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Board of Trustees Regular/Committee MeetingTuesday, January 07, 2020 6:00 PM

District Office, Board Room, 3801 Market StreetRiverside CA 92501

ORDER OF BUSINESS

Pledge of Allegiance

Anyone who wishes to make a presentation to the Board on an agenda item is requested to please fill outa "REQUEST TO ADDRESS THE BOARD OF TRUSTEES" card, available from the Public Affairs Officer.However, the Board Chairperson will invite comments on specific agenda items during the meeting beforefinal votes are taken. Please make sure that the Secretary of the Board has the correct spelling of yourname and address to maintain proper records. Comments should be limited to five (5) minutes or less.(This time limit will be doubled for members of the public utilizing a translator to ensure the non­Englishspeaker receives the same opportunity to directly address the Board, unless simultaneous translationequipment is used.)

Anyone who requires a disability­related modification or accommodation in order to participate in anymeeting should contact the Chancellor's Office at (951) 222­8801 and speak to an ExecutiveAdministrative Assistant as far in advance of the meeting as possible.

Any public records relating to an open session agenda item that is distributed within 72 hours prior to themeeting is available for public inspection at the Riverside Community College District Chancellor's Office,3rd Floor, 3801 Market Street, Riverside, California, 92501 or online at www.rccd.edu/administration/board.

I. COMMENTS FROM THE PUBLIC

II. PUBLIC HEARING

III. CHANCELLOR'S REPORT

III.A. Chancellor's CommunicationInformation Only

IV. BOARD COMMITTEE REPORTS

IV.A. Teaching and LearningFoster Youth Support Network PresentationInformation OnlyFYSN Presentation 1

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IV.B. Teaching and LearningRiverside City College Mission, Vision and Values StatementThe Committee to review Riverside City College's revised Mission, Vision and ValuesStatement.RCC Mission Vision and Values Presentation ­ Board of Trustees

IV.C. Teaching and LearningChanges to the RCCD Reading Competency Requirements The Committee to review the proposed changes to the RCCD Reading CompetencyRequirements Proposed Changes to the RCCD Reading Competency Requirements

IV.D. Teaching and LearningChange to RCCD Military Credit Catalog LanguageThe Committee to review the proposed changes to the RCCD Military Credit CatalogLanguageRCCD Military Credit Catalog Language Proposal

IV.E. Teaching and LearningProposed Curricular ChangesThe Committee to review the proposed curricular changes for inclusion in the collegecatalogs and in the schedule of class offerings. Proposed Curricular Changes 120319Proposed Curricular Changes 121019

V. OTHER BUSINESS

VI. CLOSED SESSION

VI.A. Pursuant to Government Code Section 54956.9 (a) and (d)(1), Existing LitigationSettlement DiscussionTo Be Determined

VII. ADJOURNMENT

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Board of Trustees Regular/Committee Meeting (III.A)Meeting January 7, 2020

Agenda Item Other Items (III.A)

Subject Chancellor's Communication

College/District District

Funding N/A

RecommendedAction

Information Only

Background Narrative:

Chancellor will share general information to the Board of Trustees, including federal, state and local interestsand District information.

Prepared By: Wolde-Ab Isaac, Chancellor

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Board of Trustees Regular/Committee Meeting (IV.A)Meeting January 7, 2020

Agenda Item Teaching and Learning (IV.A)

Subject Teaching and LearningFoster Youth Support Network Presentation

College/District District

Funding N/A

RecommendedAction

Information Only

Background Narrative:

The RCCD Foster Youth Support Network (FYSN) is a district-wide initiative that has (1) developed a regional,inter-agency collaboration among stakeholders to coordinate services related to foster youth’s transition andsuccess, and (2), provides direct, continuous support and resources to foster youth in grades 9-12 in order toincrease their college readiness and prepare them for a seamless transition into higher education.

Prepared By: Susan Mills, Vice Chancellor Educational Services and Strategic Planning

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Riverside County High School Graduation Rate by Cohort - 2017

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Riverside City CollegeMission, Vision & Values

Board of Trustees–January 7, 2020

Presented by: Kathleen Sell, Ph.D.Associate Professor, EnglishFaculty Co-Chair EPOC

Kristine Di Memmo,Interim Vice PresidentPlanning & Development

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PROCESS August 22, 2019 - Began process as a discussion

during retreat One Word exercise

September, Governance, Effectiveness, Mission and Quality (GEMQ) Leadership Council reviewed draft and disseminated draft to Academic Senate, Classified, DLC, ASRCC, and Administration – asking for feedback.

RIV-All email with draft of MVV sent by Interim VP of Planning and Development for feedback.

October - GEMQ reconvened to consider and vote on suggested changes.

November - MVV Draft presented to Educational Planning and Oversight Committee (EPOC) and RCC Academic Senate for review, and approval.

December – DSPC / January - BOT

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MISSION & VISION

MISSIONRiverside City College serves a diverse community of learners by offering certificates, degrees, and transfer programs that help students achieve their educational and career goals. The college strives to improve the social and economicmobility of its students and communities by beingready to meet students where they are, valuingand supporting each student in the successful attainment of their goals and promoting an inclusive, equity-focused environment.

VISIONRiverside City College strives to provide excellent educational opportunities that are responsive to the diverse needs of its students and communities, and empowers both to be active participants in shaping the future.

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Tradition and Innovation: We work collaboratively to develop flexible and

creative solutions to meet the evolving needs of our community and embrace change while

respecting our tradition and legacy of strong partnerships.

Integrity and Transparency: We promote an environment of trust

by being honest, fair, transparent, and equitable. We honor our commitments to our

students, staff, and communities.

Growth and Continual Learning: We commit

to intellectual inquiry, reflection, professional development, and

growth for all stakeholders. We adjust our teaching practices to

provide equitable opportunities and outcomes and to encourage

continual learning for our students, faculty, and staff.

Equity-Mindedness: We promote social justice and equity.

Responsiveness: We respond to the needs of

our students and communities through engagement and

collaboration.

Student-Centeredness: We create meaningful

learning environments that value the strengths and

experiences our students bring and that support students in

developing and accomplishing their personal, educational,

and career goals.

TIGER PRIDE VALUES

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Board of Trustees Regular/Committee Meeting (IV.C)Meeting January 7, 2020

Agenda Item Teaching and Learning (IV.C)

Subject Teaching and LearningChanges to the RCCD Reading Competency Requirements

College/District District

Funding N/A

RecommendedAction

The Committee to review the proposed changes to the RCCD ReadingCompetency Requirements

Background Narrative:

Presented for the Board's review and consideration are the changes to the RCCD Reading CompetencyRequirements

Prepared By: Susan Mills, Vice Chancellor Educational Services and Strategic Planning

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READING COMPETENCY REQUIREMENT

B. Students must demonstrate reading competency by obtaining:

1. Completion of Reading 3 OR 83 with a “C” or higher;OR

2. A minimum grade of “C” in each general education course; OR

3. Students have completed 60 degree applicable units with a 2.0 or higher GPA.OR

4. Students who have completed an associate’s or higher degree at an accredited institution are exempt from the reading competency requirement. Waivers may also be granted on a case-by-case basis.

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Board of Trustees Regular/Committee Meeting (IV.D)Meeting January 7, 2020

Agenda Item Teaching and Learning (IV.D)

Subject Teaching and LearningChange to RCCD Military Credit Catalog Language

College/District District

Funding N/A

RecommendedAction

The Committee to review the proposed changes to the RCCD Military CreditCatalog Language

Background Narrative:

Presented for the Board's review and consideration are the changes to the RCCD Military Credit CatalogLanguage

Prepared By: Susan Mills, Vice Chancellor Educational Services and Strategic Planning

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RCCD Military Credit

Current Catalog Language:

MILITARY CREDITTwo physical education units are awarded upon presentation of DD214, NOBE, or ID card for active military. Military tech schools are evaluated based on the recommendation of the ACE Guide. No credit is granted for MOS’s, correspondence courses, internships or military specific courses. A maximum of 15 units may be awarded (two of which is the PE credit). CCAF, SMARTS, AARTS transcripts, DD214, and Certificates of Completion are used to evaluate military credit. No more than 30 units may be grantedfor CLEP, military training, AP, Credit for Extra-Institutional Learning or credit by exam. Three units will be awarded towards CSU General Educationarea E certification for military veterans who submit a DD214 or other appropriate military transcript as evidence of completion of basic training.

Proposed Catalog Language:

MILITARY CREDITFive units will be awarded towards fulfillment of RCCD GE area E: Health Education and Self Development upon presentation of a DD214, NOBE, or ID card for active military. JST transcripts, DD214, and Certificates of Completion are used to evaluate additional military credit. Military transcripts are evaluated based on the recommendations of the ACE Military Guide. Credit may be used to fulfill RCCD GE, area of emphasis, certificate or elective degree requirements.

Three units will be awarded towards CSU General Education area E certification for military veterans who submit a DD214 or other appropriate military transcript as evidence of completion of basic training (per CSU policy).

COMBINED EXTERNAL CREDITA maximum of 30 units may be granted in total from one or more of the following: CLEP, military training, AP, IB, or Credit for Extra Institutional Learning.

In order to receive an A.A./A.S. degree, a student must complete 12 units in residence at one of the colleges within the Riverside Community College District.

50% of the coursework for any certificate pattern must be completed at any of the colleges within Riverside Community College District, with 1 course completed from the college awarding the certificate.

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Board of Trustees Regular/Committee Meeting (IV.E)Meeting January 7, 2020

Agenda Item Teaching and Learning (IV.E)

Subject Teaching and LearningProposed Curricular Changes

College/District District

Funding N/A

RecommendedAction

The Committee to review the proposed curricular changes for inclusion inthe college catalogs and in the schedule of class offerings.

Background Narrative:

Presented for the Board’s review and consideration are proposed curricular changes. The District CurriculumCommittee and the administration have reviewed the attached proposed curricular changes and recommendtheir adoption by the Board of Trustees.

Prepared By: Susan Mills, Vice Chancellor Educational Services and Strategic Planning

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Proposed Curricular ChangesCompiled for the Executive Cabinet, Committee on Teaching and Learning, and Board of Trustees

Courses

Course Deletions M N R

Class Guitar IMUS 96A was originally proposed to replace MUS 37 Class Guitar as the first in a series of leveled offerings (beginning, intermediate, etc.) The guitar instructors found that the original one semester offering was adequate so this leveled series is not needed.

MUS 96A

Course Inclusions M N R

Computer Applications and Office Technology Work ExperienceAdding option to Norco's work experience inventory.

CAT 200

Course Major Modifications M N R

PHP Dynamic Web Site ProgrammingUpdating course content to include cyber‐security issues, adding course objectives and modifying SLOs, updating course materials

CIS 12

Web Programming: JavaScriptUpdate to add Course Objectives, modify SLOs, Course Content, and Course Materials.

CIS 14A

Designing Web GraphicsUpdating course objectives, SLOs, course content, books, etc.

CIS 56A

Introduction to Web Page CreationUpdate to COR as part of program review, add course Objectives, modify SLOs.

CIS 72A

Intermediate Web Page Creation Using Cascading Style Sheets (CSS)Updating course content to reflect latest versions of CSS and latest curriculum standards, including new Course Objectives section and modified SLOs.

CIS 72B

Introduction to DreamweaverUpdate the course outline to reflect changing web technology and Dreamweaver capabilities as well as adding Objectives and modifying SLOs.

CIS 76B

PHP Dynamic Web Site ProgrammingUpdating course content to include cyber‐security issues, adding course objectives and modifying SLOs, updating course materials

CSC 12

Web Programming: JavaScriptUpdate to add Course Objectives, modify SLOs, Course Content, and Course Materials

CSC 14A

Human GeographyUpdate outline as part of program review.

GEG 2

Survey of Music LiteratureAdd objectives and clean up format.

MUS 22

Jazz AppreciationAdd objectives, update SLOs, and update materials.

MUS 25

Riverside Community SymphonyUpdate description, add objectives, update SLOs.

MUS 28

Vocal Jazz EnsembleAdd objectives and update SLOs.

MUS 33

Vocal Music EnsemblesUpdate description, add objectives, update SLOs.

MUS 35

Beginning Applied Music IAdd objectives.

MUS 38

Chamber SingersUpdate description, add objectives, and update SLOs.

MUS 41

Wind EnsembleUpdate descriptions, add objectives, and update SLOs.

MUS 42

Jazz EnsembleUpdate description, add objectives, update SLOs.

MUS 44

Marching BandUpdate description, add objectives, update SLOs.

MUS 48

Community Concert BandUpdate descriptions, add objectives, update SLOs.

MUS 55

Advanced Vocal EnsemblesUpdate description, add objectives, update SLOs, content, MOI, MOE, SA.

MUS 75

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Courses

Course Major Modifications M N R

Guitar EnsembleAdd objectives. Update description, SLOs, and textbook.

MUS 77

Beginning Applied Music IIAdd objectives.

MUS 78

Applied Piano IUpdate corequisites.

MUS P12

New Courses M N R

Windows, File Management, Internet, and Canvas BasicsThis class will help students who are lacking in experience and/or skills in Windows, Internet, Canvas, and/or file management to prepare for other classes that assume these skills.

CAT 898

AWS Academy Cloud FoundationsCloud technology is on the rise in demand both by the general public and industries of all market sectors. Cloud computing is now a core competency that the computer software industry and networking seeks. Cloud computing is a type of computing that 

relies on sharing compu ng resources rather than having local servers or personal devices to handle applica ons. This is the first level of programming planned for cloud computing. Curriculum and offering an entry‐level certificate was recommended by the Computing Information System/Business advisory board. RCC CIS staff have received professional development training by the largest provider of cloud computing resources and industry tools in this space, Amazon Web Services (AWS). The curriculum RCC has developed is informed by the top industry leader in cloud computing and is a direct result of our partnership with Amazon Web Services (AWS) Academy. AWS has informed and encouraged RCC’s computer Information Systems department to create this program as one part of a fully developed comprehensive pathway in cloud computing. RCC’s CIS advisory board has supported and encouraged the creation of this certificate to cover technologies used not only by AWS but also by other computer software providers. This course will offer RCC students the skills needed to enter the job market.

CIS 49A

AWS Academy Cloud ArchitectingCloud technology is on the rise in demand both by the general public and industries of all market sectors. Cloud computing is now a core competency that the computer software industry and networking seeks. Cloud computing is a type of computing that 

relies on sharing compu ng resources rather than having local servers or personal devices to handle applica ons. This is the second course planned for cloud computing curriculum and offering an associate‐level certificate was recommended by the Computing Information System/Business advisory board. RCC CIS staff have received professional development training by the largest provider of cloud computing resources and industry tools in this space, Amazon Web Services (AWS). The curriculum RCC has developed in conjunction with top industry leader in cloud computing and is a direct result of our partnership with Amazon Web Services (AWS) Academy. AWS has informed and encouraged RCC’s computer Information Systems department to create this certificate as one part of a fully developed comprehensive pathway in cloud computing. RCC’s CIS advisory board has supported and encouraged the creation of this certificate to cover technologies used not only by AWS but also by other computer software providers. This program will offer RCC students the skills needed to enter the job market.

CIS 49B

Windows, File Management, Internet, and Canvas BasicsThis non‐credit class will help students who are lacking in experience and/or skills in Windows, Internet, Canvas, and/or file management to prepare for other classes that assume these skills. (Cross listed with CAT‐898)

CIS 898

Field Studies in GeographyAs part of Instructional Program Review, it was noted that UC and CSU campuses offer courses in Geography Field Studies.  The District Geography Department determined that offering a Geography field studies course will provide students new and exciting opportunities to engage in Geography in a manner that supports and enhances learning experience of students enrolled in other Geography courses.

GEG 30A

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Proposed Curricular ChangesCompiled for the Executive Cabinet, Committee on Teaching and Learning, and Board of Trustees

Programs

New Programs M N R

Non‐Credit Certificate

Noncredit Advanced American College EnglishMirrored, non‐credit courses allow low‐income students increased access to college and an easy option for starting language acquisition courses. Although transfer is the goal of some students, others simply want to improve their English so that they can successfully complete CTE certificates or be more successful in their business.

ESL

Noncredit Beginning American College EnglishMirrored, non‐credit courses allow low‐income students increased access to college and an easy option for starting language acquisition courses. Although transfer is the goal of some students, others simply want to improve their English so that they can successfully complete CTE certificates or be more successful in their business. 

ESL

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New: Program Outline of Record - Noncredit

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Program Outline

TOPs Code: 4930.87

CIP Code:

Title: Noncredit Beginning American College English

Description: ESL students are placed within the sequence of courses in the Basic English as a Second Language Certificate according to their English abilities. Students completing this pattern of study will have a beginning level of fluency in the English language which will help them be successful in academic courses, CTE courses, or general employment.

Program Learning Objectives:

• Write English paragraphs at a low-intermediate academic level. • Communicate in English so that students can function with native speakers at a basic

academic level in college or work environments. • Demonstrate a general awareness of patterns and expectations of United States culture,

especially in the college and work environments.

Courses:

Required Courses: __180_ hours

(Add additional lines as needed)

Course Title Hours ESL 846 Beginning American College English 90 ESL 847 Low Intermediate American College English 90

Elective Courses: ______ hours

(Add additional lines as needed)

Course Title Hours

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Total Program: _180__ hours

Rationale for Proposal of New Program: (please note: this information will be presented to the Board of Trustees and State Chancellor’s office)

Why are you creating mirrored non-credit courses?

Mirrored, non-credit courses allow low-income students increased access to college and an easy option for starting language acquisition courses. Although transfer is the goal of some students, others simply want to improve their English so that they can successfully complete CTE certificates or be more successful in their business. However, before they can be successful in either academic or CTE courses, they need to be able to function in English in an academic environment. Unfortunately, students who have not lived in California for a year and a day must pay non-resident fees $258 ($304 total per unit), making a typical ESL class $1,520 instead of $240. For many of our undocumented prospective students, even the resident rate is not achievable. Since noncredit courses have low or no tuition, they allow students to access a college education. In addition to providing an inexpensive entry point, non-credit courses allow students to save financial aid for their credit courses.

Two recent changes at the state level have made noncredit courses an exciting pathway for undocumented students.

• Noncredit CCC Apply- Assembly Bill 3101 (AB 3101) mandates that students seeking to enroll exclusively in career development, college preparation, and other non-credit courses be exempt from residency classification requirements. At the state level, noncredit is identified as the primary way to make college accessible to undocumented adult learners. This is especially relevant for our ESL students. In response to AB 3101, the Chancellor’s Office is designing a new noncredit application that does not include questions on residency so that undocumented applicants feel more comfortable applying. RCC is one of several colleges in the state piloting this new application.

• Bridge to Credit through AB 540--Originally, AB 540 excluded adult learners; however, a recent change to the legislation includes the amount of time that a student is enrolled in an adult school or community college in the student’s eligibility. To qualify, prospective students can now verify that they 1. attended a combination of California high school, adult school, and community college for the equivalent of three (3) years or more, and 2. have graduated or will graduate with a high school diploma or GED. A year’s equivalence at a community college is a minimum of 24 semester units ($7,296.00). For noncredit courses, a year’s attendance is a minimum of 420 class hours per year. Given that

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students would have to pay for their credit courses out of pocket, it is unlikely that they will take advantage of the credit option. Noncredit then becomes a realistic bridge to access credit education. This will not only increase the enrollment at the college, but it targets low-income students who otherwise may not have had access to courses, which is now part of the funding formula.

Mirroring the ESL courses ensures accessibility to our community and promotes equity, stated goals of the district’s colleges, while addressing concerns of undocumented students and those who do not need the credit to meet their college goals. This is an opportunity when one considers key findings of the most recent SWOT Analysis for RCCD (August 28, 2019) which includes the following observations:

1. More than 50% of RCCD region households speak another language than English at home. 2. RCCD service areas are very diverse; Hispanic population is the largest and fastest growing. 3. RCCD region has lower educational attainment levels. (125)

• Addressing the Equity Gap--Providing mirrored courses allows a portion of the population who

does not speak English to attain a higher-level of education and may improve the college going rates, help close the equity gap that persists for Hispanic students, and improve RCCD’s adult education services. In English as a Second Language in California’s Community Colleges the Public Policy Institute of California reports, “Our finding that Latinos are much less likely to be degree-seeking ESL students suggests that they may be more likely to enroll in these non-credit pathways. Therefore, strengthening connections between non-credit and credit ESL pathways can also help promote more equitable outcomes” (29). Considering RCCD’s large population of Spanish-speaking students, offering non-credit courses in ESL is essential in helping establish equity.

As Hispanic Serving Institutions, the colleges in the district can promote equity by creating these mirrored non-credit courses, ensuring opportunity for Hispanics who speak English as a second language.

Finally, providing non-credit courses will increase enrollment in credit course. Students who start in non-credit classes can switch to the credit track when they start a new course. This means that if a student places in ESL 46, he or she can take the first two courses as non-credit, then decide to take 48 as a credit class to take advantage of the transfer options, creating a low-barrier entry for students.

• Partnership between Adult Schools and RCCD--In addition, Riverside ABout Students Consortium Report published in January 2019 makes the recommendation that RCCD “Expand or consider adding new Basic Skills, CTE, and ESL programs in those communities with low educational attainment and relatively low participation rates Geographic Area: Northwest, North, and South subregion” (11). The report indicates that there is a substantial population of adults in the Riverside area who do not speak English well and are currently not taking advantage of education. It notes, “The North sub-region has the largest population of potential

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Basic Skills and ESL Students, with 54,063 and 19,208 potential students respectively” (12). Although not all students who start non-credit ESL courses would have the goal of transfer, the district would increase enrollment by tapping into this population. Further, because the level of the courses is actually moving up (starting at the previous ESL 52 level), there will not be a conflict between RCCD’s and local-area adult schools’ course offerings. Students who have taken courses to improve their skills at adult schools will not be forced into the lowest-level ESL course but will probably enter 2-3 courses above, so they are not at a disadvantage.

• Qualifications of Instructors--Although logistics regarding non-credit courses are still being determined by the district, in RCCD, instructors of non-credit courses will have to meet the same minimum qualifications as those in credit courses. In fact, classes should ideally be composed of both credit and non-credit students with the only distinction being how the instructor maintains records.

Why is the ESL Discipline advocating for certificates?

RCCD will provide two non-credit CDCP certificates of competency (Ed Code 84760) for students who do not need credit classes but need to improve their English skills with the goal of being prepared for CTE courses, further academic courses, or the workforce. Many colleges in the state (e.g. Reedley College, Mt. SAC, and Cypress College) have non-credit ESL certificates.

By organizing courses into certificates, faculty are creating a clear pathway for students. The Chancellor’s office has encouraged colleges to organize courses into certificate patterns, which are linked directly to enhanced funding.

These certificates allow students to see a tangible benefit to taking classes and provide motivation to complete course sequences. In addition, this establishes an outcome metric from which the college can gauge student success.

Sources:

Bryan Reece, et. al. Strengths, Weaknesses, Opportunities, and Threats Analysis for Riverside Community College District, August 29, 2018. https://www.rccd.edu/administration/educationalservices/ieffectiveness/Documents/DSPC/Team%20C%20SWOT%20Analysis.pdf

BW Research Partnership. Riverside ABout Students Consortium Report, January 2019. https://caladulted.org/DownloadFile/763

Public Policy Institute of California--Olga Rodriguez, Sarah Bohn, Laura Hill, and Bonnie Brooks. English as a Second Language in California’s Community Colleges, April 2019. https://www.ppic.org/wp-content/uploads/english-as-a-second-language-in-californias-community-colleges.pdf

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Program Outline

TOPs Code: 4930.87

CIP Code:

Title: Noncredit Advanced American College English Certificate

Description: ESL students are placed within the sequence of courses in the Advanced English as a Second Language Certificate according to their English abilities. Students completing this pattern of study will have a beginning level of fluency in the English language which will help them be successful in academic courses, CTE courses, or general employment.

Program Learning Objectives:

• Write English, such as essays, at an academic level. • Communicate in English so that students can function with native speakers in academic

transfer-level courses or work environments. • Demonstrate knowledge of patterns and expectations of United States culture, especially

in the college and work environments.

Courses:

Required Courses: __270_ hours

(Add additional lines as needed)

Course Title Hours ESL 850 Advanced American College English 90 ESL 849 High Intermediate American College English 90 ESL 848 Intermediate American College English 90

Elective Courses: ______ hours

(Add additional lines as needed)

Course Title Hours

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Total Program: _270__ hours

Rationale for Proposal of New Program: (please note: this information will be presented to the Board of Trustees and State Chancellor’s office)

Why are you creating mirrored non-credit courses?

Mirrored, non-credit courses allow low-income students increased access to college and an easy option for starting language acquisition courses. Although transfer is the goal of some students, others simply want to improve their English so that they can successfully complete CTE certificates or be more successful in their business. However, before they can be successful in either academic or CTE courses, they need to be able to function in English in an academic environment. Unfortunately, students who have not lived in California for a year and a day must pay non-resident fees $258 ($304 total per unit), making a typical ESL class $1,520 instead of $240. For many of our undocumented prospective students, even the resident rate is not achievable. Since noncredit courses have low or no tuition, they allow students to access a college education. In addition to providing an inexpensive entry point, non-credit courses allow students to save financial aid for their credit courses.

Two recent changes at the state level have made noncredit courses an exciting pathway for undocumented students.

• Noncredit CCC Apply- Assembly Bill 3101 (AB 3101) mandates that students seeking to enroll exclusively in career development, college preparation, and other non-credit courses be exempt from residency classification requirements. At the state level, noncredit is identified as the primary way to make college accessible to undocumented adult learners. This is especially relevant for our ESL students. In response to AB 3101, the Chancellor’s Office is designing a new noncredit application that does not include questions on residency so that undocumented applicants feel more comfortable applying. RCC is one of several colleges in the state piloting this new application.

• Bridge to Credit through AB 540--Originally, AB 540 excluded adult learners; however, a recent change to the legislation includes the amount of time that a student is enrolled in an adult school or community college in the student’s eligibility. To qualify, prospective students can now verify that they 1. attended a combination of California high school, adult school, and community college for the equivalent of three (3) years or more, and 2. have graduated or will graduate with a high school diploma or GED. A year’s equivalence at a community college is a minimum of 24 semester units ($7,296.00). For noncredit courses, a year’s attendance is a minimum of 420 class hours per year. Given that

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students would have to pay for their credit courses out of pocket, it is unlikely that they will take advantage of the credit option. Noncredit then becomes a realistic bridge to access credit education. This will not only increase the enrollment at the college, but it targets low-income students who otherwise may not have had access to courses, which is now part of the funding formula.

Mirroring the ESL courses ensures accessibility to our community and promotes equity, stated goals of the district’s colleges, while addressing concerns of undocumented students and those who do not need the credit to meet their college goals. This is an opportunity when one considers key findings of the most recent SWOT Analysis for RCCD (August 28, 2019) which includes the following observations:

1. More than 50% of RCCD region households speak another language than English at home. 2. RCCD service areas are very diverse; Hispanic population is the largest and fastest growing. 3. RCCD region has lower educational attainment levels. (125)

• Addressing the Equity Gap--Providing mirrored courses allows a portion of the population who

does not speak English to attain a higher-level of education and may improve the college going rates, help close the equity gap that persists for Hispanic students, and improve RCCD’s adult education services. In English as a Second Language in California’s Community Colleges the Public Policy Institute of California reports, “Our finding that Latinos are much less likely to be degree-seeking ESL students suggests that they may be more likely to enroll in these non-credit pathways. Therefore, strengthening connections between non-credit and credit ESL pathways can also help promote more equitable outcomes” (29). Considering RCCD’s large population of Spanish-speaking students, offering non-credit courses in ESL is essential in helping establish equity.

As Hispanic Serving Institutions, the colleges in the district can promote equity by creating these mirrored non-credit courses, ensuring opportunity for Hispanics who speak English as a second language.

Finally, providing non-credit courses will increase enrollment in credit course. Students who start in non-credit classes can switch to the credit track when they start a new course. This means that if a student places in ESL 46, he or she can take the first two courses as non-credit, then decide to take 48 as a credit class to take advantage of the transfer options, creating a low-barrier entry for students.

• Partnership between Adult Schools and RCCD--In addition, Riverside ABout Students Consortium Report published in January 2019 makes the recommendation that RCCD “Expand or consider adding new Basic Skills, CTE, and ESL programs in those communities with low educational attainment and relatively low participation rates Geographic Area: Northwest, North, and South subregion” (11). The report indicates that there is a substantial population of adults in the Riverside area who do not speak English well and are currently not taking advantage of education. It notes, “The North sub-region has the largest population of potential

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Basic Skills and ESL Students, with 54,063 and 19,208 potential students respectively” (12). Although not all students who start non-credit ESL courses would have the goal of transfer, the district would increase enrollment by tapping into this population. Further, because the level of the courses is actually moving up (starting at the previous ESL 52 level), there will not be a conflict between RCCD’s and local-area adult schools’ course offerings. Students who have taken courses to improve their skills at adult schools will not be forced into the lowest-level ESL course but will probably enter 2-3 courses above, so they are not at a disadvantage.

• Qualifications of Instructors--Although logistics regarding non-credit courses are still being determined by the district, in RCCD, instructors of non-credit courses will have to meet the same minimum qualifications as those in credit courses. In fact, classes should ideally be composed of both credit and non-credit students with the only distinction being how the instructor maintains records.

Why is the ESL Discipline advocating for certificates?

RCCD will provide two non-credit CDCP certificates of competency (Ed Code 84760) for students who do not need credit classes but need to improve their English skills with the goal of being prepared for CTE courses, further academic courses, or the workforce. Many colleges in the state (e.g. Reedley College, Mt. SAC, and Cypress College) have non-credit ESL certificates.

By organizing courses into certificates, faculty are creating a clear pathway for students. The Chancellor’s office has encouraged colleges to organize courses into certificate patterns, which are linked directly to enhanced funding.

These certificates allow students to see a tangible benefit to taking classes and provide motivation to complete course sequences. In addition, this establishes an outcome metric from which the college can gauge student success.

Sources:

Bryan Reece, et. al. Strengths, Weaknesses, Opportunities, and Threats Analysis for Riverside Community College District, August 29, 2018. https://www.rccd.edu/administration/educationalservices/ieffectiveness/Documents/DSPC/Team%20C%20SWOT%20Analysis.pdf

BW Research Partnership. Riverside ABout Students Consortium Report, January 2019. https://caladulted.org/DownloadFile/763

Public Policy Institute of California--Olga Rodriguez, Sarah Bohn, Laura Hill, and Bonnie Brooks. English as a Second Language in California’s Community Colleges, April 2019. https://www.ppic.org/wp-content/uploads/english-as-a-second-language-in-californias-community-colleges.pdf

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Board of Trustees Regular/Committee Meeting (VI.A)Meeting January 7, 2020

Agenda Item Other Items (VI.A)

Subject Pursuant to Government Code Section 54956.9 (a) and (d)(1), ExistingLitigation Settlement Discussion

College/District District

Funding N/A

RecommendedAction

To Be Determined

Background Narrative:

To Be Determined

Prepared By: Aaron Brown, Vice Chancellor, Business and Financial Services

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