Related Instruction Guidelines

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Related Instruction must be clearly identified for certificates of 45 credits or more. 

At the program/certificate level:

The Degrees and Certificates Committee will review the Related Instruction template for certificates as prepared by the SAC. In order to facilitate identification and recording, related instruction will be counted in hours of student learning, not credits. This should make it easier to document program-related instruction that is delivered as part of a course.

Reframing “credits” as “hours of student learning”

Hours of student learning include both direct instruction and outside classroom study. A contact hour of lecture is equivalent to three hours of learning, because for every hour per week in class of lecture, an additional 2 hours of out-of-class study is assumed (additional time spent learning) – over the course of a 10-week term that would be equivalent to 30 hrs. The conventions used at PCC are as follows:

Credit Hours

Student Learning

1 cr lecture meets 1 hr /wk, plus 2 hrs/wk of study, for 10 weeks 30 hours
1 cr lec-lab meets 2 hr/wk, plus 1 hr/wk of study, for 10 weeks 30 hours
1 cr lab meets 3 hrs/wk, with minimal outside study, for 10 weeks 30 hours

Distance learning classes frame the equation more generally, setting the number of credits after determining the number of hours of learning required to achieve the course outcomes. 

What courses can be used to supply the necessary Related Instruction?

  • Any credit course 100 and above that is clearly identified to be within a particular area of related instruction.
    • Convert credits directly to hours of student learning and assign to the appropriate area of related instruction (i.e.. SP 111: Public Speaking, MSD 105: Interpersonal Communication, PSY 101: Psychology and Human Relations, MTH 105: Explorations in Mathematics, WR 121:English Composition, BCT 104 Construction Math). These are considered "stand-alone" courses in the context of Related Instruction.
    • Related Instruction should be identified in the course outcomes
  • Courses in which the related instruction represents a fraction of the total content and outcomes of the course. The CCOG will reflect the number of hours applicable to each area and the content (activities, themes, issues, concepts or skills) to which they are tied. See "Embedded Related Instruction: below and CCOG template.


    • LDC and CTE courses may be used for related instruction as long as the outcomes, title and/or the description clearly refer to one of the three RI focus areas and is relevant to the certificate.  In these cases hours cannot be split between areas.
    • Courses in own CTE discipline (e.g. LAT 104 Landscape Math). The hours cannot be split across multiple areas.

    To determine the area of applicability, refer to the CCOG. There must be a preponderance of the RI focus area identified in the outcomes, description, and/or course content (themes, concepts, issues and skills). In the event that the Degrees and Certificates Committee has concerns about the course content with respect to related instruction, it may refer the course to Curriculum Committee for evaluation.

    EMBEDDED RELATED INSTRUCTION -- In own discipline only

    The hours may be split split across multiple areas as indicated in the CCOG in the description, outcomes and/or course content (themes, concepts, issues and skills). Embedded related instruction must be reviewed and recommended by the Curriculum Committee.

    A coop or a clinical placement may be used for a limited number of student hours (practice skills learned in a classroom). It is imperative that some student learning hours are acquired in a classroom taught by an approved PCC faculty, the remainder of the hours can be fulfilled during a coop placement if appropriate.

    Program prerequisites may not be used for related instruction

The Template: Summation of hours of Related Instruction for a Certificate

When the related instruction in all of the courses has been identified, tally the hours in a “Template for Related Instruction in Certificates” which will be reviewed by the Degrees and Certificates Committee. This interactive template has been developed to provide a consistent presentation of the related instruction for each certificate. An example of how this looks can be seen on the Inventory of Related Instruction Templates.

In the event that one of the areas did not sum to the needed number of hours, courses could be revised to contain the related instruction, or additional courses could be adopted or created to fill the need. 

At the course level:  How will this look in the CCOG?

  • The activities of related instruction that are embedded in the certificate courses need to be identified in the outcomes and described in the CCOGs. The CCOG will give specific guidance to the faculty teaching these courses.
  • The number of hours can be estimated directly based on time spent on specific activities or content areas or interpreted based on the percentage of the course devoted to that area.
  • It is possible that content could address student learning in more than one area at the same time (see examples).
  • Related instruction should be identifiable in the course outcome(s).

In the CCOG “Required Format”  there is a section devoted to the hours and activities of related instruction.

What kinds of activities would contribute to embedded Related Instruction within career technical courses?   

Possibilities include (but are not limited to):

    • Direct instruction (+ study time) in mathematics or program-related computations
    • Development of skill in discipline-related computations
    • Direct instruction (+ study time) on basic or discipline-related writing and/or speech
    • Instruction on proper record keeping and/or preparation of reports
    • Instruction on organizing and or delivering discipline specific presentations
    • Application of writing skills to professional setting
    • Documentation of activities
    • Preparing written reports 
    • Application of instruction in communication to professional setting
    • Preparation and presentation of experimental techniques and results
    • Communication appropriate to specific contacts within the profession
Human Relations
    • Direct instruction (+ study time) on relevant topics related to the discipline:  history, ethics, social interactions, and diversity
    • Development of skill in working with colleagues, supervisors and employees in the workplace
    • Development of skill in relating to customers, clients, vendors etc in the workplace

Below are some model examples of requests that came through the Curriculum Committee.

EMT 106 DT 205 MM 240
ID 125 ED 263 AB 201

Instructor Qualifications

SACs need to ensure that instructors of each Career Technical course providing embedded related instruction are qualified to deliver the appropriate related instruction.

In some CT areas, the instructor qualifications will already speak to the education, skills and experience appropriate to the related instruction in the course.Some instructor qualifications may need to be made more specific in this regard. An alternative approach would be to specify topics that should be handled by guest lecturers with specified qualifications. Finally, if it seems unlikely that an instructor from the profession would be able to deliver the related instruction, that might signal a need for the SAC to use a course outside of the program area, or design a course specific to the needs of that related instruction, with appropriate instructor qualifications spelled out.

For programs that embed Related Instruction in their courses, the Instructor Qualifications for that program must include a section that describes the requirements for related instruction and that provides clear direction for the administrator in charge of hiring faculty for the program. Faculty qualifications to teach the Related Instruction content must be submitted for approval. There are two routes for approval, both of which are designed to ensure that approval of the Instructor Qualifications for Related instruction is made with reference to the amount and content of Related Instruction in the program courses.

  1. If Related Instruction is being established in a course for the first time, or is being revised, the Instructor Qualifications for the Related Instruction are included on the Curriculum form: Related Instruction in CTE Courses.  This request is recommended by the SAC, the SAC Administrative Liaison, the Curriculum Committee (though the Curriculum Committee does not make recommendations on the instructor qualifications segment) and the Dean(s) of Instruction for approval by the Vice President for Academic and Student Affairs. Once approved, these qualifications are referred by the Curriculum Office to the Dean of Instructional Support, for revision of the Instructor Qualifications web page.
  2. If the SAC is proposing new or revised Instructor Qualifications in a subject area that uses embedded Related Instruction, the section on Related Instruction must be included.  In addition, the form must be accompanied by a complete listing of the Related Instruction (hours and content/activities, from the CCOGs) of the courses in the program that have embedded Related Instruction.  This request is recommended by the SAC, the SAC Administrative Liaison, and the Dean(s) of Instruction for approval by the Vice President for Academic and Student Affairs. Once approved, these qualifications are added to the Instructor Qualifications web page for that SAC.

This request is recommended by the SAC, the SAC Administrative Liaison, and the Dean(s) of Instruction for approval by the Vice President for Academic and Student Affairs. Once approved, these qualifications are added to the Instructor Qualifications web page for that SAC.

The Instructor Approval Form for part time instructors will note that an instructor is qualified to deliver embedded related instruction, either for all courses or for specific courses, and supporting documentation of the relevant qualifications will be attached to the approval form.