providing these services.
The high school and college will develop a joint statement within the contract to address student conduct issues and will include an appeal process to ensure due process for students.
The college offering the course must be regionally accredited.
Appendix J: Guidelines for Statewide and Regional Contract Services
WACTC approved Rev. 9/29/2006
These guidelines are intended to provide clarification on the rights and responsibilities of colleges in responding to requests for contract training by business and industry and in the marketing of contract training services.
The community and technical college system has the resources, expertise, and desire to provide fast, flexible, and immediate responses to businesses, industry associations, state and local agencies, and other establishments seeking education and training services. These guidelines are established with recognition that:
- Colleges can control marketing to new customers within their own districts; and
- System collaboration in serving customers, when possible, provides the greatest good for colleges, the customer, and the community; and
- Open, honest, and timely communication is vital to quality education and training services and is critical to building and maintaining strong relationships; and
- District boundaries shouldn’t get in the way of responding directly to businesses’ needs; and
- Competition is part of the market place and serves to meet customer needs.
Marketing contract training or educational services refers to conducting direct solicitation which includes but is not limited to cold calls, direct mailings, direct e-mails, and face-to-face solicitation. Marketing activities that are contracted to outside vendors by a college are to be accountable to these guidelines.
Out of District relates directly to the location of the training site. A college is, therefore, working out of district if they are providing training on a site that is outside of their geographic district region. In the case where a company wishing to conduct training at a site located within the college district boundaries has its headquarters or other centralized operations outside the district, it is permissible for the college to coordinate training with the company’s headquarters. Should the same business then request additional contract training services from the college that are to take place outside the college’s district, the college has first right of refusal to fulfill the training request.
Intermediaries are organizations and entities that interact between colleges (as training providers) and business customers. They act as formal or informal brokers in the training marketplace and may also act as formal or informal training partners in contract training activities.
Centers of Excellence serve as statewide leaders in developing industry-driven education and training and are housed at individual community or technical colleges. Centers of Excellence act as clearing houses of information and resources and provide system coordination, coaching and mentoring to assist in building seamless educational and work-related systems.
- It is agreed that colleges will only market contract education/training services within their geographic district boundaries unless there is a documented agreement between or among out-of-district and in-district colleges that allows for marketing in each other’s district.
- It is further agreed that when a business, state or local agency, or other establishment requests training with an out-of-district college for contract education and training services, the out-of-district college will have first right of refusal to respond to the education/training request. If the out-of-district college agrees to respond to the request, they will first contact the in-district college with courtesy notification that an out-of-district request has been made and accepted. Whenever possible, colleges involved will collaborate to respond to the education/training request.
- Because businesses obtain training services through a number of different types of intermediaries, it is agreed that colleges will apply the following guidelines when intermediaries are involved in contract training.
Intermediaries not affiliated with community and technical colleges
Intermediaries that engage in education or training brokering services like
Impact Washington, Association of Washington Businesses, economic development councils, workforce development councils and chambers of commerce may request training from an out-of-district college on behalf of clients. When an out-of-district request is made by an intermediary of this type, it is agreed that the out-of-district college may respond the same as it would if the business itself were requesting the training (as provided in section (B) above).
Appendix K: Authorization to Contract to Operate Educational Programs to Serve Foreign Nationals in a Foreign Country
State Board approved authorization on 9/22/1989; revised 3/11/1992
The following policy sets forth the method by which a community college district may contract to conduct educational courses or programs serving foreign nationals in a foreign country.
- Programs or courses that may be approved by districts – It is the intent of this policy to give district boards of trustees the necessary latitude to achieve the mission of the college while providing the State Board approval of programs that have statewide impacts.
The district board of trustees may contract to offer courses or programs to serve foreign nationals in a foreign country when the board determines they will benefit the people of Washington through contributing to international understanding and cooperation, trade and economic development, or opportunities for student and faculty exchange, provided that the programs and courses approved by the district board of trustees do not involve the use of college owned or leased capital facilities nor exceed, in aggregate, either of the following in a fiscal year:
If the courses or programs involve permanent college owned or operated facilities, or if the aggregate enrollment or aggregate expenditures will exceed the limits above, approval must be sought through the provisions in section (2) below.
- Seventy-five (75) FTE equivalent or an FTE equivalent to one percent of the district’s state funded FTE, whichever is greater; or
- $300,000 in expenditures or an amount equal to one percent of the district’s annual state allocation whichever is greater.
The district shall use no state funds in the operation, maintenance, or phase-out of the foreign courses or programs. The district shall maintain accounting systems to ensure that state funds will not be commingled with those used to operate and maintain the foreign courses or programs.
- Programs or courses that require State Board approval - The following section sets forth the method by which a college district may secure State Board authorization to contract to conduct educational programs serving foreign nationals in a foreign country where such programs exceed the limits set in section (1).
- Authorization to contract to conduct educational programs serving foreign nationals in a foreign country shall be made at the discretion of the State Board after it has reviewed a program statement submitted by the requesting college district. The college district shall not commence operation of any such programs nor shall it make any expenditure for its operation other than reasonable development costs until such time as it receives an official authorization from the State Board. The program statement to be considered by the State Board shall consist at a minimum of the following, and such additional information as it deems necessary:
- Location(s) at which the educational program(s) shall be provided.
- A description of the educational program(s) and services to be provided.
- A description of the relationship of the program(s) to the mission of the Washington community and technical college system.
- A description of the contracting entity (organization, individual, company) and its expectations.
- Assurance that the qualifications of faculty will equal or exceed the qualifications of faculty employed on the home campus.
- Assurance that courses and programs offered at the foreign site will meet the same standards as courses on the home campus and will be subject to the same state approvals as courses and programs offered in the state.
- The means by which a periodic review of all programs will be conducted. This will include a procedure for periodic review of programs by persons approved by the State Director.
- The means by which the college has limited liability and fiscal exposure.
- Assurance that any revenues in excess of costs will be applied to achieve the educational mission of the college.
- Provisions by which the college may terminate the program on reasonable notice and without penalty.
- The State Board may require such contract language as necessary to limit the liability of the state and the system. Further, the State Board may require that the college establish a contingency reserve, or bond, of acceptable size from the revenues generated in order to ensure that state funds are not at risk for liabilities arising from the operation of the program(s).
- The State Board may adjust a college's allocation to offset costs or losses incurred by the system or the state as a consequence of these programs.
- The Office of the Attorney General will review all proposed agreements pertaining to the programs and will advise the State Director regarding limitation of liability and compliance with applicable laws and regulations.
- The State Board acknowledges that the "Policy on Intercollege Transfer and Articulation among Washington Colleges and Universities" will apply to these programs only at the option of the four‑year institutions and the Washington Student Achievement Council . The State Board expects that students from these programs will be given no greater consideration for admission to Washington's public institutions of higher education than other qualified foreign students.
- Each student must receive a full disclosure statement in his/her native language. The college shall maintain the statement on file in both the foreign language and in English. The college shall advise each student on how the courses completed in the foreign country will be treated by public institutions in Washington.
- Unless the State Board grants an exception at the request of the district, any renewal or extension of contracts for educational services provided pursuant to this section shall be subject to the approval of the State Board.
- Copies of all material agreements pertaining to the program(s) shall be provided to the State Director as soon after they are established as possible.
- The Washington Student Achievement Council shall have access to such public documents, as it deems necessary to review the effectiveness of this policy.
- All parties to the contract shall receive a copy of this policy.
- The requesting district shall provide a guarantee to the State Board that no state funds shall be used in the operation, maintenance or phase out of the foreign programs. Furthermore, the district will assure the State Board that accounting procedures will be maintained at the home campus in such fashion that no state funds will be mingled with those used to operate and maintain the foreign programs. A complete audit of the out‑of‑state programs will be requested of the State Auditor each time the district is audited and a copy of the audit of the foreign programs shall be supplied to the State Director.
Programs established under this policy shall be reviewed at intervals established by the State Director. The college shall provide such information as required by the State Board. The results of the reviews will be reported to the State Board.
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