Curriculum Committee Training

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Curriculum Committee Training

• August 26, 2009
• Linda DayCurriculum Support Analyst

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Curriculum Committees Purpose

• The curriculum committee reviews and evaluates
  curriculum proposals for all courses, programs,
  degrees, certificates and other related academic
  processes.

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Curriculum Committees Structure

• Members are
• recommended by employee constituent groups and
  appointed by the College President.

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Members

• Faculty

• Jeff Bunkelmann
• Keith Eubanks
• Pat Harrington
• Tim Hohmann
• Tatianna Keeling
• Marjorie Schiller

• Support

• Joel Beck
• Andreanna Duran
• Judy Garrison
• Christy Pacheco

Managerial Technical
Administration

• Jose Dagnino
• Linda Day
• Veronica Duran
• Derrick Shank

• Terri Ackland
• Phil Tompkins
• Georgia White

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Other structure personnel

• Process Owner

• Chair/Facilitator Process

• John IrvineVice President of Academic Programs
  and Services

• The chair/facilitator will be responsible for
  preparing an agenda in advance of the scheduled
  meetings and for distributing any supporting
  materials and providing meeting minutes with
  distribution to committee members, process owner
  and placement on the district shared drive. The
  process owner is responsible for arranging
  appropriate support for the committee.

Chair/Facilitator

• Mary MenzelDirector of Curriculum and Student
  Learning Assessment

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Process of the committee

• The curriculum committee is responsible for
  implementation of the curriculum process and
  making recommendations for improvement and
  enhancements to the existing process. The
  committee will review and evaluate all curriculum
  proposals for courses, programs, degrees,
  certificates and other related academic
  proposals. The review will include all components
  such as outcomes, standards, description, credits
  hours, lab/lecture ratios, pre-requisites, and
  others. Programs with proposals on the agenda
  should have a representative present at the
  meetings. The committee will approve, not
  approve, table or refer the proposal back to the
  program for additional information. If the
  proposal is approved, then it is moved forward to
  the Chief Academic Officer.

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Reviewing a proposal

• Jennie Lee will send PDF
• Arranged to match agenda
• Please try to follow
• Proposers and Curriculum Mentors will be invited
  to meeting
• Everything is connected to everything else!
• Split review duties?
• Work well?
• Example modalities
• Begin at the top of each proposal

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Reviewing a New Course proposal

• Department should ALWAYS match the course prefix!
• If it doesnt, ask questions!
• Division chosen should house the department/
  prefix requested
• If it doesnt, ask questions!
• Course prefix does it make sense?
• Example, the class is a physical activity and
  they are asking for MSC prefix!?
• Again is the prefix and department the same?

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• Course Number Does it fit the outcomes and
  standards?
• Blooms Taxonomy
• Knowledge, Comprehension Application 100
• Analysis, Synthesis Evaluation 200
• If no number and no 1xx or 2xx, ask!
• Credit hours (see Elmo)
• Looking at the credit breakdown, do they add up
  correctly?
• Practice How many ways can the credit breakdown
  total 3 credits? (see Elmo)
• Course Title
• Short 32 characters or less
• Over 32, Curriculum Office shortens in Banner
• Not always pretty when shortened by others!

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• Effective Year the fall of the next catalog
• Now fall 2010
• Why? 12 review stops and each one takes time!
• Effective Semester
• If the request is for spring, changes wont be
  reflected in the catalog until the fall
• Banner will not match catalog
• Confusion reins supreme!
• We always prefer FALL
• Terms Offered
• Question should all courses be available all
  semesters?

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• Teaching methods
• Directly related to credit breakdown
• 2 Lectures, 3 Labs Lectures and Labs
• 1 Lecture, 3 Practicum Lecture and Practicum
• Etc
• If credit breakdown is 1 Lecture, 3 Labs and 1
  Practicum, what should the teaching methods
  reflect?

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• Definitions
• Internship
• A hands-on practice of skills learned in the
  classroom at a location outside the college
  setting. The location must be a place of work
  where the student will be supervised by
  professionals in the specific area. Reports from
  the supervising professional are sent to the
  classroom instructor regarding the students
  progress. Internship may be paid if the
  off-campus company has a policy to do so
  however, some do not.
• Lab
• A class involving hands-on activities and/or
  individual practice in which the faculty of
  record supervises students as they test, analyze,
  demonstrate, clarify, apply, or evaluate
  theories, techniques, methods, concepts, etc
  which may or may not have been presented in a
  complementary class or classes.

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• Lecture
• A class scheduled to regularly meet in which the
  faculty of record presents and/or facilitates an
  educational activity relevant to the course (as
  described in the catalog) in order to accomplish
  specific education outcomes.
• In a lecture class, the teacher may use a variety
  of instructional methods such as lecture,
  discussion, demonstration, cooperative learning
  in order to accomplish educational goals.
• A lecture class does not necessarily mean that a
  faculty members only pedagogical activity is
  lecturing rather, a lecture class means that
  verbal (written or oral) discourse by both
  faculty and students is the dominant means of
  transmitting, synthesizing, engaging with, and
  presenting material.

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• Recitation
• A class which may be independent or set us as a
  complement to other classes, in which small
  groups of students advance and extend their study
  by discussing class work, their research
  interests, and/or developing creative,
  independent research projects that are presented
  to an audience.
• Studio
• Studio is a hands-on teaching or practice of an
  art (i.e. art, design, music, pottery, etc.)

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• Practicum
• Is a supervised curricula or course emphasizing
  practical applications of theory, methods,
  skills, professional orientations, and ethics in
  a specialized area of study.
• A practicum offers a more advanced learning
  experience in the application of previously
  learned principles to "real life" setting under
  the supervision of the instructor. The
  competencies to be practiced and achieved are
  those for work commonly associated with the
  field. Evaluation is accomplished through the
  supervision process, in which student/instructor
  contact is frequent, and affords opportunity for
  critique and refinement of skills. At the end of
  the short period, a report may be written on the
  students performance by an observer or the
  student may be required to prepare a report based
  on their observations. Students usually are
  enrolled in other courses simultaneously to
  enrollment in a practicum. Hours of work and
  credits earned are commensurate with the activity
  of the student, both in quality and quantity.

.
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• Modalities
• Approve as many modalities as you think are
  appropriate even if the proposer does not
  request them.
• Do not approve multiple modalities if only one is
  possible.
• Supplemental Materials
• What types of supplemental materials will be
  used?
• Interaction with Instructor
• How does faculty make themselves available to
  these students?
• Especially important if this is an online or ITV
  class
• Adjunct faculty?

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• Special Requirements
• Are there any special requirements?
• Camera for digital photography course
• Who will provide required items?
• Special billing information
• Third party billing
• If not, none
• Prerequisite
• Course (s) that must be completed prior to
  enrolling in the selected course.
• Choose courses that will help the student be
  successful in the selected course.

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• Corequisite
• Course(s) that may be taken at the same time as
  the selected course.
• Should enhance or build upon learning
• Example theory course and practicum course
• Catalog Description
• Clear and concise
• Approximately 2 sentences
• Sometimes there are exceptions outside
  accreditation
• Describe what the student will learn by
  completing this course.
• Refrain from making the description an
  advertisement

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• Grading options
• A F typically used for 100 and 200 level
  courses
• May be used for 80 and 90 level
• S U typically used for 70, 80, and some 90
  level courses
• Credit/No credit 80 and 90 level courses
• Both A-F and S/U
• Be careful
• It may be used for 100 and 200 level courses
• Courses included in degrees and certificates must
  use A F!

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• Times for credit
• How many times may a student take this course FOR
  credit? Typically, 1, if moregive
• Justification for Repeat Credit
• Why?
• To build knowledge or skills
• Not to raise grade

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• Credit Breakdown
• Lecture 11 (15 contact hrs/30 homework hrs)
• Labs 31 (45 contact hrs 1 credit)
• Practicum 11 (45 contact hrs 1 credit)
• Internship 1 to 1 (min 45 contact hrs 1
  credit)
• Recitation - 1 to 1 (15 contact hrs/30 hrs
  homework)
• Studio 1 to 1 (30 hrs contact/15 hrs homework)
• This is NOT equated hours
• CC typically does not review equated hours
• Cross Listing
• Courses that are cross listed MUST be exactly the
  same except for the department and prefix

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• Recommendations
• from an advisory committee, a task force,
  accrediting agencies, or universities.
• Minutes may be attached to help you make
  appropriate decisions
• Stakeholder feedback
• Enrollment
• Is the enrollment predicted to be enough to make
  the course (certificate, or degree) permanent?
• Who is the target population?
• Make sense? If not, ask questions!

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• Impact Statement
• How does this addition impact other programs?
• Budget Impact
• How does this addition impact the budget?
• Space, equipment, personnel or faculty?
• Learning Outcomes!
• 2 or 3 student learning outcomes for EACH credit
  requested
• Blooms Taxonomy level on each outcome
• Outcomes cover the title and description?
• Measurable Assessable?

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• Standards/Assessments
• States what students will do to prove they have
  mastered the outcomes (11, 1many)
• Proposer may use the published standards of an
  accrediting body
• Please ask if there is a hard copy on file with
  the Curriculum Office
• May use a website (URL), but the standards must
  be printed out and highlighted for each course
• May be attached in ACRES as long as pertinent
  standards are highlighted
• Check to verify all outcomes are covered in the
  standards

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• Attachments
• Will help you make a better decision
• Understand why the proposal is in front of you
• No AGEC on a new course proposal
• Must transfer to all 3 state universities
• Must be articulated to get this info
• Campuses
• If online or ITV, please select
  District/Statewide
• Most should be district
• Few specific locations due to equipment, etc.

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• Recommended Equivalency
• Proposed agreed upon university equivalent course
• CC may not use
• If not listed, please ask if proposer has
  attended their ATF meeting and requested an
  equivalency

This was reviewing a new course form what about
a modified course form?
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Modified course form

• Old information included at top.
• Same questions until
• Proposed changes
• What are they changing?
• If something changed that is not listed, please
  ask the Curriculum Office to add.
• Short and concise
• Description
• Credits
• Credit Breakdown, etc.

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• Rationale for change
• Explanation of changes more detailed
• AGEC Arizona General Education Curriculum
• Read the criterion for area each is different
• Does the course transfer to all 3 state
  universities?
• If so, how?
• Does it make sense?
• Does it fulfill the criterion?
• Choice of 11 AGEC forms
• Other questions same as new course form

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Deletion

• Short form
• Your main concern
• Is it required in another degree or certificate?
• Will the deletion harm the students academic
  progress?
• Losing an AGEC? Do we really want to?
• How does this deletion impact CAC?
• What is the current enrollment?
• Etc.

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Degrees and Certificates

• Typically the same as courses
• New
• Modified
• Delete

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What happens when a proposal is sent back for
revisions?

• Minor revisions
• Approved with minor revisions
• Completed by curriculum office staff to keep
  curriculum proposals moving steadily forward
• Proposal will not return to committee
• Proposer should be present in the meeting and
  agree with changes

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• Major revisions
• Sent back to the proposer AND mentor to review
  and revise
• Proposal will return to committee for review and
  approval
• Please choose this option if there are many
  edits, corrections, errors, or questions.
• Voice your concerns and suggestions
• Work with mentors and proposers

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• Time is precious during this review process
• Please arrive on time must have quorum
• All must be processed in time for catalog
• All must be articulated by February 1st
• Please review courses BEFORE meeting
• Be prepared to make comments
• Be prepared to ask questions
• Be prepared to make a motion
• Be prepared to second a motion
• Be an active part in CACs curriculum development
  process!

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Resources

• Curriculum Development Handbook
• Radio James Objectives Builder
• Both on CAC web
• RJ in ACRES also
• Our office
• Jennie Lee 5591
• Linda Day 5206
• Mary Menzel - 5215

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Thank You!!!

• Your participation in the Curriculum Review and
  Approval Process helps CAC fulfill our mission..
• Provide a vibrant environment centered on
  learning and learner success