According to R474, A Credit Hour is defined as

4.5 Semester and Credit Hour Awarded: A technical education credit hour must include at
minimum the following hours of instruction:
4.5.1 30 hours of lecture;
4.5.2 30 hours of laboratory instruction; or
4.5.3 45 hours of work-based activities

The above definition appears to be contradicted by the below definition from this document

3. Definitions, H. Credit Hour: An amount of work represented in defined learning outcomes and verified by evidence of student achievement that is equivalent to 45 or more hours of student work in a semester.

4.B.5 A student may not use a catalog year prior to the student's assigned catalog year when they are not enrolled in courses at SLCC.

This statement is confusing because it makes it sound like students who take a 1 or 2 year break before returning cannot request the catalog years that they were absent because they were not technically enrolled in classes during that time. But the policy is that they cannot request a catalog prior to their initial application

I suggest that we use the following text:
A student may not use a catalog year prior to their initial admissions application as a traditional student at SLCC.

Stackable credentials are not addressed, and even seem to be prohibited. The Certificate definitions state that "Curriculum may not substantively duplicate [the other type of] certificate nor associate degree content."

This seems to preclude having, for example, a 16-credit certificate aimed at employment, and an AS that requires those same 16 credits plus others. I don't think this was the intent.

I admire the current simplicity of the definitions. Could the distinction be made in the Procedures section? Currently 4D7&8 state "d. does not duplicate with another discipline at SLCC." I propose we modify this to "d. does not duplicate with (but may be included within) another discipline at SLCC."

The definitions section seems to pull definitions from the legislative rules of R401, and 402, but this policy changes the definition from R402:
3A Academic Certificate: A program of study designed with appropriate breadth, depth, sequencing, and synthesis of learning, not simply a grouping of courses. Curriculum may not substantively duplicate technical certificate nor associate degree content.
According to R402 5.1.3.2 – the actual definition is that an Academic Certificate may not substantively duplicate the curriculum content of a technical education program.

By definition, an Academic Certificate will “duplicate” regular academic courses related to an associate degree because for example the High School Completion Certificate includes a number of lower level courses that duplicate across the institution.

3H - Credit Hour: An amount of work represented in defined learning outcomes and verified by evidence of student achievement that is equivalent to 45 or more hours of student work in a semester.
After searching all of the References I have been unable to document where this definition comes from in stature or rule. Is this a SLCC definition? a USHE definition? and OCHE definition?

The definition in 3K. Graded Course Credit: Credit that carries a grade and has an impact on a student’s grade point average (GPA). Graded course credit fulfills program requirements, total credit requirement for academic degrees, pre- or co-requisites, and/or selective program admission requirements.

This definition should include that Graded course credit fulfills program requirements for technical education certificates and academic certificates.

In section D7 - Academic Certificate, subsection c may be entry level or may require prerequisites of relate industry experience or previous coursework or degree attainment;

The word relate should read "related."

In section D7 Academic Certificate, subsection d uses the incorrect definition described above:
the section reads: d. does not duplicate with another discipline at SLCC.

Again, R4025.1.3.2 defines that an Academic Certificate may not substantively duplicate the curriculum content of a technical education program.

USHE policy R402 5.1.3.2 states: "An academic certificate may not substantively duplicate the curriculum
content of a technical education program." Why did this policy change the definition in (A) to: "Curriculum may not substantively duplicate technical certificate nor associate degree content."

In 5.1.2.2 it states: "A technical certificate may not substantively duplicate the curriculum content of an academic program." Why did this policy change the definition in (Q) to: "Curriculum may not substantively duplicate academic certificate nor associate degree content."

For academic departments and academic curriculum that spans both transfer and workforce preparedness, such as the Computing Area of Study, these circular definitions in R402 and the added language in this policy, further confuses where curriculum should reside.

The policy is lacking all procedure or guidance for the Curriculum Committee to determine what it means (or who gets to decide) what "substantively duplicate" is. There is no procedure or guidance in this policy for determining whether curriculum should be academic or technical.

In my opinion, this policy has taken a very confusing rewrite of USHE policy R402 regarding what is technical and what is academic and made it worse.

Where are the comments from the Policy Review Committee?

I. General Comments

1. This policy is too long and confusing. While the interplay of credit and non-credit curriculum is complicated, this policy, as revised, will not be understood by students. While the Originators may understand how this policy works, Student Affairs staff and students will not be able to understand it. It needs to be simplified. Also consider creating a diagram to explain the policy.

2. Due to the efforts to standardize courses and not allow for duplication of programs, this policy may have the unintended consequence of giving academic departments less power to create their academic content.

3. This policy seems to discontinue the opportunity to obtain stackable certificates.

II. Procedures

A. Section 4.B-Catalog Year

1. Section 4.B.1- The phrase “catalog year” is used ten times in this policy. The policy defines a student’s catalog year as the year in which a student is admitted to the college. It should be revised to be flexible enough to allow students’ catalog year to be the year that a student declares a major. Many students do not declare their major until two or three semesters after they have begun attending college. It is recommended that 4.B.1 be revised so that catalog year can also include declaration of major.

2. Section 4.B.1 and 4.B.3 seem contradictory. Section 4.B.1 states catalog year is time of admission while 4.B.3 allows it to be revised when the student declares a new program of study. Which one applies, year of admission or when major declared? Section III.G which defines Catalog Year seems to emphasize year of admission.

3. Section 4.B.4-This section is not easy to understand and should be reworded.

4. Section 4.B.4-The word “year” should be added after the second and third use of catalog in the sentence.
5. Section 4.B.6-It is the committee’s understanding that some students graduate who have been at the college for up to 15 years. Does this mean that a student who is admitted in 2020 and who graduates in 2030 must complete their degree work pursuant to the catalog requirements in a catalog dated 2024 or thereafter? If this is correct, isn’t the college changing midstream the graduation rules for that particular student?

B. Section 4.J-Multiple Degree Awards

1. In this section, consider revising the words “the multiple degree requirements vary by a minimum of 25%” to “a previously earned degree and anticipated additional degree have at least 75% of the same course and credit requirements.”

2. This section would be easier to understand if the policy could clarify what 25% or 75% constitutes. It is the committee’s understanding that 25% equals 15 credit hours and that 75% equals 45 credit hours.

3. This section seems to only address credit courses. Should it be expanded to include non-credit certificates. There has been a similar practice of allowing “stackable certificates” which allows student to earn multiple credentials by taking courses that share requirements. As drafted, this policy does not expressly allow for stackable certificates for non-credit courses. This policy should be expanded to address this option.

C. Sections 4.K-Academic Renewal

1. In section 4.K.1-consider adding the following language to the end of this section. “However, the course will not be removed from the student’s transcript.” It is the committee’s belief that this is consistent with SLCC practice.

2. In section 4.K.2, it states that “students admitted to SLCC may petition”. Please clarify to whom the student may petition. If it is the Registrar who makes this decision, please add this.

3. In section 4.K.2, consider adding a link to the form which must be completed to petition the removal of a poor grade or discount of a credit.

4. In section 4.K, does the registrar unilaterally make this determination or is there a committee that reviews it? If there is a committee, consider adding section stating the name and composition of the committee.