ZTC Acceleration Grant Collaboration Cohort Information

Collaboration Cohort FAQs and Updates
(scroll down for the status of each cohort)

ZTC Collaboration Cohort Process and Procedures

Background

Access this page directly: tinyurl.com/ZTCCohorts

The Academic Senate for California Community Colleges (ASCCC) Open Educational Resources Initiative (OERI) is facilitating the ZTC Acceleration Grant Collaboration Cohorts. Although this process was introduced to prevent the duplication of effort, it also provides a means to ensure the awareness of available open educational resources (OER) and other sustainable means of achieving ZTC status, share OER development plans, and identify opportunities for collaboration. Participation in a Collaboration Cohort is not a commitment to collaborate, but rather an indication of a willingness to share and learn. The outcome of the process would only be a collaboration if representatives from some or all of the participating colleges agree on a project that would benefit from collaboration. Ideally, the cohort process will decrease the work necessary to achieve a ZTC pathway for all who are involved. At the conclusion of the cohort process, the OERI will provide a report to the California Community Colleges Chancellor’s Office (CCCCO) that will document the work of the cohort, verify the absence of duplicative plans, and/or delineate how duplication will be prevented or minimized. A flowchart depicting an overview of the Collaboration Cohort process is available.

The Collaboration Cohort process is intended to address the following components of California Education Code §78052:

The chancellor’s office shall ensure that a grant does not result in the development or implementation of duplicate degrees for a subject matter to avoid duplication of effort and ensure the development and implementation of the greatest number of degrees for the benefit of the greatest number of students. (Note: this does not mean that working on the same degree is prohibited, but that “duplication of effort” is avoided. In other words, a process is needed to verify that the same work is not happening at multiple colleges.)
As a condition of receiving funding appropriated in the annual Budget Act to develop and implement degrees, a community college district shall
- prioritize the development and implementation of a degree from an existing associate degree for transfer and, to the extent possible, prioritize the adaptation of existing open educational resources through existing open educational resources initiatives, or elsewhere, before creating new content.
- develop degrees with consideration for sustainability after grant funding is exhausted, including how content is updated and presented.
- Ensure compliance with the federal Americans with Disabilities Act (Public Law 104-197) and the federal Copyright Act of 1976 (Public Law 94-553).
- Develop and implement a degree that other community college districts can use or adapt, and post each degree, and the contents of the degree, on the online clearinghouse of information established pursuant to Item 6870-101-0001 of the Budget Act of 2016, or a successor internet website.
- All open educational resources used as learning materials for a degree developed pursuant to this section shall be added to the California Digital Open Source Library established in Section 66408.

Current Status of Collaboration Cohorts

If you are a contact for your college and have not received information on your collaboration cohort, please contact us at oeri@asccc.org.

Discipline	Status
Administration of Justice	First convening was held April 26. Subgroup identification and scheduling are in process.
Anthropology	First convening was held April 26. The working subgroups are: Archaeology; Linguistic Anthropology; Sexuality and Gender; Global health/Medical anthropology; Biological Anthropology Lab; Forensic Anthropology; and Prehistoric Cultures.
Art History	First convening was held March 25. The working subgroups are: Women in Art; Fundamentals of Drawing; and Art of Africa, Oceania, and Indigenous North Americas.
Biology	First convening was held March 19. The working subgroups are: Anatomy and Physiology and Microbiology.
Business	First convening was held April 25. The working subgroups are: Legal Environment of Business and Business Law.
Chemistry	First convening was held April 5. Subgroup identification and scheduling are in process. The working subgroups are: General Chemistry and Organic Chemistry.
Communication Studies	First convening was held March 21 and a follow up meeting was held April 29. The working subgroups are: Public Speaking; Interpersonal Communication; Argumentation or Argumentation and Debate; Small Group Communication; Intercultural Communication; Intro to Communication Theory; Oral Interpretation of Literature; Intro to Persuasion.
Data Science	First convening was held April 22. The working subgroups are: Phython Level 1; Phython Level 2; and Statistics.
ECE/CD	First convening was held April 16. The working subgroups are: Abuse and Maltreatment; Admin and Supervision; Child, Growth, and Development; Child, Family, and Community; Guidance and Discipline/Classroom Management; Inclusion; Infant and Toddler; Introduction to Curriculum; Observation and Assessment; Practicum in Early Childhood Education; Principles and Practices of Teaching Young Children; School Age; and Teaching in a Diverse Society.
Economics	First convening was held April 3 and a follow up meeting was held May 20. Collaborative projects are underway for Microeconomics and Macroeconomics.
Education (Teacher Ed)	First convening was held April 22. The working subgroups are: Introduction to Education; Survey of Chemistry and Physics; and Math for Elementary Teachers.
English	First convening was held April 23. The working subgroups are: Composition; Creative Writing; Literature; and Multi-Ethnic Literature
Geography	First convening was held April 22. The working subgroups are: Physical Geography; Human Geography; World Regional Geography; California Geography; Intro to GIS; Weather and Climate; Regional Field Studies; and Environmental Geography.
Geology	First convening was held April 15. The working subgroup is Historical Geology Lecture and Lab.
History	First convening was held April 2. The Women’s History subgroup met on May 9. Additional subgroup identification and scheduling are in process.
Humanities	First convening was held April 24. The collaboration cohort shared resources, plans, and has formally been closed.
Journalism	First convening was held March 20 and a follow-up meeting was held May 2. The working subgroups are: Introduction to Public Relations; Introduction to Photojournalism; and Student Media Practicum II.
Library	First convening was held April 22. Subgroup identification and scheduling are in process.
Math	First convening was held April 1 and a follow-up meeting was held on April 30.
Multimedia/FTVE	First convening was held April 25. Overlap in plans appears to be limited. Final plans are being gathered before closing the cohort.
Philosophy	First convening was held April 8. Overlap in plans appears to be limited. Final plans are being gathered before closing the cohort.
Physics	First convening was held April 24. The working subgroups are: Homework Systems; Images; and IDEAA in STEM.
Political Science	First convening scheduled for March 21. The working subgroups are: Introduction to American Government and Politics; Intro to Political Theory and Thought; Introduction to Comparative; Government and Politics; Introduction to International Relations; and Introduction to Politics of Race and Gender.
Psychology	First convening was held April 16. The working subgroups are: Intro Pysch; Psych of Personal and Social Adjustment; Intro to Abnormal Psych; Bio Pysch; Social Psych; and Research Methods
Social Work and Human Services	First convening was held April 23. The collaboration cohort shared resources, plans, and has formally been closed.
Sociology	First convening was held April 24. The working subgroups are: Intro to Gender; Social Problems; Race and Ethnicity; Marriage and Family; and Social Psychology.
Spanish	First convening was held March 22 and a follow-up meeting was held May 9. The working subgroups are: Elementary Spanish II; Intermediate Spanish I; Intermediate Spanish II; Spanish Literature; Heritage; Conversational Spanish; Civilization; and Spanish for the Professions
Studio Art	First convening was held March 20 and a follow-up meeting was held on April 12. Cohort participants were formally added to the Art History cohort due to overlapping degree requirements.

Collaboration Cohort Data Collection

Introduction

Greetings! The Academic Senate for California Community Colleges Open Educational Resources Initiative (OERI) is looking forward to working with representatives from colleges across the state who are participating in a Collaboration Cohort. Our goal is to facilitate an effective and efficient process for sharing resources and plans. And, where warranted, support the development of comprehensive plans for collaboration across colleges.

Access this page directly: tinyurl.com/ZTCCohorts

In preparation for the work of the cohorts, we are requesting two types of information from you:

For your target pathway, what course(s) are you planning to convert to zero textbook cost (ZTC) and how are you planning to accomplish this?
For your target pathway, what resources were used to get the courses that are already ZTC to ZTC?

Our goal is to gather this information from you in the simplest way possible, so we have created an Excel spreadsheet for each of the cohorts. If a discipline has a Transfer Model Curriculum (TMC) that establishes the structure of an Associate Degree for Transfer (AA-T or AS-T), the spreadsheet has been pre-populated with the appropriate C-ID descriptors and their titles. If your pathway contains courses that have C-ID designations and these have not been specified in the provided spreadsheet, you are encouraged to add them in.

All spreadsheets align with the names of the cohorts to which you were invited, with a few exceptions:

Teacher Education has been renamed to align with the name of the TMC, Elementary Teacher Education
Child Development / Early Childhood Education has been broken into 3 groups:
- Child and Adolescent Development
- Early Childhood Education Degrees
- Early Childhood Education Certificates. The Early Childhood Education Certificates spreadsheet is pre-populated with C-ID designations and titles, as well as the titles of the 7 California Community College ECE Curriculum Alignment Project (CAP) expansion courses.

In order to minimize the downloads necessary to obtain the spreadsheets you need, the spreadsheets been bundled alphabetically. Once you have compiled your data, you will upload it to the ASCCC OERI’s ZTC Collaboration Cohort Data Submission Dropbox.

Instructions

The cohort data collection spreadsheets are group alphabetically in an Excel workbook that contains the spreadsheets for 3 – 5 disciplines. Instructions for completing the spreadsheet will be available on the final page of each workbook, as well as listed below. If you have any questions, please let us know. The instructions on this page will be modified as needed.

Do not delete any columns. Rows can be added or deleted, but columns must not be modified.
In any spreadsheet, your college need only be entered once.
Drop-down menus are used to identify the type of award associated with your pathways(s) and the status of each of your courses.
- Type of Award options:
  - Associate Degree for Transfer
  - AA
  - AS
  - Certificate of Achievement
  - Other
- Course Status options:
  - Not part of the pathway.
  - Currently ZTC. (Select this option if you have ZTC options available and you are not planning on working on the course as part of your funded ZTC work.)
  - Adopting existing OER.
  - Adapting existing OER. (Select this option if you are modifying or “remixing” existing OER.)
  - Creating new OER.
  - OER starting point has not been determined.
  - Unknown.
  - Other
- When “other” has been selected, please use the final “Notes” column to specify the other and any other unique information you wish to convey, such as planned work on ancillaries.
- After specifying “Course Status”, the next column prompts you to supply “OER presently in use or OER to be adopted or adapted.” This should read “Resources presently in use or OER to be adopted or adapted.” If you specifying a resource that is presently in use that is not OER, please explain in the “Notes” column.
Drop-down menus are also used when a TMC specifies options for required options. For example, many TMCs require a statistics course and allow for courses aligned with either MATH 110 or SOCI 125.
If the work you have proposed to do will complete more than one ZTC pathway, complete the spreadsheet with the curriculum of your primary pathway and list that pathway first. But please also include the names of any other pathways that the work you have planned will complete. If you have sought funds for multiple ZTC pathways in a cohort discipline, please duplicate the spreadsheets as needed. In other words, you should have one spreadsheet for each Acceleration Grant application that was submitted for a discipline cohort you have opted into.
If there are courses that are not formally part of the major component of a degree pathway you are working on, but are courses you will be working to get to zero as part if your work, please include these.
If you are unsure of the C-ID status of any course, please go to https://c-id.net/courses. This page on the C-ID website will allow you to search for the courses in a discipline at your college that have a C-ID designation.
Don’t worry if the OER information you provide is incomplete While we hope you can share the resources you are presently using to get courses to zero, the most important information for this phase of the cohort is the work you have planned. When a URL is not available, please provide the available identifying information.
Please name your completed spreadsheet with your college and the cohort. Feel free to either delete the unused pages in a workbook or upload the entire workbook. In other words, do what is easiest for you.
Upload to: ASCCC OERI’s ZTC Collaboration Cohort Data Submission Dropbox.

Data Collection Spreadsheets

The data collection spreadsheets are included in workbooks that are grouped alphabetically by discipline. Please download the workbooks that contain the spreadsheets relevant to your college. You may delete the spreadsheet tabs within the workbook that do not apply to you. Note: Child Development (Child and Adolescent Development) and Early Childhood Education are grouped in their own workbook.

This page last updated July 1, 2024.

Collaboration Cohort FAQs and Updates(scroll down for the status of each cohort)