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C-ID and CTE
• Amanda Paskey: C-ID Curriculum Director
• Robert Cabral: C-ID CTE Director
• Krystinne Mica: C-ID Associate Director
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Housekeeping
• Restrooms
• Lunch
• No internet access except for lead faculty facilitator.
• Please see ASCCC staff at the registration table for
information about parking validation.
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Why C-ID?
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Problems…
• Disparity among programs/certificates/degrees with
same name
• Confusing to industry
• Confusing to students
• Lack of portability
Goals….
•Portability Across Colleges
•Clear Pathways
•Stackable Pathways
•Links to Industry
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Working Together for the Success of Students!
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What is C-ID?
• Course Identification Numbering System
• Faculty driven process under the Academic Senate for California Community
Colleges
• C-ID focused on intersegmental curriculum, transitioning to intra-segmental,
including CTE.
• C-ID structure and processes used to address the need for development of model
curricula for degrees and certificates.
• The C-ID process has successfully provided state-level leadership on the
development of model curriculum for many years. It is a “plug-and-play” system
for CTE model curriculum development.
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What does C-ID do?
• Provides a numerical “tag”, a C-ID designation, for courses that match
developed descriptor
• Provides a means of identifying comparable courses and of ensuring course
portability within the CCCs
• Addresses the need for “common course numbers”
• When a college submits a COR to obtain a C-ID designation, they
are agreeing to accept other courses with that C-ID designation in
lieu of their native course
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What does C-ID do?
• Provides a process for one-to-many articulation
• Any college can opt to articulate C-ID descriptors, effectively
granting articulation to all colleges that have a course matching a
given descriptor
• “descriptor-based” articulation
• Offers a quality control and model for required courses in Model
Curricula
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C-ID Process
We are at this
step!
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C-ID Descriptors and Model
Curriculum
Course Descriptors include:
• Course description
• Units; labs
• Prerequisites
• Content
• Objectives
• Evaluation
• Texts
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DESCRIPTOR
Discipline: ACCOUNTING
Sub-discipline:
General Course Title: FINANCIAL ACCOUNTING
Min. Units:
3
General Course Description:
This is the study of accounting as an information system, examining why it is important and
how it is used by investors, creditors, and others to make decisions. The course covers the
accounting information system, including recording and reporting of business transactions with
a focus on the accounting cycle, the application of generally accepted accounting principles,
the financial statements, and statement analysis. Includes issues relating to asset, liability,
and equity valuation, revenue and expense recognition, cash flow, internal controls, and
ethics.
Number: ACCT 110
Any rationale or comment
None
Suffix:
Required Prerequisites: NONE
Required Co-requisites: NONE
Advisories/Recommended Preparation:
Eligibility for College Composition (C-ID ENGL 100) and Elementary Algebra
Course Content:
(Representing at least 80% of course coverage)
1.
2.
3.
4.
5.
Purposes and uses of accounting information
The accounting cycle
Cash and accrual accounting
Internal controls
Financial reporting rules and disclosure, including international standards, such as
International Financial Reporting Standards (IFRS)
6.
Current assets
7.
Current liabilities
8.
Long-term assets
9.
Long-term liabilities
10. Stockholders’ equity and reporting requirements
11. Measuring cash flow
12. Financial statements and statement analysis
13. Ethical issues
Laboratory Activities:
Course Objectives:
1.
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2.
3.
(if applicable)
At the conclusion of this course, the student should be able to:
Explain the nature and purpose of generally accepted accounting principles (GAAP) and
International Financial Reporting Standards (IFRS). Explain and apply the components
of the conceptual framework for financial accounting and reporting, including the
qualitative characteristics of accounting information, the assumptions underlying
accounting, the basic principles of financial accounting, and the constraints and
limitations on accounting information;
Define and use accounting and business terminology;
Explain what a system is and how an accounting system is designed to satisfy the
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DESCRIPTOR: BIOT 220BX
Discipline: Biotechnology
Sub-discipline:
General Course Title:
Min. Units:
Methods in Protein Purification
2 (at least 1 unit of lab)
General Course Description:
This course is an introduction to protein purification techniques including sample preparation, protein
separation and purification, column chromatography, large-scale recovery, and use of assays for recovery
analysis. It provides hands-on training with chromatography systems and assays used in industry and
research laboratories. Application of current Good Manufacturing Process (cGMP), Good Laboratory
Practice (GLP), and Standard Operating Procedures (SOP’s) in relation to these techniques will be
addressed. This course covers methods utilized for eukaryotic cell culture protein purification.
Number: 220
Suffix: BX
Required Prerequisites: None
1
Required Co-Requisites : None
2
Advisories/Recommended Preparation : One or more of the following: Non-majors general biology course
with lab, Molecular and Cellular Biology (C-ID BIOL 190), Chemistry (C-ID CHEM 120S), Introductory
Biotechnology with Lab (C-ID BIOT 101), Applied Biotechnology with Lab (C-ID BIOT 150B)
Course Content:
Lecture:

Protein structure, cloning strategies for inducible protein expression

Concentration and dilution calculations, standard curve generation, preparation of buffers resins, and
reagents used in protein purification

Correct use of equipment used for protein purification techniques

Basic column Chromatographic methods

Quantitative analysis of chromatographic fractions and purified protein (e.g., SDS-PAGE, activity
assay, or western blot)

GLP (Good Laboratory Practice), cGMP (Current Good Manufacturing Practice), SOP’s (Standard
Operating Procedures), use of Lab Notebooks or other documentation

Principles of separation methods including centrifugation, chromatography (e.g., ion exchange, size
exclusion, hydrophobic interaction, affinity), electrophoresis and filtration as related to protein
purification and product analysis

Sample preparation (harvest, cell disruption, etc.)

Purification strategy design and data analysis

Contaminants and impurities
Laboratory Activities:

Prepare solutions for protein purification

Prepare samples for protein purification

Purify protein using chromatography and other separation methods

Analyze yield and purity of purified protein

Perform calculations for solution preparation, separation methods, and data analysis
Course



Objectives At
Demonstrate
Demonstrate
Demonstrate
the conclusion of this course, the student should be able to:
facility with laboratory calculations
correct usage of precision measuring devices
an understanding of the principles of commonly used protein assays
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Prerequisite or co-requisite course need to be validated at the CCC level in accordance with Title 5 regulations; co-requisites for
CCCs are the linked courses that must be taken at the same time as the primary or target course.
2
Advisories or recommended preparation will not require validation but are recommendations to be considered by the student pri or
to enrolling.
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• Describe necessary components of common professional or
career certifications
• Describe necessary components of associates degree,
including core and elective courses.
• Enables portability of credit for students.
• Enables articulation of curriculum among CCCs.
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In the Case of CTE…
• Model curriculum will
• Align with industry
• Align with third party credentials, as possible
• Allow for shared programs and pathways
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Types of Model Curriculum
• Courses
• Certificates
• Stand alone and stacked
• Two-Year Degrees (AA/AS)
• Associate Degrees for Transfer (AD-T)
• Bachelor’s Degrees
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CTE Model Curriculum Worksheet
Title: Culinary Arts Foundation Certificate
Total units: 19-21 units (all units are semester units)
Award Type:
AS - should be used for CTE and STEM.
20 units
Title (units)
C-ID Designation
Rationale
Introduction to Hospitality Management (3)
HOSP 100
Universally required course.
Introduction to Nutrition Science (3)
NUTR 110
Industry standard and ex- pectation.
Sanitation and Safety (2)
HOSP 110
Industry standard and ex- pectation.
Hospitality Cost Control (3)
HOSP 120
Industry standard and ex- pectation.
Supervision (3)
HOSP 170X
Industry standard and ex- pectation.
Culinary Principles (3)
HOSP 160X
Industry standard and ex- pectation.
Introduction to Baking (3)
HOSP 180X
Industry standard and ex- pectation.
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CTE Model Curriculum Worksheet
Title: Hospitality Management Certificate
Total units: 16-18
(all units are semester units)
X Certificate (≥12units)
.
17 units
Title (units)
C-ID Designation
Rationale
Introduction to Hospitality Management (3)
HOSP 100
Universally required course.
Sanitation and Safety (2)
HOSP 110
Industry standard and ex- pectation
Hospitality and Cost Con- trol (3)
HOSP 120
Industry standard and ex- pectation
Introduction to Food and Beverage Management (3)
HOSP 130
Key segment of industry
Introduction to Hotel Man- agement (3)
HOSP 140
Key segment of industry
Hospitality Law or Business Law (3)
HOSP 150 or BUS 125
Universally required course.
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What next?
Tasks for today
Discuss whether or not model curriculum makes sense for
your discipline…
IF it does not, have a great day!
IF it does…..
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If it makes sense for your discipline…
1.Discuss whether or not model curriculum for certificates and degrees makes sense
2.If it does, develop draft model certificates or degrees
3.Identify courses for which C-ID descriptors should be developed as a part of the
model curriculum
4.Review existing C-ID descriptors to see if they meet the needs of the disciplines
(e.g., biology or math descriptors)
5.Draft new C-ID course descriptors
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Outcomes
• Model Curriculum – list of courses in a discipline
• Draft descriptors
• List of faculty who might be interested in participating on the
FDRG
• List of faculty you will invite to join your discipline listserv
• Watch for notices about FRDG vetting
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Documents
• Dig Overview
• Model Curriculum Worksheet
• Blank Descriptor Form
• Approved C-ID Descriptor List
• Curriculum Inventory Courses and Programs List
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After Today
Next steps
• Indicate your interest in continuing service.
• ASCCC and ASCSU will appoint faculty to FDRG if formation of
an FDRG is determined to be appropriate
• If courses are not intended for transfer, a new form of
discipline-based coordinating committee will be formed
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Next steps
• Senate-appointed Discipline Review Group will review the developed
drafts
• The Discipline Review Group will draft and vet updated, C-ID course
descriptors and model curriculum
• The Discipline Review Group reviews the statewide input
• Be sure you’re on listserv (& colleagues)---to stay informed
• All questions directed to: [email protected]
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• http://www.C-ID.net
• www.SB1440.org
• www.ASCCC.org
• [email protected] (email)
• www.ADegreeWithAGuarantee.com.
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QUESTIONS?
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• In November of 2015, the Board of Governors approved 25
recommendations put forward by the Task Force on
Workforce, Job Creation, and a Strong Economy; five of these
relate to increasing the pool of qualified instructors in CTE
programs.
• Since faculty preparation falls within the senate’s purview, the
ASCCC is sponsoring a Webinar and a face to face conversation
(prior to the CTE Leadership Institute) to review the
recommendations pertaining to minimum qualifications as
part of a series of events designed to address the
recommendations. .
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