ࡱ> Y[XU p$bjbjnn .>aa=2844$!#&(3e5#<_,[$][$((J[$r<kkkkkkkkkk_kkkk[$kkkkkkkkkJB : Ӱɴý New Instructional Program Proposal Phase 1 DRAFT 1-4-05; Revised October 2010 Date: 1/7/2022 Primary Contacts: Scott Warfe (faculty); Aprill Nogarr (dean) Program Name: Certificate in Hip Hop Studies Mission/Goals This program is a Certificate of Achievement designed to explore the intersectionality of hip hop, particularly how hip hop expresses culture, politics, gender and sexuality. Through a rigorous interdisciplinary study, students will interrogate systems of oppression within the U.S. that helped create hip hop culture while also studying the music itself, including foundations in music theory and lyrical analysis. This program is also designed to act as a de facto guided pathway, ushering students through both the CSUGE and IGETC transfer requirements while also grounding the course work at the intersection of race, ethnicity, nationality, gender, sexuality, class, ability, and mental health. Rationale Hip hop is immensely popular. To this point, lets consider enrollment in Humanities courses since HUMAN-050 (Hip Hop Culture) has been offered. As of Spring 2019, there have been 918 enrollments into Humanities courses. (This data only includes fall and spring semesters.) Of those 918 enrollments, 387 have come from HUMAN-050, which represents more than 42% of the total population enrolled in Humanities courses. Surprisingly, however, those HUMAN-50 courses make up just a third (or 33%) of the Humanities course offerings. Another way to see the impact of the popularity of this course is to consider the effect on Humanities courses if HUMAN-50 were absent. In that same timeframe, Humanities courses have had a fill rate of 75.7%. By itself, HUMAN-50 has had a fill rate of 92.1%. Were we to remove those students from the Humanities pool, the fill rate over that period would drop to 67%. This represents a decrease (change) of 11.5%. Of course, popularity by itself doesnt rationalize a program, but what this popularity represents might. There is a clear interest in the topic among our student population and across the nation as hip hop surpassed rock music as the most popular music genre in the U.S. in 2017, according to the Nielson 2017 Music Year-End Report. The reverberations of this popularity are felt across society. Of course, in the late 80s, Chuck D of Public Enemy famously dubbed hip hop as the Black CNN because it was the means of "informing people, connecting people, being a direct source of information" about what was happening in communities of color in the U.S. One of the more contemporary examples includes rapper Jay-Z, who became just the fifth Black billionaire, drawing the ire of then-President Donald Trump just days before the 2020 election over Jay-Zs vocal support of Joe Biden. And, before that, Kendrick Lamars Alright became the anthem for the Black Lives Matter Movement. In total, hip hop and its popularity represents far more than just popular music; it represents a shift in the power structures that has long oppressed people of color. In creating a certificate wherein students examine these power structures and hip hops influence on them not only allows students to identify themselves within that system, but also empowers them to reshape that system in ways that Chuck D, Jay-Z, Kendrick Lamar, and others have done. As potential evidence of this shift, it is worth noting the more recent emergence of hip hop courses, programs and degrees at four-year universities and colleges. Howard University most notably became the first to offer a course on the subject in 1991. By 2005, there were more than 300 courses on hip hop at four-year institutions, including Harvard, Princeton, USC, UCLA, Stanford and San Francisco State. Then, in 2012, the University of Arizona launched the countrys first hip hop studies minor. Since then more programs and degrees have taken off, as well, such as Loyola Universitys Bachelor of Science in Hip Hop Studies and Colorado Universitys Hip-Hop Studies Graduate Certificate. Curriculum and Needs Assessment/Feasibility This certificate would add no additional courses. Instead, it would cluster together already existing courses around the aforementioned intersectional themes. The courses for the certificate are mapped as follows: MUSIC-015: Basic Music (CSUGE: C1 | IGETC: 3A) ETHN-045: Introduction to Black Studies (D | 4C) HIST-061: History of African-Americans since 1865 (C2, D, US-1 | 4F)* ENGL-144: Hip Hop as Lit (C2 | 3B)* HUMAN-050 Hip Hop Culture: An American Phenomenon (C2 | 3B)* Total Units: 15 *PHIL-151: Philosophy of the Arts (C2 | 3B): Can be substituted for either ENGL-144 or HUM-50 *HIST-037: History of Race and Ethnicity in America (C2, D, US-1 | 3B, 4F, 4C): Can be substituted for HIST-061 *ENGL-145: Hip Hop Queens (C2 | 3B): Can be substituted for either ENGL-144 or HUM-50 (Pending) This certificate would fulfill areas C and D (as well as partially US-1) of the CSUGE requirements and areas 3 and 4 (as well as a partially US-1) of the IGETC requirements. In addition, these courses are offered throughout the academic year, enabling students to complete the certificate in just one semester. FALL OFFERINGS: MUSIC-015 ETHN-045 HIST-061 HUMAN-050 (PHIL-151) (HIST-038) CYBERSESSION OFFERING: ENGL-144 SPRING OFFERINGS: MUSIC-015 ETHN-045 HIST-061 HUMAN-050 (PHIL-151) SUMMER OFFERINGS: MUSIC-015 HUMAN-050 ENGL-144 Projected number of students in the program*: Fall-Year 1 ___________; Spring Year 1 _____________ Fall-Year 2 ___________; Spring Year 2 _____________ * Unduplicated total headcount in program-specific courses. We can predict with some certainty the enrollment in the programs courses, but we are not able to determine how many students will opt into the certificate. Enrollment projections are based on: [enrollments in experimental (900) courses to be included in the program; enrollments in similar programs in the college or nearby colleges; etc.] Projected Annual FTES (to be completed by the Office of Instruction) Year 1 ____________ Year 2 ____________ Do other colleges in the district or in neighboring districts offer a similar program? If so, provide the rationale for duplicating it at Ӱɴý. No other community college in the state has a program like this. What other departments at the college could be affected by adding this program? Explain and include the results of preliminary discussions with the affected departments. Enrollment in Ethnic Studies, History, Philosophy, Humanities, and Music could be impacted. This has been discussed with these departments, the results of which were mainly excitement, as this stands to at minimum promote the classes in the certificate and at best boost enrollment. Staffing All courses are already staples of the Ӱɴý catalog and course schedule. No new staffing requirements would emerge out of this program. Operating Budget There is no unique funding for this program. Facilities This program needs no additional or new facilities. Reviewed by: __________________________ Senior Dean of Instruction __________________________ Academic Senate President __________________________ President      PAGE \* MERGEFORMAT 1 | Page %AGMcdefluvw  , 8 ʼnɴŀ|pdhGB*OJQJphh rB*OJQJphh rh l h8>* hh8hh>* hh8hhh>* h>*h{h8hh >* h>*hh h;f hB5 hW%5 h^65hi5CJaJh 5CJaJ h 5hZ%h 5&Adefvw noOgd r$&d P a$gd $a$gd   L p s AIJN&,;mn|23:ABFmovMNϿh hiEhiEhiEhSj]h:hht;h@_htZhihn h{>*h{h lh wB*OJQJphh lB*OJQJphhGB*OJQJphhrd(B*OJQJphh/B*OJQJph5NOPUTYwyQ7{|MNOYĿ hyhyhyhMvhtqhxQh>2h wh^6h lhi hi>*hihi>* h^6>*hihlkh&Buh Z=hghAh-cht;hh3 h:h@_:OP7}NXYgdxQgdtqgd^6gdi&Wi(12:;<q 9 s t u !`!c!""""""#تht;h^m h{>*hKh8h{hih 2MCJaJ h 2Mh 2Mh 2Mh{h^6CJaJh^6CJaJh^6hihMvhnh_.sh`Eh^Ih whyhxQ:Yis|   (2;=n^gd^6gd_.sgd^6qrt u b!c!""""##gd{^gd^6gdih^hgd^6gd^6###%#R#S#T#U#_#`#a#########$<$=$>$$$$$$$$$$$$$$$$$~ʱʳB<B*phh2mHnHuhBjhBUh2jh2U hF>h^6hi h^6>*HhhB>* hr1>*ht;h^6 hF>>*hF>h^6CJOJQJh^65CJOJQJ\ht;5CJOJQJ\ht;OJQJh^6>*OJQJh{hg*&##%#&#S#T#U#`#a##########$$=$ gd^6 gdF> hh^h`gd^6  h`gd^6  h^gdt; v^gd^6=$?$@$B$C$E$F$H$I$l$m$n$o$p$ gdF> $$dNa$gdB n$o$p$ hF>h^6h2,1h/ =!"#$% s006866666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p(8HX`~8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ _HmH nH sH tH @`@  NormalCJ_HaJmH sH tH DA D Default Paragraph FontRiR  Table Normal4 l4a (k (No List PC@P {Body Text Indent ^ OJQJaJ44 B0Header  H$6/6 B0 Header CharCJaJ4 @"4 B0Footer  H$6/16 B0 Footer CharCJaJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vc:E3v@P~Ds |w< p> 1114 N#n$p$OY#=$p$ $&4!8@0(  B S  ?=?@BCEFHIdnqy|0<=?@BCEFHInq33333333AIJN 3 m m o v O MNU22::<<==3<tcT_%R`<==@@Idlq^`OJPJQJ^Jo(^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH         Ddm=Vd-]^IHC^I<y{] 2mW%{%rd(g*r1^6uf8t; Z='BUE`EiE 2M.NONxQWYtZSj]9r^%c-c;fgilk l^mqqtq r_.s8u&BuMv:wBG3>2/ O;I(iA wKF>%w8HA@_s2n=?@p@UnknownkkamathG.[x Times New Roman5Symbol3. .[x Arial3.[x Times?5 *Cx Courier New;WingdingsA$BCambria Math"1h"Z"Z6363 4//2QHP ? 2!xx Los Medanos CollegeInformation TechnologyDuldulao, Abigail Oh+'08 ,8 X d p|ӰɴýInformation TechnologyNormalDuldulao, Abigail2Microsoft Office Word@F#@̲e5@̲e56GP7VT$m%   !1.@Times New Roman---  2 w0 1  2 0   2 0 |  2 0 Page   2 0    0- @ !Dv- ''  2 x0    0''@Times New Roman--- (2 nO0 Ӱɴý    2 n0   @Times New Roman--- 2 0 New   2  0 Instructional     2 l0   %2 p0 Program Proposal        2 0    2 0   2 0 Phase 1     2 T0   --- 2 0 DRAFT   2 P0 1  2 X0 -  2 ]0 4  2 e0 - 2 j0 05 ,2 z0 ; Revised October 2010    2 0    0- @ !Dv- ''---  2 x0     2 x0    2 x0 Date:  2 0 1/7/2022  2 0    2 0  @Times New Roman---- @ !9- ---  2 x0    &2 x0 Primary Contacts:    2 0 Scott  2 0 Warfe  2 ;0    2 A0 ( 2 F0 faculty 2 n0 );   2  0 Aprill Nogarr    2 0    2 0 ( 2 0 dean  2 0 )  2 0  - @ !K-- @ !W- ---  2 x0     2 x0 Program Name:     82 0 Certificate in Hip Hop Studies       2 0  - @ !- ---  2 ,x0    2 ?x 0 Mission/Goals   2 ?0  - @ !XAx- ---  2 Qx0   @Times------------ 2 dx 0 This program   2 d0 is  2 d0   52 d0 a Certificate of Achievement      2 d0   2 d 0 designed to  2 d 0 explore the --- +2 d80 intersectionality of     2 vxU0 hip hop, particularly how hip hop expresses culture, politics, gender and sexuality.       J2 x*0 Through a rigorous interdisciplinary study      2  0 , students  2 0 will   2  0 interrogate   2 . 0 systems of    2 x 0 oppression wi  %2 0 thin the U.S. tha    _2 880 t helped create hip hop culture while also studying the      y2 xI0 music itself, including foundations in music theory and lyrical analysis.          2 <0     2 x0    2 xU0 This program is also designed to act as a de facto guided pathway, ushering students      .2 x0 through both the CSUGE    a2 90 and IGETC transfer requirements while also grounding the       --------- (2 x0 course work at the  --- w2 H0 intersection of race, ethnicity, nationality, gender, sexuality, class,        42 x0 ability, and mental health.     2 0     2 x0    2 .x 0 Rationale   2 .0  - @ !80x- ---  2 @x0    q2 SxD0 Hip hop is immensely popular. To this point, lets consider enrollme      %2 S*0 nt in Humanities       (2 ex0 courses since HUMAN    2 e 0 - d2 e;0 050 (Hip Hop Culture) has been offered. As of Spring 2019,        #2 xx0 there have been  2 x0 918  2 x0   %2 x0 enrollments into    V2 xi20 Humanities courses. (This data only includes fall       @2 x#0 and spring semesters.) Of those 918    2 ]0   2 a 0 enrollments  22 0 , 387 have come from HUMAN       2 x0 - 2 ~0 050,   2 xW0 which represents more than 42% of the total population enrolled in Humanities courses.          >2 x"0 Surprisingly, however, those HUMAN       2 o0 - :2 u0 50 courses make up just a third   2 :0   2 A0 (or 33%)   2 z0   2 ~0 of the   72 x0 Humanities course offerings.      2 50     2 x0    U2 x10 Another way to see the impact of the popularity o     L2 +0 f this course is to consider the effect on   ,2 x0 Humanities courses if    2 0 HUMAN    2 C0 - 2 I0 50  2 Y0   2 ]0 were   2 {0   L2 +0 absent. In that same timeframe, Humanities         ^2 x70 courses have had a fill rate of 75.7%. By itself, HUMAN       2 0 - =2 !0 50 has had a fill rate of 92.1%.     O2 x-0 Were we to remove those students from the Hum      D2 &0 anities pool, the fill rate over that    2 0 period  2 0     2 0x0 would drop to  V2 020 67%. This represents a decrease (change) of 11.5%.     2 0!0     2 Bx0    Y2 Tx40 Of course, popularity by itself doesnt rationalize      2 T0 a  2 T0   >2 T"0 program, but what this popularity      a2 gx90 represents might. There is a clear interest in the topic     72 g0 among our student population     2 g0   2 g0    2 yxY0 and across the nation as hip hop surpassed rock music as the most popular music genre in       2 x 0 the U.S. in    2 0 2017 J2 *0 , according to the Nielson 2017 Music Year    2 0 - 2  0 End Report.    2 O0     2 x0   "System{$P---  00//..AddEventHandlerG ՜.+,0  hp  Ӱɴý3/ Ӱɴý Title !"#$%&'()*+,-./012456789:;<=>?@ABCDEFGHIJKLMNOQRSTUVWZRoot Entry F6e5\1Table k$WordDocument.>SummaryInformation(3$9DocumentSummaryInformation8PCompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q