LOS ANGELES TRADE TECHNICAL COLLEGE CURRICULUM GUIDEBOOK

Transcription

1 LOS ANGELES TRADE TECHNICAL COLLEGE CURRICULUM GUIDEBOOK ACADEMIC YEAR Last Updated November 2015

2 Table of Contents Message from the Curriculum Dean and Curriculum Chair... 3 Curriculum Overview... 4 Curriculum Laws and Regulations... 4 Curriculum Development Process... 5 Course Updates... 7 Course Update Process... 8 Course Changes... 9 Course Change Process New Courses New Course Process New Credit Programs (and Substantial Changes to Existing Programs) New Career Technical Education Programs New Credit Program Process (CTE) New Credit Programs Process (Non-Career Technical Education Degrees or Certificates) New Credit Program Data Template Transfer Model Curriculum Process Non-substantial Changes to Existing Programs Using ECD to Create, Change, Update, or Archive Courses

3 Message from the Curriculum Dean and Curriculum Chair The LATTC Curriculum Guidebook is a resource to make the curriculum process more efficient for Faculty members and Administrators by explaining the steps in clear language and consolidating a variety of preexisting resources in one place. The Guidebook is organized around the different types of curriculum actions at the course and program level. It concludes with an in-depth tutorial on the Electronic Curriculum Development system (ECD), the LACCD-wide system for curriculum development and approval. The Guidebook is a dynamic document and will be updated frequently as new directives come out from the District Office and the State Chancellor s Office, or whenever campus policies and procedures change. Furthermore, as the District makes the transition from ECD to a new curriculum management system (CurricUNET), we will update this Guidebook accordingly. We are always open to ideas for improving this document. Additionally, if you have any questions, please do not hesitate to contact us. Sincerely, Benjamin Goldstein, LATTC Curriculum Dean goldstbd@lattc.edu; and Alicia Rodriquez-Estrada, LATTC Curriculum Chair rodriqai@lattc.edu;

4 Curriculum Overview A recent paper authored by The Academic Senate for California Community Colleges (ASCCC) provides an excellent overview of curriculum and its importance as the foundation for quality instruction: The term curriculum in the California Community Colleges indicates more than just the content of a course. Curriculum includes definition of student skills and performance outcomes, materials to be used in the course, instructional delivery methods, methods of assessing student learning, assignment types, prerequisites, transferability, and other details that help to define the what and how of the instructional program. All of these elements of a course are captured in a Course Outline of Record, commonly referred to as a COR, in order that they may be clearly defined, approved, and shared. Curriculum development and refinement are among the most essential functions in the California Community Colleges. Curriculum approval processes reflect the collective will of the entire college as an accredited institution, encompassing all the rigor, privileges, and obligations that come with being fully accredited. 1 Curriculum Laws and Regulations The development of curriculum at California community colleges is a faculty responsibility in law and regulation, and faculty are represented in these processes by their local academic senate. The authority of the academic senate for recommendations regarding curriculum comes from both law (Education Code) and regulation (Title 5). Education Code 70902(b)(7) endows the local academic senates with the primary responsibility for making recommendations in the areas of curriculum and academic standards. Primary is not the same as sole responsibility, and the LATTC Curriculum Committee bylaws codify the role of Academic Deans as voting members in the curriculum approval process. As in all other matters, final authority for approval rests with the LACCD Board of Trustees. Academic senates may delegate some or all responsibility for curricular matters to a curriculum committee per Title (a)(1): Curriculum Committee: The college and /or district curriculum committee recommending the course shall be established by the mutual agreement of the college and/or district administration and the academic senate. The committee shall be either a committee of the academic senate or a committee that includes faculty and is otherwise comprised in a way that is mutually agreeable to the college and/or district administration and the academic senate. Additionally, there are two District Administrative Regulations that further define the requirements of course and educational program development. Title (f) defines course as "an organized pattern of instruction on a specified subject offered by a community college" and educational 1 ASCCC, Essential Elements for Strong Programs: Curriculum Development and Instructors 4

5 program as "an organized sequence of courses leading to a defined objective, a degree, a certificate, a diploma, a license, or transfer to another institution of higher education." 1. LACCD Administrative Regulation E-64 documents the requirements and procedures for new programs and program changes (substantive and non-substantive, defined later in the Guidebook). 2. LACCD Administrative Regulation E-65 documents the requirements and procedures for course-level changes (new courses, course changes, and cross-listing). The requirements codified in Administrative Regulations E-64 and E-65 have been incorporated into the LATTC curriculum development and approval process and are reflected in this Guidebook. Curriculum Development Process The flow chart below outlines all of the principal steps in the LATTC curriculum development process. Do not be overwhelmed. Most curriculum actions are only required to complete a subset of these steps. Each of these steps, and their relevance to the different types of curriculum actions, is outlined in greater detail further along in the Guidebook. 5

6 Types of Curriculum Actions There are 15 unique curriculum actions that are used to develop, change, or archive courses and programs. Each action is subject to a specific sequence of posting and approval requirements at the District and State, as demonstrated in the chart below. Courses 20-day posting (LACCD) Board approval (LACCD) 1 Noncredit Course - new to District yes yes yes 2 Noncredit Course - new to College, not District no yes yes 3 Credit Course - new to District yes yes no 4 Credit Course - new to College, not District no yes no 5 Update of Existing Course (college attributes only) 6 Change of Existing Course only one college no no no no no no State approval (CCCCO) 6

7 7 Change of Existing Course multiple colleges (college attribute only) 8 Change of Existing Course multiple colleges (District attribute) no no no yes no no 9 Archive of Exiting Course no no no Degrees & Certificates 10 Skills Certificate [<18 units] - not transcripted no no no 11 New Noncredit Certificate of Completion or no yes yes Competence Non-substantial Modification to Existing no notice yes 12 Degrees/certificates only 13 Substantial Modification to Existing no yes yes Degree/Certificates 14 New Certificate of Achievement (18 or more yes yes yes units) 15 New AS/AA Degree yes yes yes Course Updates Course updates are one of the most common types of curriculum actions. A course update in ECD will not trigger a course change form in Section VI. It does not require any vetting or approvals beyond the LATTC campus, and is thus a relatively quick and painless process. Course updates involve changing attributes in the Course Outline of Record that are not recorded at the District or State levels. Several of these attributes (the catalog and schedule description) are entered into Protocol locally (at the campus-level), not at the District-level. The attributes that can be changed during through a Course Update are the following: ECD Section Course Update Attributes I #6 Catalog Course Description 1 #7 Class Schedule Course Description II #1 Course Content and Objectives II #1 Student Learning Outcomes (SLOs) II #2 & #3 Required Texts and Reading Assignments II The Rest of Section II of ECD 7

8 Course Update Process Responsible Party Initial Action Timeline 1. Faculty Initiator 1. Submit Proposal in ECD 2. Forward Proposal in ECD to Department Chair 2. Department Chair 1. Review Proposal 2. Decide Approve: Forward to Area Dean for Review Modify: Return to Faculty Initiator 3. Area Dean 1. Review Proposal in ECD thoroughly Review content for alignment with Programmatic, Departmental, and Pathway goals, and consistency with PACTS framework Review COR for completeness and compliance 2. Decide Approve: Forward to Curriculum Chair Edit and Modify: Return to Faculty Initiator 3. Curriculum Chair 1. Review Proposal for compliance only Approve: Forward to Articulation Officer and Librarian for review during to Technical Review Modify: Return to Faculty Initiator to make edits. CC Department Chair LATTC CURRICULUM 4. Technical Review 5. Curriculum Committee 1. Conduct Review using COR Checklist Articulation officer and Librarian Review Curriculum Chair and Curriculum Dean review for completeness and compliance with Title V. 2. Decide: 3. Approve: Add to Curriculum Committee agenda 4. Modify: Return to Faculty Initiator and CC Department Chair. 1. Vote Approve: Forward to Curriculum Chair to place on Academic Senate Agenda Modify: Return to Faculty Initiator and CC Department Chair. Roll Over: If Department representative not present during meeting, course will roll over to the next regularly scheduled meeting. 8

9 6. Curriculum Chair 7. Academic Senate 8. Curriculum Chair 9. Vice President Academic Affairs and/or Curriculum Dean (VP Designee) 10. Curriculum Dean (via Curriculum Administrative Analyst) 1. Place approved course updates on Academic Senate agenda 2. Update spreadsheet with list of attributes that were updated (e.g. SLOs, course descriptions prereqs/coreqs) for tracking purposes 1. Vote to Approve or Deny course update 2. Senate President approves in ECD 1. Forward to VPAA 1. Final validation for completeness 2. Approve in ECD and forward to Curriculum Dean 1. Enter changes to course attributes in Protocol Prereqs/coreqs/advisories Schedule/Catalog description 2. Send SLOs (if updated) to Office of Institutional Effectiveness 3. Put on list to update in catalog during next revisions Course Changes Course changes are divided into two types changes to Campus-level course attributes and changes to District-level course attributes. Campus-level attributes do not require districtwide vetting but do effect course data in Protocol, the Districtwide system that feeds the scheduling process and student transcripts. This distinguishes these attributes from those that are changed during a course update. Several of these attributes (prerequisites, requisites and advisories) are entered into Protocol locally (at the campus level), not at the District level, and thus must be documented and inputted by the Curriculum Analyst or Curriculum Dean. Changes to District-level attributes are applied to the course at all colleges in the District where the course is offered. This requires these changes to be posted for 20 days in order for other Campuses to review the proposed changes. 9

10 State CB Value n/a n/a CB05 CB12 CB21 n/a n/a State CB Value CB02 CB06/7* CB03* CB11 CB05 CB04 CB13 CB08 CB09* Campus Level Attributes Lecture Hours Lab Hours UC Transferability Repeatability Levels Below Transfer Grading Method Prerequisites District Level Attributes Course Title Units TOP Code Classification (noncredit only) CSU Transferability Degree Applicability Special Class Status (disabled) Basic Skills Indicator SAM Code Course Change Process LATTC CURRICULUM Responsible Party Initial Action Timeline 1) Faculty Initiator 1. Submit Proposal in ECD 2. Forward Proposal in ECD to Department Chair 2) Department Chair 1. Review proposal thoroughly 2. Decide Approve: forward to Area Dean for review Modify: Return to Faculty Initiator 3) Area Dean 1. Review Proposal in ECD thoroughly Review content for alignment with Programmatic, Departmental, and Pathway goals, and consistency with PACTS framework Review COR for completeness and compliance 2. Decide Approve: Forward to Curriculum Chair Edit and Modify: Return to Faculty Initiator 10

11 **DISTRICT CURRICULUM 4) Curriculum Chair 1. Review Proposal for compliance only Approve: Forward to Articulation Officer and Librarian for review during the Technical Review process Modify: Return to Faculty Initiator to make edits. CC Department Chair 5) Technical Review 6) Curriculum Committee 1. Conduct Review using COR Checklist 2. Articulation officer and Librarian Review 3. Curriculum Chair and Curriculum Dean review for completeness and compliance with Title V. 4. Decide: Approve: Add to Curriculum Committee agenda Modify: Return to Faculty Initiator and CC Department Chair. 1. Vote Approve: Forward to Curriculum Chair to place on Academic Senate Agenda Modify: Return to Faculty Initiator and CC Department Chair. Roll Over: If Department representative not present during meeting, course will roll over to the next regularly scheduled meeting. 7) Curriculum Chair 1. Place approved courses on Academic Senate Agenda 8) Academic Senate 1. Vote to Approve or Deny course change 2. Senate President approves in ECD, forwards to VPAA 9) Vice President Academic Affairs and/or Curriculum Dean 1. Validate for completeness 2. Approve in ECD and forward to Curriculum Dean 10) Curriculum Dean 1. Validate for completeness 2. Approve in ECD 3. Submit to District 11) District Educational Services 12) District Curriculum 1. Tech Review (If warranted see table above) 2. Enter Course into Weblog for Vetting Period No Challenge: Forwarded to DCC Challenge: Refer back to originating college College Appeal 1. Vote Approve: Forward to District Academic Senate 5 days 20 days 11

12 LATTC Committee (DCC) 13) District Academic Senate 14) District Educational Services Deny: Refer back to originating college College Appeal 1. Vote Approve: Forward to District Educational Services Deny: Refer back to originating college College Appeal 1. Input Course into Protocol and update Web Log 15) Curriculum Dean 16. Notifies: Curriculum Chair, Department Chair, Dean, and Faculty Initiator that process is complete and course can be scheduled 16) Curriculum Dean (via Curriculum Administrative Analyst) 4. Enter changes to campus course attributes in Protocol Prereqs/coreqs/advisories Schedule/Catalog description 5. Send SLOs (if updated) to Office of Institutional Effectiveness 6. Put on list to update in catalog during next revision cycle New Courses All new credit and noncredit courses must meet the basic standards and criteria codified in standards and criteria contained in Title 5, section 55002, and elaborated upon in Administrative Regulation E-65. This review and validation begins with the Faculty initiator, Department Chair, and Area Dean, and continues through the Curriculum Committee review process. a. Appropriateness to college mission. The stated goals and objectives of the proposed course are consistent with the mission and master plan of the college. The course provides systematic instruction in a body of content or skills whose mastery forms the basis of the student grade. b. Need. There must be a demonstrable need for a course that meets the stated goals and objectives of the college s Educational Master Plan. c. Quality. The course meets the standards and criteria contained in Title 5, section d. Feasibility. The college has the resources necessary to support the course at the level of quality presupposed in the course design. e. Compliance. The course complies with all other laws applicable to it, including federal regulations, licensing requirements and any legal requirements that may exist for a particular course or courses The decision to develop a new course is a significant one that should be discussed with other discipline Faculty, the Department Chair, and the Area Dean before initiating the process. 12

13 New Course Process LATTC CURRICULUM Responsible Party Initial Action Timeline 1) Faculty Initiator 1. Submit Proposal in ECD 2. Forward Proposal in ECD to Department Chair 2) Department Chair 1. Review Proposal Approve: 1. Forward Proposal in ECD to Curriculum Chair 2. Forward to Dean for Notification Modify: Return to Faculty Initiator 3) Dean 3. Review Proposal in ECD thoroughly Review content for alignment with Programmatic, Departmental, and Pathway goals, and consistency with PACTS framework Review COR for completeness and compliance 4. Decide Approve: Forward to Curriculum Chair Edit and Modify: Return to Faculty Initiator 4) Curriculum Chair 1. Review Proposal - take action Approve: Add to Technical Review agenda Modify: Return to Faculty Initiator and CC Department Chair 5) Technical Review 1. Conduct Review using COR Checklist 2. Articulation officer and Librarian Review 3. Curriculum Chair and Curriculum Dean review for completeness and compliance with Title V. 4. Decide: 13

14 Approve: Add to Curriculum Committee agenda Modify: Return to Faculty Initiator and CC Department Chair. 6) Curriculum Committee 1. Vote Approve: Forward to Curriculum Chair and/or Dean Modify: Return to Faculty Initiator and CC Department Chair. Roll: If Department representative not present during meeting, course will roll to the next regularly scheduled meeting agenda. 7) Curriculum Chair 1. Forward approved courses to Faculty Senate 2. Forward approved courses to Library and Articulation 8) Academic Senate 1. Vote to Approve or Deny New Course Approve: Senate President approves in ECD, forwards to VPAA Deny: Send back to Faculty Initiator, Department Chair, and Area Dean to reconsider 9) Vice President Academic Affairs and/or Curriculum Dean 1. Validate for completeness 2. Approve in ECD 10) Curriculum Dean 1. Validate for Completeness 2. Submit to District Office of Curriculum Support 3. If Non-Credit, Ensure New Noncredit Course Request Form is populated and sent to District Office of Curriculum Support. *DISTRI CT CURRIC 11) District Office of Curriculum Support 12) District Educational Services 1. Submit to District Educational Services Office 1. Tech Review (*If warranted, see table below) 5 days 20 days 14

15 STATE LATTC 2. Enter Course into Protocol as Pending 3. Enter Course into Weblog for Vetting Period No Challenge: Placed on Board Agenda Challenge: Refer back to originating college College Appeal 13) Board 1. Vote Approve: Forward to District Educational Services Deny: Refer back to originating college College Appeal 14) District Educational 1. Obtain CB00 Number Services 2. Course Activated in Protocol 15) Curriculum Dean 1. Submits course to State Chancellors Office 2. Obtains Control Number 3. Notifies: Curriculum Chair, Faculty Chair, Dean, and Faculty Initiator when process is complete 16) Curriculum Dean (via Curriculum Administrative Analyst) 1. Enter changes to campus course attributes in Protocol Prereqs/coreqs/advisories Schedule/Catalog description 2. Send SLOs (if updated) to Office of Institutional Effectiveness 3. Put on list to update in catalog during next revision cycle days New Credit Programs (and Substantial Changes to Existing Programs) Title (f) defines an educational program as "an organized sequence of courses leading to a defined objective, a degree, a certificate, a diploma, a license, or transfer to another institution of higher education." 1) Types of Credit Programs a. Associate Degrees 15

16 All associate degrees in California are one of two general types, Associate in Arts or Associate in Science. There is no difference in law as to the requirements for the two. Associate degrees must require coursework in a major or area of emphasis. There are also requirements for general education and for demonstration of competency in reading, written expression, and mathematics for the associate degree. A major is defined as a minimum of 18 units in a field or related fields selected by the college. An area of emphasis is considered to be a broader group of courses and may be defined as 18 units in related fields intended to prepare the student for a particular major at the four-year institution or to prepare a student for a particular field as defined by the community college. General education transfer patterns do not, by themselves, satisfy the requirement for a major or an area of emphasis. b. Certificates of Achievement A certificate of achievement is any credit certificate that may appear by name on a student transcript, diploma, or completion award, and which requires 18 or more semester units or 27 or more quarter units of coursework. System Office approval is required. The college may also request approval from the State Chancellor s Office for certificate programs that consist of 12 or more semester units or 18 or more quarter units. In order to be approved, the certificate must represent a pattern of learning experiences designed to develop certain capabilities that may be oriented to career or general education. c. Skills Certificates Colleges may also award un-transcripted certificates for fewer than 18 units (Skills Certificates) without System Office approval. 2. Types of Noncredit Certificates a. Noncredit Certificates of Competency A program leading to improved employability or job opportunities b. Noncredit Certificates of Completion A program in a recognized career field articulated with degree-applicable coursework, completion of an associate degree or transfer to a baccalaureate institution. New programs must must meet the basic standards and criteria codified in standards and criteria contained in Title 5, section 55002, and elaborated upon in Administrative Regulation E-64. This review and validation begins with the Faculty initiator, Department Chair, and Area Dean, and continues through the Curriculum Committee review process. 16

17 1) Appropriateness to mission. The stated goals and objectives of the proposed program are consistent with the mission and master plan of the college. The program provides systematic instruction in a body of content or skills whose mastery forms the basis of the student grade. 2) Need. There must be a demonstrable need for a program that meets the stated goals and objectives in the region the college proposes to serve with the program. 3) Quality. Courses and programs are integrated, with courses designed to effectively meet their objectives and the goals and objectives of the programs for which they are required. 4) Feasibility. The college has the resources necessary to support the program at the level of quality presupposed in the program design, for the proposed numbers of students, and offer it with sufficient frequency to meet the program objectives and enrollment projections. Approval of the new program must incorporate a detailing of costs sufficient to determine that this criterion can be fulfilled by the college. The college must make a commitment to offer the required courses at least once every two years, unless the goals and rationale for the particular program justify a longer time frame as being in the best interests of students. 5) Compliance. The program complies with all other laws applicable to it, including federal regulations, licensing requirements and any legal requirements that may exist for particular courses or programs. Substantial changes to existing programs follow the same approval process as new programs. Program changes that would qualify as substantial include the following: 1) Goals and Objectives of the program are substantially changed 2) The TOP code will change to a different TOP code at the discipline level (e.g.: biological sciences (04) to health (12). 3) Addition/creation of a new program award (degree or certificate) or major/area of emphasis using an active proposal. For example, a college may decide to create an associate degree for transfer (A.A.-T or A.S.-T) in the same four digit TOP code as an existing degree or certificate offered by the college. 4) The job categories for which program completers qualify are substantially different from the job categories for which completer previously qualified. 5) The baccalaureate major to which students typically transfer is different from the baccalaureate major students typically transferred to in the past New Career Technical Education Programs A CTE program is one whose primary goal is preparing students for employment immediately upon completing the program, and/or upgrading employment skills. The State Chancellor's Office requires new CTE programs to be recommended by the Regional CTE Consortium, as a means of ascertaining the need for the proposed program in regard to other community colleges in the area, as specified by Title 5, Section 55130(b)(8)(E). LATTC participates in the Los Angeles / Orange County Regional Consortia (LAOCRC), a group composed of vocational education and economic development administrators, faculty, and staff 17

18 from each college in the region. One of 10 Regional Consortia statewide, its purpose is to increase collaboration among colleges, encourage regional planning, offer professional development, and promote marketing of community college CTE programs. If the review of evidence of need is thorough at the regional level, State Chancellor s Office approval will be expedited. This regional review also serves as a quality check, so colleges can be assured that the design of their program curriculum is along the lines of current good practice as judged by their professional peers. LAOCRC Forms and resources referenced below (such as the Notice of Intent) can be found here: Program Approval Faculty Packet (uploaded August 2015) Notice of Intent Instructions (uploaded October 2015) Notice of Intent Form (uploaded September 2015) Program Approval Instructions (uploaded October 2015) Program Approval Application (uploaded October 2015) Program Approval Calendar (uploaded August 2015) The LATTC program approval process follows the requirements of District Administrative Regulation E-64, Procedures for Development and Approval of New Educational Programs and Options. New Credit Program Process (CTE) LATTC CURRICULUM Responsible Party Initial Action Timeline 1) Department Chair 1. Complete New Credit Program Documentation Form 2. Complete Corresponding Course Proposal Forms in ECD 3. Send to Dean 2) Area Dean 1. Review Proposal in ECD thoroughly Review content for coherence and consistency with Departmental, Pathway, and Programmatic goals Review ECD for completeness and compliance 2. Decide Approve: Forward to Curriculum Chair Edit and Modify: Return to Faculty Initiator Forward LAOCRC Notice of Intent to Curriculum Dean for submission to LAOCRC 18

19 DIST RICT 3) Curriculum Chair/Dean/VPAA 2. Review Proposal (Includes Template and Courses) take action Approve: Add Proposal to Technical Review agenda Modify: Return to Department Chair and CC Dean 4) Technical Review 1. Initial Review of courses using Checklist Approve: Add to Curriculum Committee agenda Modify: Return to Department Chair. 5) Curriculum Committee 1. Vote Approve: Forward to Curriculum Chair and/or Dean Modify: Return to Department Chair. Roll: If Department representative not present during meeting, course will roll to the next regularly scheduled meeting agenda. 6) Curriculum Chair 1. Forward approved courses/program to Faculty Senate 2. Forward approved courses/program to Library and Articulation 7) Faculty Senate 1. Approve/Deny and return to Curriculum Chair 8) Curriculum Dean 1. Submit Program Packet to LAOCRC for Approval 9) Curriculum Chair Update ECD and forward to VPAA 10) Vice President Academic Affairs and/or Curriculum Dean 1. Validate courses for completeness 2. Approve courses in ECD 3. Submit proposal and courses to District Office of Curriculum Support 11) District Office of Curriculum Support 1. Once LAOCRC Approval received, submit to District Educational Services Office 12) District Educational Services 1. Tech Review 5 days 19

20 STATE 2. Enter Course into Protocol as Pending 3. Enter Course into Weblog for Vetting Period No Challenge: Placed on Board Agenda Challenge: Refer back to originating college College Appeal 13) Board 1. Vote Approve: Forward to District Educational Services Deny: Refer back to originating college College Appeal 14) District Educational Services 1. Obtain CB00 Number 2. Course Activated in Protocol 15) Curriculum Dean 1. Submits course to State Chancellors Office 2. Obtains Control Number 3. Notifies: Curriculum Chair, Faculty Chair, Dean, and Faculty Initiator that process is complete 20 days New Credit Programs Process (Non-Career Technical Education Degrees or Certificates) LATTC CURRICULUM Responsible Party Initial Action Timeline 1) Department Chair 1. Complete New Credit Program Documentation Form 2. Complete Corresponding Course Proposal Forms in ECD 3. Send to Dean 2) Dean 3. Review proposal thoroughly, including the data and narrative Review content for coherence and consistency with Departmental, Pathway, and Programmatic goals 20

21 DISTRICT CURRICU 3) Curriculum Chair/Dean/VPAA 1. Review Proposal (Includes Template and Courses) take action Approve: Add Proposal to Technical Review agenda Modify: Return to Department Chair and CC Dean 4) Technical Review 1. Initial Review of courses using Checklist Approve: Add to Curriculum Committee agenda Modify: Return to Department Chair. 5) Curriculum Committee 1. Vote Approve: Forward to Curriculum Chair and/or Dean Modify: Return to Department Chair. Roll: If Department representative not present during meeting, course will roll to the next regularly scheduled meeting agenda. 6) Curriculum Chair 1. Forward approved courses/program to Faculty Senate 2. Forward approved courses/program to Library and Articulation 7) Faculty Senate 1. Approve/Deny and return to Curriculum Chair 8) Curriculum Chair 1. Update ECD and forward to VPAA 9) Vice President Academic Affairs and/or Curriculum Dean 1. Validate courses for completeness 2. Approve courses in ECD 3. Submit proposal and courses to District Office of Curriculum Support 10) District Office of Curriculum 1. Submit to District Educational Support Services Office 11) District Educational Services 1. Tech Review 2. Enter Course into Protocol as Pending 5 days 20 days 21

22 STATE 3. Enter Course into Weblog for Vetting Period No Challenge: Placed on Board Agenda Challenge: Refer back to originating college College Appeal 12) Board 1. Vote Approve: Forward to District Educational Services Deny: Refer back to originating college College Appeal 13) District Educational Services 1. Obtain CB00 Number 2. Course Activated in Protocol 14) Curriculum Dean 1. Submits course to State Chancellors Office 2. Obtains Control Number 3. Notifies: Curriculum Chair, Faculty Chair, Dean, and Faculty Initiator that process is complete New Credit Program Data Template Data Requirements Page Numbers Refer to Pages in the Program and Course Approval Handbook (PCAH) *Use New Credit Program Documentation Guide Fillable PDF* 1) Program Title: 2) Program Goal (pg. 92 handbook): 3) Program TOP Code (pg.121 handbook): 4) Effective Date (pg. 121 handbook): 5) Units for Degree Major or Area of Emphasis (pg. 121 handbook): 6) Total Units for Degree Minimum and Maximum (pg. 122 handbook): 7) Required Units Certificate only (pg. 122 handbook): 8) Annual Completers (pg. 122 handbook): 9) Faculty Workload (pg. 123 handbook): 10) New Faculty Positions (pg. 123 handbook): 11) New Equipment (pg. 123 handbook): 12) New/Remodeled Facility (pg. 123 handbook): 13) Library Acquisitions (pg. 123 handbook): 14) Program Review Date (pg. 124 handbook): 22

23 15) Gainful Employment (yes/no) (pg. 124 handbook): 16) Courses Required (include pre-requisite courses): a. **If Applicable Note Distance Education Courses (List Courses Here): 17) Net Labor Demand (pg. 122 handbook) 18) Labor Market information and analysis proving evidence of need (regional) ) Advisory approval meeting minutes clearly indicating the approved motion or action to approve the proposed program. 20) List of Members of Advisory Committee including title and agency 21) Regional (LAOCRC) approval meeting minutes clearly indicating the approved motion or action to approve the proposed program. 22) Employer Survey questions, results, and analysis 23) Letters of Support (optional) 24) Explanation of Employer Relationship (if applicable) 25) Course Outline of Record for each course in the program New Credit Program Required Narrative (Use Narrative Template Directions) Criteria A: Appropriateness to Mission (pg. 55 handbook) Statement of Program Goals and Objectives: Catalog Description Program Requirements Background and Rationale Criteria B: Need (pg. 60 handbook) Enrollment and Completer Projections (use table pg. 64 handbook) Place of Program in Curriculum/Similar Programs Summary of Similar Programs at other colleges in Service Area Criteria C: Curriculum Standards (pg. 70 handbook) Diagram of Program Sequence (include pre-requisite courses) **MUST demonstrate that a full time student can complete a degree program in two years (exception high unit technical and health programs) Transfer Applicability (if applicable). Use ASSIST documentation if applicable. Criteria D: Adequate Resources (pg. 73 handbook) Library or Learning Resources Plan Facilities and Equipment Plan Financial Support Plan (if grant funded, requirements must be described) Faculty Qualifications and Availability Criteria E: Compliance (pg. 75 handbook) 23

24 Based on Model Curriculum (if applicable) Licensing or Accreditation Standards (if applicable) Student Selection and Fees (if applicable) Transfer Model Curriculum Process Transfer Model Curriculum (TMC) is a highly structured process that is coordinated by the Curriculum Chair, Curriculum Dean, and Faculty in the discipline pursuing the TMC. Below is background and context information on TMC, but no effort to develop a new TMC at LATTC should be initiated without involvement of the aforementioned key people. Each Transfer Model Curriculum (TMC) represents a faculty-developed structure for establishing the major component of a California community college (CCC) degree. According to Title 5, and reflected in the language of Senate Bill 1440 ( SB 1440, Padilla, 2010) and the implementing California Education Code (CEC) 66746, a CCC degree has a major or area of emphasis consisting of a minimum of 18 semester units. TMCs are being developed as a means of facilitating a statewide response to SB 1440, legislation that mandates that all 112 CCCs offer associate degrees for transfer. Draft TMCs are developed by intersegmental faculty (CCC and CSU, primarily) and then made available for vetting at Once a TMC is finalized, CCC faculty have the option of developing degrees that align with the TMC. Degrees that align with a TMC will reflect statewide faculty dialogue regarding appropriate preparation for a given major and will benefit from a streamlined approval process at the CCC Chancellor s Office. Students who complete degrees that conform to the SB 1440 structure will benefit from admission preferences and other guarantees at the CSU upon transfer. More information on the TMC process, and SB 1440 more generally, can be found at and 2 In the development and review of any TMC it is important to remember that CEC mandates the development of degrees that both prepare a student for transfer and stand on their own as AA or AS degrees students are completing a degree, not merely preparing for transfer. Each TMC consists of a required core and typically an additional list or lists of courses with varying flexibility that allows for the creation of degrees locally that are informed by intersegmental faculty dialogue and statewide CSU requirements. In the process of developing TMCs faculty were encouraged to consider and incorporate opportunities for double-counting by taking advantage of including courses within the TMC that are not only appropriate for the major, but general education courses and/or CSU graduation requirements. It is expected that CCCs will develop degrees that continue to best serve the CSUs to which their students transfer, within the parameters of the TMC. SB 1440 explicitly states that A community college district is encouraged to consider the local articulation agreements and other work between the respective faculties from the affected community college and California State University campuses in implementing the requirements of this section. Unless otherwise indicated by the discipline, a TMC-aligned degree need not include all indicated and available course options a given CCC may choose to be more restrictive in the options it permits, due to local preferences, local university expectations, and/or existing course offerings

25 Transfer Model Curriculum (TMC) Development Process at the State Yes DIG develops draft TMC and associated C-ID descriptors FDRG reviews and reconciles DIGdeveloped draft TMC and prepares for posting No TMC is sent back to the FDRG for further refinement TMC is posted on C- ID Website Draft TMC is posted at for vetting. California higher education faculty are invited to log on to the C-ID website and provide comments and feedback. CSU Chancellor s Office sends TMC to campuses for determination of similar CCC Chancellor s Office develops template to be used by colleges in submitting TMC-aligned degrees. Divisions/AcademicAffairs /CurriculumandInstructio nunit/transfermodelcurr iculum.aspx After a sufficient amount of time for review has passed, the FDRG reviews the comments, makes necessary edits, and finalizes the TMC. CCC faculty develop TMC-aligned degrees FDRG lead prepares supporting documents and submits TMC to the ICW faculty subgroup for review and acceptance. Definitions: DIG: Discipline Input Group FDRG: Faculty Discipline Review Group ICW: Intersegmental Curriculum Workgroup Finalized TMC is accepted by the ICW and posted for local CCC adoption. 25

26 Non-substantial Changes to Existing Programs Responsible Party Initial Action Timeline 1) Department Chair 1. Complete Non-substantial Change Documentation Form 2. Submit Corresponding Course Changes in ECD 3. Send to Area Dean 2) Area Dean 1. Review proposal thoroughly, including the data and narrative Review content for coherence and consistency with Departmental, Pathway, and Programmatic goals LATTC CURRICULUM 3) Curriculum Chair/Dean/VPAA 1. Review Proposal (Includes Template and Courses) take action Approve: Add Proposal to Technical Review agenda Modify: Return to Department Chair and CC Dean 4) Technical Review 2. Initial Review of courses using Checklist Approve: Add to Curriculum Committee agenda Modify: Return to Department Chair. 5) Curriculum Committee 2. Vote Approve: Forward to Curriculum Chair and/or Dean Modify: Return to Department Chair. Roll: If Department representative not present during meeting, course will roll to the next regularly scheduled meeting agenda. 6) Curriculum Chair 3. Forward approved courses/program to Academic Senate 26

27 DISTRICT CURRICULUM STATE 4. Forward approved courses/program to Library and Articulation 7) Faculty Senate 2. Approve/Deny and return to Curriculum Chair 8) Curriculum Chair 2. Update ECD and forward to VPAA 9) Vice President Academic Affairs and/or Curriculum Dean 4. Validate courses for completeness 5. Approve courses in ECD 6. Submit proposal and courses to District Office of Curriculum Support 10) District Office of Curriculum Support 2. Submit to District Educational Services Office 11) District Educational Services Curriculum Dean sends notice via 12) Board No action needed 13) District Educational Services 3. Obtain CB00 Number 4. Courses imputted as future in Protocol 14) Curriculum Dean 4. Submits Nonsubstantive Change to State Chancellors Office 5. Obtains Control Number 6. Notifies: Curriculum Chair, Faculty Chair, Dean, and Faculty Initiator once process is complete 27

28 Using ECD to Create, Change, Update, or Archive Courses ECD is the District-wide system used to create, change, update or archive courses. LATTC Curriculum Committee has produced a quick-reference checklist for ECD (hyperlinked here and pasted below). In progress is a more in-depth, step-by-step guide to filling out all the fields in ECD, and additional guidance or resources relevant to each step. This document will be published in January. Quick Reference Checklist for ECD ECD#: Course Name and Number: General Guidance o The Course Outline of Record is the official campus contract with the student outlining the material that will be covered. o Instructors must use the Course Outline of Record to prepare their syllabus, guide their grading methodology, assess Student Learning Outcomes, etc. COR Requirements o Transfer courses must be updated every 5 years; all other courses every 6 years. General Login and User Instructions o Login to ECD at ; if you do not have a login, contact Alicia Rodriquez-Estrada or Benjamin Goldstein o Click Create/Edit/Reinstate o Select an option: A) Update A Course (use for Course Updates or Course Changes) B) Create A New Course C) Archive A Course D) Reinstate A Course o Complete each section as prompted, following the guidelines below: Section I Basic Course Information Boxes 1-10 complete o Catalog and Class Schedule Course Description are the same (#6 and #7) o Course hours align with Protocol hours (#10) o Required Prerequisites, Corequisites, Advisories listed, if applicable (#11) 28

29 Section II Course Content and Objectives Course Content Contain topics covered in course. Topics are diverse no one topic listed more than 20% of course If hours listed are more than 20% of course, topics must be broken down into smaller segments and objectives Mid-term exam hours are not included in the outline Final exam hours are included in the outline for any lecture courses; 2 or more units= 2 hrs; 1 unit =1 hr. Lab only courses do not require Final Exam period.) Course Objectives Objectives listed for course are sufficient to allow for syllabus SLO development Note: please use the editing tools to line up corresponding Course Content, Hours, and Course Objectives. Section II Course Content and Objectives cont d Lecture/Lab Hours Course lab and lecture hours agree with Section I, Question #10 Note: New Hours Calculations beginning For Hours & Unit Calculations, click here: Lecture Only Course: see Page 6 Activity, Lab with Homework Course: see Page 7 #2-#12 boxes, questions are appropriately answered A textbook is up-to-date and listed for all courses containing a lecture component (#2) Multiple textbooks are permitted At least 1 textbook must be within 5 years for transferable courses Written assignments are included (#4, required by Title 5) Critical thinking assignments are included (#5, required by Title 5) Methods of Instruction completed (must be appropriate for type of course): -Discussion for lecture classes; Activity for lab courses Supplies (#12). List supplies students need to provide throughout the term. SCANS Competencies (#14). Must address and have at least one item marked Section III Relationship to College Programs Must be part of an approved program or justification must be made at Technical Review to substantiate the course s standalone status All appropriate areas completed 29

30 Section IV Articulation Information Complete if requesting four-year university transferability or General Education Certification for CSU/IGETC Note: Please consult with Melain McIntosh, Articulation Officer, on any questions related to transferability. Section V Supplemental Course Information Auto fill for majority of information TOP code and SAM code are correct for the course (#16 and #17) Grading type appropriate for course (#8) Section VI Standards- Approval Status This section automatically populates. Please do not enter information. Section VII Standards- Approval Info.-New or Added Courses Auto fill for majority of information; o If course is degree-applicable, check that the first box (at the bottom of the page) is auto-filled. #3 Expense section complete for new courses #4 Impact- is complete #5 Methods of Support- completed Section VIII Standards- Addendum All required documents attached (examples: SLO Rubric, DE Addendum, Advanced Course Status, etc.) Prerequisite and Co-requisite forms completed, when required 30