Simple Baccalaureate Checklist
If you are interested in pursuing getting a new baccalaureate degree approved for your department, use this guide to help you create your proposal:
Identify a proposed degree not duplicated at a UC or CSU. [78042.d.2]
|Search majors offered at CSU's and UC's||
Determine the TOPS code you will associate with your program. Most TOPS codes should probably be the same as the TOPS code for the related Associates Degree.
|List of Taxonomy of Programs (TOPs) for the California Community Colleges. Revised in 2012.||*Revision of T.O.P., with public comments incorporated (cccco.edu)|
|Explore CIP codes||National CIP Code Information||CIP Wizard (ed.gov)|
|Use this link to crosswalk the TOPS code to a CIP code (used to identify programs at UCs and CSUs).||
|Determine if the cross walked CIP code is aligned with a program at any CSU. If so, you may not offer a baccalaureate degree using the proposed TOPS code.||CSU Major by CIP Code
(can download as searchable Excel file.)
|CSU Major by CIP Code (calstate.edu)|
|Determine if the cross walked CIP code is aligned with a program at any UC. If so, you may not offer a baccalaureate degree using the proposed TOPS code. Determine if the cross walked CIP code is aligned with a program at any UC. If so, you may not offer a baccalaureate degree using the proposed TOPS code.||University of California transfers by major – use the CIP tab.||Transfers by major | University of California|
College needs to already have an associate degree in the subject area of the proposed degree. [78042.j.1]
The legislation implies that even though you are going to offer a baccalaureate degree you need to continue to offer the existing associates degree leading to your baccalaureate degree.
Document Administrative Plan
Funding plan for the proposed degree [78042.f.2]
Tips for developing your budget/funding plan:
- Determine your enrollment projections for a 5-year period. Use program review data to forecast your enrollments into the upper division.
- Calculate your FTES from the enrollment projections.
- Calculate the number of units per student for upper division courses offered each year.
- Use the FTES to calculate apportionment for the upper division courses.
- Use the units per student and the enrollment projections to calculate additional revenue due to the $84/unit fee.
- Identify facilities and equipment expenditures.
- Consider facilities renovation cost (physical renovation, classroom furniture, electrical, etc.)
- Additional equipment to be purchased.
- Instructional technology (computers, printers, etc.)
- Identify additional staffing needed.
- Contract faculty hires
- Adjunct load for upper division and GE
- Classified support staff
- Identify other operating expenditures.
- Materials and supplies
- Maintenance costs (if needed)
- New faculty office costs
- Curriculum development for new courses
- Professional development for faculty
- Student advising and outreach materials
Description of program’s curriculum [78042.f.3]
There are currently two resources you can used as guidance:
Description of program’s faculty [78042.f.3]
- Refer to minimum qualifications in the CCCCO Baccalaureate Degree Pilot Program Handbook (p. 12)
- Describe all faculty who are teaching upper division courses. The description should include the faculty name, degrees, and experience at the college.
- Describe minimum and desired qualifications of new faculty hires.
Description of program’s facilities and equipment [78042.f.3]
- Describe existing facilities and equipment used for the associates degree program. Note: You want to show capacity to offer upper division courses.
- Describe additional facilities and equipment needed to offer the baccalaureate degree.
Document enrollment projections [78042.f.4]
Be sure to include documentation justifying enrollment projections.
Document Unmet Workforce Needs
Document consultation with regional employers and workforce development boards [78042.f.5.A]
For help finding and contacting advisories boards, please contact:
Jessica Grimes (firstname.lastname@example.org)
KCCD Regional Chair/Dean of Economic and Workforce Development
Document statewide and regional workforce data relevant to proposed degree [78042.f.5.B]
For requests for statewide and regional workforce data, please contact:
Bob Ngo (email@example.com)
Executive Director, Institutional Research and Reporting
Document evidence that degree will meet unmet workforce need: [78042.f.5.C.i-iii]
Use advisory committee meetings, department meetings, and any other surveys or meetings with industry partners.
- Employers having difficulty filling positions requiring a bachelor's degree
- Employers are willing to pay bachelor’s degree holders more than those with an associate degree
- Employers have a preference for candidates with the proposed degree
Document collaborative approaches to meet regional workforce needs with regional CSU’s and UC’s [78042.f.6]
- Include minutes of any meetings with CSU’s and UC’s on joint projects relevant to the proposed degree.
- Documentation of any CID work for courses feeding into the proposed degree.
Substantive change from ACCJC for proposed degree. [78042.a]
Although the substantive change is not needed until the state has approved your application, we strongly recommend you begin gathering data for the substantive change during the baccalaureate degree program development.
Resource: ACCJC Substantive Change Website
Last updated March 16, 2022