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SBCTC Policy Manual
Chapter 4: Instructional Program and Course Development

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This chapter contains policies related to instructional programs and courses offered by the state’s two-year college system. Links are provided in the respective policy statements to RCWs, WACs, and procedures and guidelines that are relative to that specific policy.

All courses offered and reported on by Washington’s community and technical colleges must meet minimum standards as determined by the State Board (see RCW 28B.50.090(7)(c) and (e) ). The SBCTC requires that:

  1. All courses described for reporting purposes use a coding system approved by the SBCTC (see Appendix A: Course Coding Procedures and Guidelines).
  2. The credit value or credit equivalent assigned to any course or instructional activity must follow the rules for setting credit values and equivalents as approved by the SBCTC.
  3. Colleges abide by the rules and regulations adopted by the SBCTC with respect to budgeting, accounting, auditing, and financial procedures supplemental to the State’s Budget and Accounting Act (see RCW 28B.50.090; RCW 43.88) and use criteria as approved by the SBCTC to:
    1. Receive state fund support (see RCW 28B.50.090(7)(b and e)).
    2. Be classified as contract funded (see RCW 28B.50.140 (16 and 17); WAC 131-32-010 and WAC 131-32-020).
    3. Be classified as student-funded (see RCW 28B.50.020).

 4.10.10 Instructional Modalities

Contract hours in online, hybrid and competency-based classes may vary from more traditional face-to-face classes. Students should demonstrate equivalent learning outcomes regardless of instructional modality.

Traditional (face-to-face) classes

Students and instructors meet together for a certain number of hours, in a classroom and on a regular weekly schedule.

Online classes

Online classes consist entirely of online elements with no face-to-face component. Some online classes require students to interact with each other, the faculty, and content at specific times, while others are entirely self-paced. 

Hybrid classes

Hybrid classes combine face-to-face classroom time with online instruction. Students in a hybrid class come to campus at scheduled times and meet face-to-face with instructors and students. Many class activities are conducted online, including class work assignments, discussions and group projects.

Flipped classes

The flipped classroom reverses the traditional educational arrangement by delivering instructional content outside of the classroom, often online. Students spend classroom time actively engaging in concepts to clarify and apply the knowledge, under the guidance of the instructor.

Competency-based education

Competency-based education allows students to advance based on their proven mastery of a subject rather than classroom time.

4.10.20 eLearning

The State Board establishes rules for the governance of the WashingtonOnline, its software and support services, and its courses.

4.10.30 eLearning Licensing Requirement

All digital software, educational resources and knowledge produced through competitive grants, offered through and or managed by the SBCTC, will carry a Creative Commons attribution license. This applies to all funding sources (state, federal, foundation and/or other fund sources) that flow through SBCTC as a competitive grant to any party with the exception of state or federal formula-driven funding.

4.10.40 Prior Learning Assessment (PLA)

Community and technical colleges may assess and award credit for prior learning that has occurred outside the classroom and/or through previous educational endeavors (see Appendix D: Guidelines for Prior Learning Assessment).

Credit earned through Prior Learning Assessment (PLA) at one college will be accepted toward the appropriate course or program at any other Washington state community and technical college (per the Guidelines approved by WACTC January 2000).


Policy resources

Policy history

Action Description Revision Date
SBCTC Resolution 16-09-36 Open Licensing Policy Amendment 09/28/16
SBCTC Resolution 10-06-30 Added new section - 4.10.30 Digital Licensing 06/17/2010
Guidelines for Prior Learning Assessment
approved by WACTC, January 2000
4.10.10 updated. 08/15/2008
Department name changed from Distance Education to eLearning 4.10.20 title changed from Distance Education to eLearning 08/15/2008
SBCTC Resolution 02-09-16 Board approved Policy Manual 09/19/2002

The State Board shall ensure that each college district shall offer thoroughly comprehensive educational, training and service programs to meet the needs of both the communities and students served. The State Board shall establish minimum standards to govern the requirement for degrees and certificates awarded by the colleges (see RCW 28B.50.090(7)(c)).

Certificates, associate degrees and secondary awards: Statutory authority for community and technical colleges to offer certificates and degrees can be found in RCW 28B.50.020. The requirements for degrees, certificates, and high school diplomas awarded by the state’s community and technical colleges must follow guidelines and approval processes established by the SBCTC and statewide degrees designed for transfer from a community and technical college to public and most independent universities include the Direct Transfer Agreement (DTA) and the Associate in Science-Transfer (AS-T) Agreement; both degrees have Major Related Programs (MRP)  that represent course of study leading to a specific major at a university. Colleges may also enter into a local agreement between the college and at least one baccalaureate institution willing to accept the degree in transfer (see "Professional/Technical Program Approval Process" on the SBCTC Professional-Technical Programs web page "Current Guidelines for DTA Associate Degree" and "Current Guidelines for the Associate in Science – Transfer Agreement" on the SBCTC Transfer Resources web page).

Baccalaureate degrees: Approved applied baccalaureate degrees may be awarded by community and technical colleges. Applied baccalaureate degrees create continued education for graduates of professional and technical associate degree programs by providing advanced technical course and/or management courses along with additional general education course work (see RCW 28B.50.810 and RCW 28B50.030(2)).

4.20.10 Community and technical college post-secondary awards

The State Board authorizes community and technical colleges to award diplomas, certificates, associate degrees and at authorized colleges applied baccalaureate degrees (see RCW 28B.50.140 (12) and Appendix B: Applied Baccalaureate Degree Program Approval). Guidelines have been implemented that provide information on postsecondary program degrees and certificates , the high school diploma as a high school-level award, completion of federal apprentice programs and alternative certifications and completion of individually tailored workforce programs. (see “Guidelines for Reporting Degrees and Certificates” on the SBCTC Data Reporting: Coding web page).


Policy resources

Policy history

Action Description Revision Date
SBCTC Resolution 14-09-59 Added Appendix D: Applied Baccalaureate Degree Program Approval Process  09/10/2014 
Passage of E2SHB 2483 (2012) Eliminated the Higher Education Coordinating Board’s role in approving CTC applied baccalaureate degrees  07/1/2012 
Passage of SSB 6355 (2010) 4.20.00 updated to reflect changes in statute for applied baccalaureate degrees.  07/1/2010
Passage of SSB 5104 (2008) 4.20.00 updated to include applied baccalaureate degrees  08/15/2008
SBCTC Resolution 02-09-16 Board approved Policy Manual 09/19/2002

4.30.10 Transfer within the community and technical college system

CTC Inter-College Reciprocity Policy Transfer Distribution Courses and Areas
Approved by Instruction Commission, February 2005.

Students should not be penalized by the healthy differences in the specific general education requirements imposed by individual campuses within the general guidelines of the Transfer degrees (DTA and AS-T).

The Instruction Commission and the Washington State Student Services Commission expect that all colleges in the Washington state community and technical college system accept transferable technical college general education courses as equivalent to their own similar general education courses in content and purpose, in transcript credit value, and as applied to degree requirements. The Instruction Commission and Washington State Student Services Commission members will communicate this position to those in their colleges responsible for accepting transfer courses, and ensure that the Commissions send this resolution to the Education Services Committee of WACTC.

Washington state community and technical colleges will accept in transfer from other community and technical colleges unrestricted elective credit for an Advanced Placement (AP) score of 3 or higher. Credit will be awarded on the basis of official AP results, not transcript notation. Credits granted for general education or major requirements will be specified by the receiving institution's AP credit policies; otherwise, elective credit will be granted. (CTC policy May 2008.)

4.30.20 Transfer to four-year institutions

The State Board encourages community and technical colleges to:

  1. Maintain membership in the Intercollege Relations Commission (ICRC) of the Washington Council for High School-College Relations.
  2. Annually inform baccalaureate institutions regarding changes in the curriculum related to generally transferable courses in order to assure accurate course equivalency lists (see Course Equivalency Guides/Course Transfer Information).
  3. Adopt new Major Related Program degree pathway agreements when negotiated as a means of providing students with preparation for selected majors regardless of their choice of future institution and to develop and implement program-to-program articulation agreements with nearby public and private four-year institutions in the state of Washington to smooth pathways most commonly followed by transfer students.
  4. Follow the College in the High School academic/transfer guidelines when offering course for college credit and eventual transfer at high schools to - Approved by the Instruction Commission and public baccalaureate provosts in 2004. Follow the Public Baccalaureate Institution Reciprocity Policy for reverse transfer/articulation for students who transfer and apply general education credits earned at the public baccalaureate granting institutions to the requirements for an associates degree awarded by the community or technical college from where they transferred.

Policy history

Action Description Revision Date
CTC Inter-College Reciprocity Policy Transfer Distribution Courses and Areas - Approved by Instruction Commission, February 2005. 4.30.10 added to address Inter-College Reciprocity 08/15/2008
College in the High School academic/transfer guidelines - Approved by the Instruction Commission and public baccalaureate provosts in 2004. 4.30.20 updated and number 4 added. 08/15/2008
SBCTC Resolution 02-09-16 Board approved Policy Manual 09/19/2002

4.40.00 Professional-Technical Programs

All professional-technical degree and certificate programs must be approved by the SBCTC prior to course or program implementation (see RCW 28B.50.090(7)(c)). As part of this responsibility, the SBCTC:

Sets rules/procedures/guidelines, developed in cooperation with the college system, that provide for the approval of all proposed new professional/technical programs, curriculum modifications and program title changes (see Professional/Technical Program Approval Process and Appendix E: Work-Based Learning Programs).
Requires that colleges certify professional-technical staff and faculty as provided by WAC 131-16-070 through WAC 131-16-095.

4.40.10 Centers of Excellence

Centers of Excellence were created and funded by the State Board in 2003 to better link the community and technical college system to the industries which drive the economy. Each center is located on a different host campus and is staffed with a director and, depending on center resources, some support staff. Advisory boards consisting of industry representatives and other stakeholders meet regularly to oversee and direct the center’s activities. Typical activities include: providing industry contacts for curricula and program development, skills gap analysis, professional development, conducting summits and workshops on emerging industry topics, and the development of skills standards. Centers of Excellence will act as the repository of all previously created Skills Standards relevant to their stated industry sector.

Curricula, assessments and related instructional materials based on the skill standards are developed by public schools, colleges and other entities with a variety of public and private resources. Each fund source has its own set of rules or guidelines governing resale, therefore projects should refer to the requirements of the specific fund source(s).

4.40.20 Advisory Committees for Professional-Technical programs

Each community and technical college or college district is required to have an industry advisory committee for each program (see RCW 28B.50.252) and to follow approved College Advisory Committee Procedures (see Appendix E: College Advisory Committee Procedures).


Policy resources

Policy History

Action Description Revision Date
Funding for the development of Skills Standards ceased.  Centers of Excellence were assigned the responsibility. 4.40.10 Centers of Excellence information replaced information for Skills Standards Ownership. approximately 2010
  4.40.00 updated by removing section referring to approval of new programs by HECB (previously #2 or 3). 01/30/2006
SBCTC Resolution 02-09-16 Board approved Policy Manual 09/19/2002

The State Board is responsible for administration of the state and federally funded adult basic education programs in the State of Washington (see RCW 28B.50.020 (3); RCW 28B.50.030 (12); RCW 28B.50.250).

4.50.10 Certificate of High School Equivalency (HSE)

The State Board is the state administrator for HSE testing. The Board authorizes agencies to administer the HSE Test to qualify persons for the Certificate of Educational Competence including determining eligibility for taking the HSE test and administering the test (see WAC 131-48; WAC 131-48-060; RCW 28B.50.912; RCW 28B.50.536).

4.50.20 High school completion

Community and technical colleges are authorized to provide opportunities for adults to complete studies leading to a high school diploma, provided that admission to such a program is consistent with the general community and technical college residency procedures and diplomas are awarded subject to Office of the Superintendent of Public Instruction and State Board of Education rules and regulations (see RCW 28B.50.535; WAC 131‑12‑010). Minimum requirements for completing high school are set by the State Board of Education (see WAC 180-51-061). Statutory provisions govern the program for persons 18 years of age and over (see WAC 180-51-053). For graduation requirements for students over age 21 see WAC 180-51-035.

4.50.30 College issued high school diploma

Upon written request and meeting eligibility criteria, any student who earns an associate degree of any type shall receive a high school diploma from the college (see RCW 28B.50.535).


Policy resources

Policy history

Action Description Revision Date
SBCTC Resolution 13-06-30 amended Chapter 131-48 WAC 4.50.10 changed the term General Education Development (GED®) to High School Equivalency (HSE) and removed GED® specific language. 06/20/2013
SHB 1758 (2009) amended RCW 28B.50.535 Added 4.50.30 the option for Running Start students or students over 21 to request a high school diploma after completing an associate degree. 07/01/2009
WAC 180-72-055 repealed and  WAC 180-51-035 amended by the WA State Board of Education 4.50.20 changed from 19 years of age to 18 years of age and added WAC reference for students over 21. 03/10/2005
SBCTC Resolution 02-09-16 Board approved Policy Manual 09/19/2002

4.60.10 Agreements between district boards of trustees and common school boards

The State Board supports boards of trustees entering into agreements in cooperation with local high school district boards to provide options for students to complete college-equivalent courses and programs while still in high school (see RCW 28B.50.530).

4.60.20 Running Start

The SBCTC in conjunction with the Superintendent of Public Instruction has adopted rules governing Running Start, a program that allows eligible eleventh and twelfth graders to enroll in college for the purpose of earning credits toward high school graduation while earning college credits (see WAC 131-46; WAC 392-169-005; RCW 28A.600.390).

4.60.30 Tech Prep Education

Tech Prep is a program outlined in Perkins legislation, It is intended to increase the articulation of high school and college professional/technical programs (see Appendix F: Tech Prep Education: Guidelines for Statewide Articulation Using the Direct Transcription Method).

4.60.40 College in the High School

College-in-the-High School programs are designed to provide college level courses in high school locations to serve qualified eleventh and twelfth grade students. Currently, community and technical college boards of trustees may establish such programs in cooperation with local school district boards under the authorization of RCW 28B.50.530 (see RCW 28A.600.280 through 290 and Appendix G: College in the High School – Academic Transfer Guidelines).

4.60.50 Advanced Placement

Washington state community and technical colleges will award unrestricted elective credit for an Advanced Placement (AP) score of 3 or higher. Credit will be awarded on the basis of official AP results, not transcript notation. Credits granted for general education or major requirements will be specified by the receiving institution’s AP credit policies; otherwise, elective credit will be granted.


Policy resources

Policy history

Action Description Revision Date
Passage of E2SHB 2483 (2012) 4.60.10 Higher Education Coordinating Board abolished and Running Start duties transferred to Washington Student Achievement Council. 07/01/2012
Federal funding under the Carl D. Perkins Act was terminated in 2011 4.60.12 Tech Prep revised. Previous activities of Tech Prep are now under the purview of colleges receiving Carl D. Perkins funding. 2011
Passage of SHB 2119 (2009) Jointly develop and each adopt rules governing College in the High School and provide annual reports to the higher education committees in the Legislature. 07/26/2009
WACTC Instruction Commission approved May 2008 4.60.14 added to address AP credit. 08/15/2008
SBCTC Resolution 02-09-16 Board approved Policy Manual 09/19/2002

4.70.10 Out-of-district contracting

Community and technical colleges may enter into out-district-contracts to offer educational services. Agreements must be in place to:

  1. Provide courses, special events or services in another college’s district (see WAC 131-32-030), and/or
  2. Jointly provide educational courses, programs or services (see WAC 131-32-035) and Appendix H: Guidelines for Statewide and Regional Contract Services).

4.70.20 Contracting with joint apprenticeship training councils

The SBCTC establishes guidelines for contracting for apprenticeship training with Joint Apprenticeship Training Councils (see WAC 131-28-026 (4)(c); Community College Tuition and Fee Waivers and Residency).

4.70.30 International Contract Students

To achieve an internationally integrated educational environment, colleges may enroll international students. The ability to issue a Certificate of Eligibility for Non-Immigrant (F-1) Student Status-for Academic and Language Students or Certificate for Non-Immigrant (M-1) Student Status-for Vocational Students is granted to an individual college through the United States Immigration and Customs Enforcement authorization.

Districts with International Contract programs must have in place a contract with a third party that has been approved by the State Board staff and as to form by the college’s AAG and that includes the following:

  1. Substantive action on the part of the contractor.
  2. Estimated number of students to be served and the fees to be charged.
  3. Budget demonstrating revenues from the program will cover the full cost of instruction including both direct and indirect costs.

See also Chapter 5.30.40 International Students in State-Funded Classes: Enrollment Reporting and Tuition and Fees and Chapter 5.80.30 International Student and Tuition and Fees.

4.70.40 Educational programs to serve foreign nationals in a foreign country

The SBCTC requires prior approval for certain contracts by colleges to conduct out-of-country educational courses and programs (see Appendix I: Contract to Serve Foreign Nationals in a Foreign Country).


Policy history

Action Description Revision Date
Policy change approved by State Board resolution 15-06-30. 4.70.30 updated to reflect reporting international student enrollments. 11/30/2015
SBCTC Resolution 02-09-16 Board approved Policy Manual 09/19/2002

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:

  1. A course description with sufficient detail to convey subject area and institutional intent of the proposed offering.
  2. 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.
  3. Assignment of a course title. Each course will have one approved title used for both reporting and publication purposes.
  4. 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.
  5. Number and type of instructional contact hours and course credits.
  6. Whether the course is designed to meet academically disadvantaged students or those with limited English skills.
  7. 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:

  1. 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.
  2. 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).
  3. I-BEST Courses – Courses with at least 50 percent overlap of team taught instruction must by coded with a Fee Pay Status of 42 and will generate 1.75FTE 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  FPS  Institutional Intent
     Vocational 1/Basic Skills  42  21
     Vocational 1/Dev Ed  42  24
     Vocational 2/Basic Skills  42  25
     Vocational 2/Dev Ed  42  26
     Academic/Basic Skills  42  14
     Academic/Dev Ed  42  15
  4. 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).
  5. 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).
  6. 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).
  7. 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.
  8. 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 three-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 three-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

 Course Number Description
 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.
  • Winter/Spring
    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.

Revision and amendment history

Description Revision Date
Special Course Codes 08/15/2008

As part of the 2010 System Design Plan legislation (SSB 6355), applied baccalaureate degrees offered by Washington state'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:

  1. 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.
  2. Provide opportunities for working adults who are place-bound to a specific geographic region and want to earn a baccalaureate degree.
  3. 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.


Revision and amendment history

Description Revision Date
State Board Resolution 14-09-59 09/10/2014

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

  1. 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:
    1. Cooperative education
    2. Clinical experience
    3. Internships
  2. 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.
  3. 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.
  4. 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.
  5. 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

  1. Guidelines for use prior to student placement
    1. All work-based learning shall be under the direct supervision of the college.
    2. 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.
    3. Prior to placement, the student should meet the prerequisites established by each department or obtain permission from a faculty advisor.
    4. 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.
    5. A student may receive both credit and monetary reimbursement for relevant educational experiences acquired at the work site.
    6. The following shall apply to all students enrolled in programs utilizing the cooperative education method of instruction.
      1. 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.
      2. The student shall be covered under State Industrial Insurance or other applicable insurance against injury incurred at the work site.
      3. The student shall not be placed in hazardous work except as the placement conforms to minimum age requirements for such work.
    7. 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.
  2. Guidelines pertaining to program administration
    1. 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.
    2. Special training and workshops for instructor-coordinators are encouraged.
  3. Guidelines concerning student supervision and evaluation
    1. 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.
    2. 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.
  4. 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.

Assessment

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:
    • Linked to 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 relevant;
    • 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.

Credit

  • 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.

Learner Orientation/Preparation

  • 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

  • General
    • 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 catalog offerings.
  • Fees/Enrollment
    • 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.
  • Transcripts/Transfers
    • 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.

Revision and amendment history

Description Revision Date
Approved by WACTC January 2000

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.

Committee membership

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

  1. Curriculum
    1. Review labor market information to ensure the occupational program area is in demand and that vacancies exist for future employment.
    2. 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.
    3. Review the content of the professional-technical program and respective courses. Advise the college of changing market conditions, technologies, and employment needs.
    4. 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.
    5. 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.
    6. Assist the college in conducting special events that benefit both the student and the college; i.e. manufacturing, product seminars, and college open house.
  2. Facilities and Equipment Budget
    1. Advise the college as to the adequacy of the physical facilities and conditions of equipment, and prepare recommendations for effecting needed change.
    2. Assist the college in obtaining instructional equipment.
    3. Review annual budgetary requests for equipment and supplies, make recommendations, and assist in the development of bid or purchase specifications when appropriate.
    4. Advise in development of plans for new construction or remodeling of existing facilities.
  3. Instructional Quality
    1. Advise the college in the development of qualifications for the hiring of instructors and serve on interview panels when appropriate.
    2. 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.
    3. Recommend procedures for developing, implementing, and evaluating work-based learning experience programs.
    4. Recommend instructional practices that will promote the development of a safe instructional environment, and that will instill safe work attitudes and habits in students.
    5. Recommend strategies that ensure that instructor(s) maintain instructional, industry, and state-of-the-art proficiency.
    6. Recommend standards and minimum academic qualifications for student enrollment into programs.
    7. Advise administration regarding program continuation and/or modification as determined by a review of outcomes.
  4. Instructional Delivery
    1. Review national and state directives and initiatives and their impact on local programs, and make recommendations on how to incorporate the required changes.
    2. Help college secure qualified substitute instructors.
  5. Student Employment
    1. Recommend ways to assist students in the landing of internships and/or eventual employment.
    2. Assist in the development of portable, transferable competencies, skills, and abilities expected of successful employees.

Realistic Enterprise

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.


Revision and amendment history

Description Revision Date
Added 50 percent minimum attendance requirement to advisory member appointment process 03/10/2005

Preamble

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.

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 131-16-095 (2) states that secondary vocational certification will be accepted by the community colleges.
  • 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.

Revision and amendment history

Description Revision Date
Amendment: "Tech Prep courses shall not be designated through the use of a unique identifier on individual student transcripts."
Endorsed by Washington Association of Community and Technical Colleges (Education Committee)
05/24/2000

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.

Students

High school students enrolled in CHS are officially enrolled in the college and must meet college specific course requirements and prerequisites.

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.

Faculty

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.

Curriculum

College courses administered through CHS are listed in the college catalog 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.

Governance

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.


Policy history

Description Revision Date
Guidelines revised 03/10/2005

Intent

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.

Guiding principles

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.

Definitions

Marketing contract training or educational services refers to conducting direct solicitation which includes but is not limited to cold calls, direct mailings, direct emails, 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.

Guidelines

  1. 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.
  2. 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.
  3. 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).


Revision and amendment history

Description Revision Date
Guidelines approved by WACTC 09/29/2006

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:
    • 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.
    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 (B) below.

    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).
    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:
      1. Location(s) at which the educational program(s) shall be provided.
      2. A description of the educational program(s) and services to be provided.
      3. A description of the relationship of the program(s) to the mission of the Washington state community and technical college system.
      4. A description of the contracting entity (organization, individual, company) and its expectations.
      5. Assurance that the qualifications of faculty will equal or exceed the qualifications of faculty employed on the home campus.
      6. 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.
      7. 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.
      8. The means by which the college has limited liability and fiscal exposure.
      9. Assurance that any revenues in excess of costs will be applied to achieve the educational mission of the college.
      10. 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.

Revision and amendment history

Description Revision Date
Revised 03/11/1992
State Board approved authorization 09/22/1989

 

Page Manager: bgordon@sbctc.edu
Last Modified: 11/17/17 1:11 PM

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