Residency Requirements in Awarding Academic Certificates: A Critical Examination
Exploring the significance of residency requirements in the context of academic awards at MJC, this analysis delves into the current practices, reflections on fairness and responsibility, as well as comparisons with other institutions like Delta College. The discussion questions the implications of allowing students to earn awards without completing coursework at the conferring institution, raising considerations of learning outcomes, fairness, and the need to avoid redundant course retakes.
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UNPACKING the topic of Residency Requirements for Skill Recognitions and Certificates at MJC
What is a residency requirement? Residency requirements establish that a student must take a certain number of units of coursework at the institution conferring the award. Title 5, 55063 establishes that students earning an associate degree from a community college must complete at least 12 units in- residence
Current Situation Once Upon a Time MJC complies with Title 5, 55063 as it has a 12-unit residency requirement for associate degrees MJC Skills Recognitions or Certificates have no residency requirement In current practice, nothing prevents a student from earning an MJC Certificate or Skills Recognition with no MJC coursework completed. A student transferred in enough coursework resulting in only ONE MJC course being required to earn an MJC Certificate of Achievement
What do Other CCC's do? Some CCCs do have residency requirements for Certificates of Achievement and other awards. Models include Unit caps ( The student may may apply external coursework up to 12 units ) Percentages ( The student may apply external coursework up to 20% of the required units for the award )
Reflection Is it OK that current practice allows students to earn MJC awards without MJC coursework? Is MJC responsible for learning outcomes of an MJC award if MJC has provided no instruction? What if a candidate has already completed a course? Would a residency requirement force students to retake courses they have already completed elsewhere? Is that fair?
Checking Assumptions MJC awards should certify mastery of outcomes facilitated by MJC curriculum and instruction Ideally students should not have to retake courses in which they have already mastered the outcomes
A Closer Look Possible Scenarios A student transfers in to MJC from another college, and wants to use external coursework to earn a certificate or skills recognition Comparisons to Delta College For the following awards what would you do?
Transfers to MJC with Deltas BUS 29 Introduction to Entrepreneurship BUS 87 Small Business Accounting BUS 12 Latinx and Latin American Culture and Entrepreneurship BUS 60 Small Business Management What would you do?
Courses are One Thing....Do PLOs Matter? Should the PLOs be considered? Do they need to align? Criteria of a percentage that align? First example of PLOs Real Estate Broker Do the PLOs align?
Comparison of Real Estate Broker PLOs Delta Real Estate Broker Upon successful completion of this program, students will be able to: Meet the requirements set by the State of California to qualify to take the Real Estate Broker licensing exam. Prepare the student to successfully pass the State of California Real Estate Broker licensing exam. Define the role, responsibility and ethical conduct of a licensed real estate broker in California MJC Real Estate Broker Upon successful completion of this program, students will be able to: Identify and use common California real estate principles, practices, and terminology over a broad spectrum of real estate disciplines. Meet the educational requirements to sit for the California Real Estate Salesperson and/or Broker license exams. Recognize and analyze ethical issues as they apply to the real estate environment.
Is it Always so Clear? Next example of PLOs Entrepreneurship Do the PLOs align?
Transfers to MJC with Deltas PHOTO What would you do? (question for audience)
Did you know? When an external course is deemed comparable to an MJC course, Admissions and Records creates a coded record of the determination, called an equate When future transcripts with any previously determined comparable courses are processed, Colleague will auto-accept the equated course, streamlining the process. Many comparable course determinations made in prior years are in frequent use
Current Process 1. In college systems, Evaluations programs a residency requirement into the award type in Degree Audit /Starfish Degree Planner 2. A student applies for an academic award. 1. If associate degree, the system checks that 12 units of MJC coursework has been completed. If not, the student is advised to see a counselor. 2. If for certificate, no limit is applied, no check takes place 1. Question for Curriculum Committee should that change?
Equates in Colleague Equates mean, at a technical level, that an external course is processed by the college as being functionally comparable to an MJC course When a student requests consideration of an external course for comparability Evaluations screens the course description for 80-90% match in content, comparable pre/corequisite preparation, modalities (lec, lab) If Evaluations cannot make a determination from that, The student is asked to provide the course syllabus The syllabus is forwarded to the School admin support who ensures appropriate discipline faculty review
<show report of standing equates in Colleague> How many EQCDs per course Letitia, talk to Brian about developing CC equiv pro CPL EQCD
CC note JPS CC residency is 70% coursework completed within the district
Next Steps? Certificate Levels Students earning more units that may indeed be comparable what then? Should they have to retake the course?
Analogous Processes asking similar questions CPL draws in discipline faculty to make assessments about comparable learning experiences CPL cannot be used for residency purposes (check T5) Course substitutions have a 30% usage limit within the context of both degrees and certificates Intradistrict equivalencies Course substitution processes vary across departments and programs Does a discipline faculty member understand the implications of a course substitution in a transfer ed plan
