The purpose of the repository is to encourage each participant to share what they teach, how they teach, and why they teach, given their unique campus setting, department culture, and diverse student populations. The Repository will include the following items contributed by participants: course syllabi, teaching tools, and rubrics. Additionally, given that 2-year community colleges serve as feeder institutions to 4-year universities, one goal is to discuss content knowledge and skills gaps, and how these can be best addressed through course and program curricula.
Course Syllabi are documents produced by faculty for their students. Syllabi serve as a "contract" or "agreement" between the faculty and student for the duration of a course.
Syllabi for Introductory Courses
Syllabi for Upper-Division Courses
Assessments can include in-class or out-of-class activities, individual or group-based projects, and formative and summative assessments.
Rubrics are collections of criteria for evaluating an assessment.
Rubrics accompany assessments and clarify how the instructor evaluates a student's submission.
Rubrics can be used by students to guide them in successfully submitting an assessment that meets all the stated criteria.
According to College Navigator, in 2017-2018, San Diego and Imperial county community colleges awarded a total of 166 Associates degrees in political science, and the region's 4-year institutions awarded 421 Bachelor’s degrees.
There is room to grow political science programs at 2-year colleges and 4-year universities in region.
One way to grow programs is to demonstrate a clear pipeline between the 2-year college program and transferring to a 4-year college program. Creating a well-supported and seamless transition for students requires engagement between faculty at both institutions in effectively preparing students.
" In response to Senate Bill 1440 (Padilla, 2010), the Academic Senates for California Community Colleges and California State University decided to develop a faculty-led, state-wide, concerted effort to identify the course content for new associate degrees for transfer, which simultaneously award students an associate degree and prepare them for special benefits/guarantees upon transfer to CSU. The C-ID infrastructure is being used to develop and vet the transfer model curriculum (TMC) in each of the most common transfer majors. Further, C-ID is being used to develop “descriptors” for all the courses in the TMCs, providing assurances to students and faculty that courses offered at one institution are comparable to those elsewhere, provided they have the same C-ID number. Once a TMC has been drafted by intersegmental discipline faculty, it is vetted on the C-ID site where feedback is posted by a wider sampling of faculty. Once finalized, TMCs become available for community colleges to use as they develop their associate degree for transfer. "
California Community Colleges are responsible for maintaining Course Outlines of Record (COR) for each course listed in the catalog of the college.
CORs include the catalog description, prerequisites or corequisites, course content, course objectives, methods of evaluation, minimal instructional facilities, methods of instruction, out-of-class assignments, texts and references, and student learning outcomes.
CORs are used for syllabus develop and course development by community college faculty. Additionally, CORs are used by Articulation Officers to determine the transferability of the course to a 4-year institution.
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