SAN JACINTO COLLEGE DISTRICT Curriculum Development Manual: Technical Programs 2017-2018 Developed and Compiled by the Curriculum Process Task Force Originally Adopted May, 1999 Revised May, 2017 This manual has been developed to assist individuals participating in the curriculum review process. It is meant to be a resource that faculty and staff can use to efficiently and effectively develop new courses and programs within the San Jacinto College District, review existing courses and programs, and to propose curriculum revisions.
Table of Contents Mission Statement iv Vision Statement iv San Jacinto College Values iv Code of Ethics v I. General Information 1 II. Roles and Responsibilities 3 Technical Faculty 4 Department Chair/Program Director 5 Curriculum Proposal Task Force 5 Curriculum Proposal Task Force Chair 6 Instructional Deans (General responsibilities) 7 Dean of Business and Technology (Central, North, South), Dean of Health Sciences (Central), Dean of Natural Sciences and Health Sciences (North, South), Dean of Liberal Arts, (North and South), Dean of Liberal Arts and Sciences (Central) 8 Registrar 9 Associate Vice Chancellor for Learning 9 District Curriculum Steering Committee 10 Curriculum Coordinator 11 Provost 11 Deputy Chancellor and College President 11 Workforce and Economic Development Council 12 Strategic Leadership Team 12 Chancellor 12 Board of Trustees 12 III. Steps in the Curriculum Process 13 Technical Programs: A. Development of New Technical Programs 15 Concept Paper 15 SACSCOC Accreditation and New Program Development 15 Workforce and Economic Development Council Review 16 New Program Curriculum Development 16 B. WECM-mandated Revisions for Technical Programs 21 C. Technical courses (SCH Single-Course Delivery) 23 D. Administrative Correction 24 E. Closing an Award or Program 24 F. Distance Learning Conversion...25 Minimum Presence 25 Single Faculty Developed Course 26 Shared Content Course 26 ii
Ready-to-Teach Course 26 G. Credit for Prior Learning...26 H. Approved Curriculum Proposals...27 I. Substantive Change...28 IV. Appendix...29 Considerations for Curriculum Proposals 30 Resource Manuals 32 Additional Resources 32 Curriculum Documents 33 Course Syllabus 33 First-day handouts 34 Glossary of Acronyms and Terms 35 iii
MISSION STATEMENT Our mission is to ensure student success, create seamless transitions, and enrich the quality of life in the communities we serve. VISION STATEMENT San Jacinto College will be a leader in educational excellence and in the achievement of equity among diverse populations. We will empower students to achieve their goals, redefine their expectations, and encourage their exploration of new opportunities. Our passions are people, learning, innovation, and continuous improvement. SAN JACINTO COLLEGE VALUES Integrity: Ethical and Professional We act in ways which instill confidence and trust Excellence: In Everything We Do We achieve quality results in everything we do Accountability: It s Up to Us We take responsibility for our commitments and outcomes Innovation: Lead the Way We apply our knowledge, skill, insight, and imagination to recognize opportunities, solve problems, and recommend new solutions Sense of Community: Caring for Those We Serve and Ourselves We demonstrate genuine concern for the well-being of our students, our community and ourselves Student Success: Our Ultimate Measure We enable students to achieve their goals Diversity: Celebrate the Differences We celebrate the diversity of ideas and cultures Collaboration: We work Together We work together for the benefit of the college iv
CODE OF ETHICS STATEMENT The faculty, administrators, district curriculum steering committee, workforce and economic development council, and strategic leadership team are responsible for maintaining and enhancing the quality of the curricula within the San Jacinto College District, its extensions and learning centers. All other employees are responsible for supporting those efforts. Guided by a belief of dignity and worth in the pursuit of truth and knowledge, committee members will recognize the special responsibilities placed upon them. They will serve conscientiously and carry out their duties to the best of their abilities. The primary responsibility of all participants in the curriculum process is to the students who seek knowledge and training within the San Jacinto Community College District. In the exchange of ideas and criticism, all employees participating in curriculum review will show due respect for the opinions of others. Committee members have obligations that derive from common membership in a community of scholars. Their role is to encourage and facilitate differing views, opinions and approaches to curriculum issues. The focus will always be on ideas. They will respect and defend the free inquiry of associates as they exercise critical and professional judgment of ideas. v
A. GENERAL INFORMATION 1
GENERAL INFORMATION Curriculum development is the process of developing or revising courses or a series of courses leading to a degree or certificate. This manual is intended to provide the faculty, administrators and staff with processes, information, and strategies needed to adequately and effectively serve San Jacinto Community College District s (SJCCD) diverse learning communities and to provide quality education through the curriculum development process. The focus is directed toward new technical programs and technical program revisions. Curriculum teams and individuals proposing changes should consider all other college programs and services in making recommendations. The curriculum review process outlined in this manual embraces, incorporates and promotes the innovation and flexibility required by education for today's global society. This manual and the curriculum forms are electronically available at G:\Curriculum Development. Communication is an essential element in curriculum development. The department chair, program director, and instructional dean should review and sign each proposal. Provosts, and the deputy chancellor and college president should be made aware of new programs early in the development process. The routing slips must be signed by the appropriate person(s) on the campus on which the proposal is initiated. The proposal does not have to be signed by administrators on other campuses, but they must be made aware of proposals that affect their areas. Deans and department chairs will provide the expertise and information that is needed to complete the forms. Division operations coordinators can provide clerical and technical support. All pages of the curriculum proposal must be numbered. This helps reviewers refer to specific pages in the proposal. It is not the responsibility of reviewers to edit a work in progress. Their responsibility is to debate the merits of a complete proposal. A copy of courses as described in Workforce Education Course Manual (WECM) Search or in the Lower Division Academic Course Guide Manual (ACGM) should be included with the proposal. San Jacinto College Community District has one inventory. Once a course has been approved via the curriculum development process, it is placed in the inventory and may be taught on any or all campuses. For this reason, each campus on which the course may be used should participate in the review and development of proposals. Selecting approved courses from the inventory and placing them in Course Finder is at the discretion of each campus approved to offer the program. Similarly, revisions to a multi-campus technical program on a single campus can affect the program on all campuses. Campuses should submit only one proposal per technical program. Multiple proposals will not be considered. Proposals should ideally reflect curriculum proposal task force consensus. The office of the associate vice chancellor for learning should be notified before September 15 of each academic year about upcoming curriculum proposals. 2
B. ROLES AND RESPONSIBILITIES 3
ROLES AND RESPONSIBILITIES An outline of the roles and responsibilities of each entity involved in the curriculum review process is found in this section. Technical Faculty Department Chair/Program Chair Curriculum Proposal Task Force Curriculum Task Force Chair Instructional Deans (General responsibilities) Dean of Natural Science and Health Sciences (North, South), Dean of Liberal Arts, (North and South), Dean of Liberal Arts and Sciences (Central)Associate Vice Chancellor for Learning District Curriculum Steering Committee Deputy Chancellor and College President Strategic Leadership Team Chancellor Board of Trustees Technical Faculty Play central roles in assessing and improving the college's curriculum through course and program design and revision, and through membership on curriculum planning committees. Faculty are responsible for maintaining the quality of the curriculum. Serve as members of the curriculum steering committee, curriculum proposal task force and as the curriculum proposal task force chair Select and support curriculum proposal task force members Provide input and needed documentation to curriculum proposal task force members regarding proposed new technical program development or technical program revisions Discuss any proposed curriculum ideas or revisions with department chairs, deans, and colleagues across the district Participate in informal and/or formal meetings with colleagues regarding proposed or needed revisions in their curricular area Participate in regularly scheduled multi-campus program meetings to provide input to curriculum proposal teams Meet with advisory committees (in technical programs) 4
Department Chair/Program Director May serve on curriculum proposal task force or as curriculum task force chair in the same capacity as any faculty member Participates in program meetings with colleagues from other campuses to provide input to curriculum proposal task force If not serving as curriculum proposal task force chair, consults with, supports and serves as subject matter experts to curriculum proposal task force chair in the curriculum process Disseminates information to faculty and schedules formal and/or informal meetings for consideration of program-related issues, concerns, and trends Reviews proposals for appropriateness, completeness, accuracy, format and content For technical programs, works with the instructional dean to complete documentation for WECM-mandated changes to the program Signs curriculum proposal form and routing slip when the proposal is initiated on his/her campus Curriculum Proposal Task Force The primary role of the curriculum proposal task force is to originate and develop curriculum proposals and revisions. Each curriculum proposal task force is composed of at least one faculty member of that program from each campus offering the program (i.e., multi-campus technical programs). Programs that serve only one campus will have representation from that single campus, although faculty members from related disciplines on other campuses may be invited to serve. The faculty names the curriculum proposal task force. For the development of a new program where full-time faculty have not been hired, the instructional dean and consultants hired for the program s development may compose the curriculum proposal task force. Under these circumstances, the instructional dean who will oversee the program names the curriculum proposal task force. The curriculum proposal task force selects the curriculum proposal task force chair. Each campus is responsible for developing its own selection process. A curriculum proposal task force is formed on an as-need basis. The curriculum proposal task force members are selected on an ad hoc basis and will serve until the project is completed. A minimum of one program meeting should be convened annually to ensure faculty input and involvement. If faculty communicate via email, the decisions should be summarized in minutes. The curriculum proposal task force, as applicable: Reviews student learning outcomes, syllabi, texts, and other curricular materials Conducts needs assessment and feasibility study 5
Reviews prioritization of new program development Collects curriculum materials needed to prepare the proposal, including Texas Higher Education Coordinating Board (THECB) and Southern Association of Colleges and Schools (SACSCOC) guidelines, the Curriculum Development Manual, Guidelines for Instructional Programs in Workforce Education (GIPWE), and Workforce Education Course Manual (WECM). A more complete list of resources materials can be found in the Appendix. Serves as campus representatives for their respective program Meets regularly and collaborates on the proposal throughout the process Participates in any called college staff development meetings related to curricular issues Meets with faculty colleagues as needed to review and proposes revisions to program curricula or to address other related issues identified by the provosts Meets with appropriate deans to review proposal Reviews formal proposals for appropriateness, completeness, accuracy, format and content Supports and participates with curriculum proposal task force chair in all aspects of curriculum review Completes the tasks outlined in the annual prioritization of new program development Monitors best practices and current trends Curriculum Proposal Task Force Chair Moves the curriculum proposal through the curriculum development process Serves as curriculum leader for the curriculum proposal task force and attends staff development meetings related to the curriculum review and revision process (e.g., advisory committee meetings) Convenes and organizes curriculum proposal task force meetings in accordance with curriculum review and revision timelines Keeps department chair, dean, provost, and curriculum proposal task force on all campuses where the program exists informed on the progress of the curriculum proposal Provides input and needed documentation to the curriculum proposal task force members regarding proposed course additions, deletions or revisions, curriculum pattern changes, and course outcomes. Revisions should be made from verified need (i.e., valid survey, other research) and/or input from such sources as accrediting agencies, advisory committees, 6
business and industry, or district directives, professional organizations, state agencies, task analysis (e.g., DACUM, TRACER, SOCRATES, BLS) Keeps all resource materials needed by the curriculum team Submits the original curriculum proposal to the office of the associate vice chancellor for learning after approval by the curriculum steering committee Facilitates dialogue and assures that concurring and opposing views are presented Attends advisory committee meetings, makes curriculum proposal and revisions presentation, ensures an advisory committee vote is taken on each recommendation, and obtains signed advisory committee minutes to submit with curriculum proposals Obtains necessary signatures on documents Emails scanned a.pdf copy of the signed curriculum proposal to the curriculum coordinator for placement on curriculum steering committee agenda at least two weeks before the scheduled presentation Meets with district curriculum steering committee to review and discuss curriculum proposals Provides feedback to curriculum task force regarding suggested revisions Ensures that the curriculum proposal task force has met its responsibilities as outlined in this manual Discusses any proposed curriculum ideas or revisions with department chairs and/or deans Participates in informal and/or formal meetings with colleagues on respective campuses regarding proposed or needed changes in their curricular area Instructional Deans (General responsibilities) Maintain awareness of trends and changes regarding assessment and appropriate guidelines, such as THECB, SACSCOC, or Workforce Education Course Manual (WECM), and accreditation agencies relevant to Convene faculty to assess or develop curriculum proposals Participate in the processes and/or tasks that evolve from the review and approval of learning outcomes, review of general education and program competencies, and the review of articulation agreements Evaluate curriculum proposals received from curriculum proposal task force and provides 7
feedback Review proposal for appropriateness, completeness, accuracy, format and content Sign off on curriculum proposal forms before submission of proposals to district curriculum steering committee Encourage faculty to meet with faculty colleagues across the district to discuss curriculum issues and trends Participate in professional development sessions related to curriculum Attend district curriculum steering committee meetings Foster and encourage faculty involvement in the curriculum revision process through professional development activities Ensure the accuracy and completeness of THECB forms and internal forms Communicate proposed revisions with department chairs on other campuses and provosts on their own campuses Dean of Business and Technology (Central, North, South), Dean of Health Sciences (Central), Dean of Natural Sciences and Health Sciences (North and South), Dean of Liberal Arts, (North and South), Dean of Liberal Arts and Sciences (Central) Evaluate technical curriculum proposals Monitor the curriculum revisions process and provides timely guidance to curriculum proposal task force chairs, curriculum proposal teams, and department chairs Provide feedback and make recommendations on items that need to be revised or completed to meet THECB guidelines (GIPWE) or accreditation requirements Provide information for the accurate completion of THECB forms Provide information and training to department chairs and faculty on completion of curriculum proposals and THECB forms Provide professional development workshops related to technical education curriculum process and compliance with THECB guidelines (GIPWE) Work with the department chairs to complete documentation for WECM-mandated changes to the program Serve as a resource to the provost regarding THECB guidelines (GIPWE) and technical 8
education curriculum matters Assure that all final technical education campus curriculum proposals adhere to THECB guidelines (GIPWE) Submit completed curriculum revisions packages and new program applications to THECB for approval Serve as campus THECB contact person for questions regarding new program applications and program curriculum revisions Serve as a resource on THECB guidelines (GIPWE) and curriculum matters to the district curriculum steering committee Make recommendations on future proposal developments Attend district curriculum steering committee and advisory committee meetings Assure that advisory committee minutes are approved and signed for technical programs Implement prioritization of new program development Creates the Board of Trustees agenda item and submits it to the Chancellor s office for the presentation of new programs to the board Registrar Informs the provost when the institution has allowed courses to be offered which are out of compliance with the rules and regulations from THECB for which the institution is losing funding Oversees entry of information into database (e.g., Banner) Associate Vice Chancellor for Learning and Assessment Stays abreast of change in the Academic Course Guide Manual (ACGM), the Guidelines of Instructional Programs in Workforce Education (GIPWE), the Workforce Education Course Guide Manual (WECM), and in the courses in the Texas Common Course Numbering System (TCCNS) Revises Curriculum Development Manual Serves as resource for curriculum development Serves as facilitator of curriculum steering committee meetings 9
Serves on ISS Council and presents summary of proposals to that body Maintains original copies of approved curriculum proposals on G:\Curriculum Proposals, where they are available to faculty, department chairs, registrars, instructional deans, provosts and Banner data specialist Incorporates curriculum changes into the College Catalog Makes administrative corrections to approved curriculum proposals, as needed Prepares and submits curriculum reports to the deputy chancellor and college president District Curriculum Steering Committee The curriculum steering committee approves unconditionally, approves conditionally, disapproves, or requests modifications of curriculum proposals. The committee includes the associate vice chancellor for learning and assessment, assistant vice chancellor for accreditation and assessment, provosts, instructional deans (as needed), dean of student development, registrar, and faculty that is, technical, academic, college preparatory, health care faculty representatives from each campus. Bases decisions on data Reviews formal proposals for completeness, accuracy, format, and content Reviews curriculum proposals that duplicate existing programs, program options, and/or courses Ensures proposal fits the overall district mission, values, curriculum and program goals and objectives Ensures that SACSCOC requirements, THECB and SJCCD guidelines have been met Discusses issues, ideas, and trends for future proposal development Discusses budgetary issues and consequences as they affect the campus Proposes recommendations on future proposal development of courses and programs Attaches comments for consideration to the curriculum proposal Serves as a resource on curriculum matters to the campus community Applies Considerations for Curriculum Proposals (Appendix) during decision-making 10
Curriculum Coordinator Serves as resource for curriculum development Provides training in the curriculum process Maintains original copies of approved curriculum proposals on G:\Curriculum Proposals, where they are available to faculty, department chairs, registrars, instructional deans, provosts and Banner data specialist Forwards final curriculum results to Banner specialist who enters data into the system Notify libraries, bookstores, financial aid, office of research & institutional effectiveness, EPCC and marketing, and, when necessary, the business office about new programs and awards Enters approved curriculum results into the College Publication database Duplicates and submits all approved certificate and degree awards for THECB approval Provost Provides input regarding new program development and concept papers Makes final determination regarding which courses in the inventory will be offered by the campus Proposes recommendations on future proposal development to deputy chancellor and college president Reviews concept papers for proposed new programs Approves inclusion of new technical programs for the campus Deputy Chancellor and College President Serves as chief academic officer Coordinates professional development activities for curriculum development Prepares and submits curriculum reports to the SLT and the board of regents Reviews concept papers for proposed new programs Summarizes and presents new program prioritization to SLT Oversees notification to SACSCOC 11
Workforce and Economic Development Council Develops prioritization of new program development for presentation to the associate vice chancellor of learning and assessment Reviews concept papers for proposed new programs Makes recommendations to Strategic Leadership Team Strategic Leadership Team Approves prioritization of new program development and concept papers Chancellor Serves as official representative for San Jacinto College District to outside accrediting associations and authorizing agencies Approves new technical programs for development Submits new programs to the board of trustees Notifies Texas Higher Education Coordinating Board (THECB) and Higher Education Regional Council (HERC) of new programs for development Board of Trustees Reviews curriculum reports disseminated during board of trustees meetings Approves new associate degree and certificate programs 12
III. STEPS IN THE CURRICULUM REVIEW PROCESS 13
Steps in the Curriculum Review Process This section of the manual describes the steps in the curriculum review process for new technical programs, technical program revisions, and technical courses. The proposal is submitted on the curriculum proposal forms found in G:\Curriculum Development and in SOS. Resources for proposal development are available in Appendix. Curriculum development is a year-round process with the majority of work completed in the fall semester. On or before September 15, deans should notify the associate vice chancellor for learning and assessment s office of upcoming curriculum proposals for that school year. The associate vice chancellor for learning and assessment and the curriculum coordinator schedule curriculum steering committee meetings to hear proposals. Curriculum steering committee meetings occur every Monday from October through December. A pdf version of each proposal should be submitted two (2) weeks before the scheduled presentation. Proposals should be submitted to the dean at least two (2) weeks before submission to the office of learning and assessment. Presentations during the fall semester are strongly recommended for academic and college preparatory courses, and technical program revisions that will be reflected in the next catalog and fall Schedule of Classes. The fall Schedule of Classes is prepared in February, followed by registration in mid-april. New program development should begin in the fall prior to a next fall presentation in order to allow time for the development of a concept paper, presentation to the SLT, and two advisory committee meetings. Administrative corrections may occur at any time throughout the year, but the effective date depends upon semester section creation dates, and the registration cycle. In general, courses cannot be revised after students have begun to enroll. This section of the manual contains steps to follow to: Technical Programs A. Development of New Technical Programs and Reactivation of Technical Programs B. WECM-mandated Revisions for Technical Programs C. Technical courses D. Administrative Corrections E. Closing an award or program F. Distance Learning Conversion G. Credit for Prior Learning H. Approved Curriculum Proposals I. Substantive Change 14
TECHNICAL PROGRAMS A. Development of New Technical Programs and Reactivation of Technical Programs Refer to Chapter Five of Guidelines for Instructional Programs in Workforce Education (GIPWE) for detailed directions on the development or reactivation of new programs. In order to assure that new program decisions are based on analysis of district-wide employment data and trends and that staff and resources are available to conduct needs assessments, the new program development process is to be followed. If a program has been deactivated for less than three (3) years but more than one (1) year, the same process should be followed to reactivate a program. Ideas for new programs can originate from a variety of sources, including but not limited to faculty, administration, community, government, business, student needs, and/or program review and planning processes. An idea is an informal proposal or suggestion for a program in the discussion stage. Not all ideas are developed into curriculum proposals. If it appears that the new program will involve courses to be implemented through continuing and professional development (CPD), collaboration between the credit and non-credit program areas is required. Faculty and instructional administrators bear the responsibility for new program development. The discussion of new program ideas are vetted through the Workforce and Economic Development Council (WEDC). Prioritization of new program development is an annually updated list of programs that merit exploration to meet the demands of workforce development. The proposed programs are formally communicated to the campus administration, the WEDC, and the associate vice chancellor for learning through a concept paper. SACSCOC Accreditation and New Program Development Early in the new program development process, faculty and instructional administrators should contact the college liaison to SACSCOC to consider and to develop, as needed, any notifications to SACSCOC per the Policy on Substantive Change. Notification to and any required approvals of new programs by SACSCOC must occur prior to program implementation Concept Paper The concept paper is a brief white paper that identifies the intended new program, explains fully the reasons for exploring this program, and identifies clearly the next steps in datagathering to develop the program. Concept papers should be initiated to allow ample time for program development. The concept paper should be a collaborative effort among credit and noncredit program areas, and business and industry. New programs are typically implemented during a funding year. A concept paper should, at a minimum, contain the following criteria, found in the Certification Form for New Associate of Applied Science and Certificate Programs: (B), (C), (D), (I), and (L). That is, 15
(B) The institution has researched and documented current job market need for the program and/or that the program would lead to opportunities for further education (as determined through a needs assessment); (C) There is recent evidence of both short-term and long-term student demand for the program (as determined by an industry survey and advisory committee meeting); (D) Enrollment projections reflect student demand estimates to ensure the financial selfsufficiency of the program; (I) The program would not unnecessarily duplicate existing programs at other institutions; (L) New costs during the first five years of the program would not exceed $2 million (as determined through a feasibility study); Resources that can be used to develop the concept paper are found in the Appendix. A living wage for the graduate should also be considered, using living wage for a family of four as the basis. The remaining criteria, found in the Certification Form for New Associate of Applied Science and Certificate Programs, must be fulfilled during curriculum development and the document signed by the chancellor and chair of the board of trustees. The concept paper must be reviewed and approved by the instructional dean and provost on the campus on which it is initiated. The initiator of the concept paper shall receive in writing the reasons for rejection, should any concept paper not be approved to go forward. Workforce and Economic Development Council Review The appropriate dean presents the campus-approved concept paper, with signatures of the provost, the vice president of CPD, and instructional dean, the associate vice chancellor for learning and assessment, and the deputy chancellor and college president to the Workforce and Economic Development Council (WEDC). The shared presentation to the WEDC should include the lead parties from credit and non-credit, if the program is jointly developed. If the program will be presented as non-credit courses only, the concept paper should include documented communication with the appropriate credit program, including minutes of the meetings. The WEDC review ensures the proposed program does not conflict with any ongoing college efforts. WEDC may make suggestions regarding program development. The affected campus leadership and the initiator of the concept paper shall receive a written response to the concept paper. The chair of the WEDC presents the proposed program to the associate vice chancellor for learning and assessment for review of paperwork, prior to presenting it to the chancellor s Strategic Leadership Team (SLT). The SLT approves or modifies the plan, depending upon college interest, level of potential support for the program, and fit with other campus programs. New Program Curriculum Development After the new program is approved for development, per GIPWE, each workforce education Associate of Applied Science (AAS) degree program must have at least one full-time faculty member with appropriate credentials whose primary teaching assignment is in the program 16
major, curriculum area, or concentration. All certificate programs must have an assigned program coordinator who is a full-time employee of the college, qualified in an occupational/technical area (but not necessarily assigned full-time to the certificate program). Certificate programs must have at least one appropriately credentialed adjunct faculty member teaching in the subject area. However, lack of a faculty member during the time that program is being considered should not preclude a campus from exploring a new program. Therefore, the provost may assign the proposed program to a dean for full development. The dean identifies either existing faculty or consultants to serve on a curriculum proposal task force. An explanation of curriculum proposal task force membership and the responsibilities of the curriculum proposal task force chair can be found in Roles and Responsibilities. An advisory group is convened for program development input, and at this point, if appropriate, will be led through a DACUM or similar process to facilitate curriculum development. The curriculum proposal task force selects its chair and addresses the Considerations for Curriculum Proposals (Appendix), the Standards for Academic Associate Degree Programs, the New Associate of Applied Science Degree and Certificate Program Information, and keeps minutes of two (2) advisory committee meetings. Signed copies of the minutes must be included in the curriculum proposal. New program development is based on research data. If data support implementation on more than one campus, the selected campuses will share responsibility for curriculum development. A complete proposal will be prepared and submitted to THECB in accordance with Guidelines for Instructional Programs in Workforce Education (GIPWE). The college will adhere to the Standards for Academic Associate Degree Programs and Coordinating Board rules, Section 9.184 Criteria for New Academic Associate Degree Programs and Steps for Implementation. Resources for Curriculum Proposals (Appendix) provides a list of materials to be used in preparing a proposal and a format of the curriculum proposal packet. New Technical Program Forms are located on G:\Curriculum Development and on the THECB website at http://www.thecb.state.tx.us/aar/undergraduateed/workforceed/. A FICE code and password are required to enter the THECB site. These codes are available in G:\Curriculum Development\Curriculum Development Manual.Technical Programs.2017.Curriculum Development Version. Each new program curriculum proposal will contain the following elements: Program Summary o Institution Name o Proposed Award (degree or certificate) Curriculum Quality o Program Objectives o Curriculum Program Demand o Occupational Need (see Appendix for resources) o Existing Programs at Other Institutions o Expected Enrollment 17
Program Support o Faculty o Facilities and Equipment o New Costs (including 5-year budget) Institutional Effectiveness o Graduation and Placement Standards Proposed Curriculum Outline Plan of corrective action should any program not meet standards for institutional effectiveness and documentation The dean(s) of technical education complete the remaining criteria in the Certification Form for New Associate of Applied Science and Certificate Programs--that is, A. The program has institutional and governing board approval; B. Basic and career technical/workforce skills have been integrated into the curriculum; C. The institution has an enrollment management plan for the program; D. The institution has or will initiate a process to establish articulation agreements for the program with secondary and/or senior level institutions; E. The program is designed to be consistent with the standards of the Southern Association of Colleges and Schools Commission on Colleges, and with the standards of other applicable accrediting agencies, and is in compliance with appropriate licensing authority requirements; F. Representatives from private sector business and industry have been involved in the creation of the program through participation in an advisory committee; G. Adequate funding is available to cover all new costs to the institution over the first five years after the implementation of the program; H. The institution has an improvement plan in place for all career technical/workforce programs that do not currently meet Board standards for both graduation and placement; I. The appropriate Higher Education Regional Council has been notified in writing of the proposal for a new program; J. Skill standards recognized by the Texas Skill Standards Board, if they exist for the discipline, have been reviewed and considered for inclusion in the curriculum for the program. Developing a new program involves researching national and regional labor force data (e.g., Texas Workforce Commission, SOCRATES, and local economic development agencies), 18
completing a competency profile or detailed work activities (e.g., DACUM or similar process), industry standards, conducting surveys of employers, convening representative advisory committees, and costs of additional faculty or professional development for existing faculty. Research activities should be coordinated with office of research and institutional effectiveness, and links to labor force data can be found in the Appendix. Based on the results of the feasibility study and workforce demand, the new program task force formalizes the proposal by completing the curriculum proposal packet. A proposal is a fully-defined recommendation. It has entered the formal process leading to a completed curriculum proposal that will be reviewed by the curriculum steering committee. The curriculum proposal task force completes the paperwork for the curriculum proposal. The curriculum proposal will consist of elements such as program development, program costs, and enrollment management plan, including a plan to deactivate the program should the program fail to reach its projected enrollment in three years. The curriculum proposal task force chair will disseminate information and will be responsible for responses to expressed recommendations. When the curriculum proposal task force completes the proposal packet, it should be reviewed and signed by the department chair in which the program will be located and the appropriate instructional dean(s). They will indicate that the proposal has been reviewed by signing the necessary forms. Signatures on routing slips are not an approval. They are simply used to verify that the proposal has been reviewed for completeness and accuracy. The dean will forward the proposal packet with signed forms (i.e., THECB and internal forms, including course inventory maintenance forms) to the provost, and SLT for a final review. If the program is developed for more than one campus, all provosts should review the final proposal. The curriculum proposal task force chair or dean will scan the signed proposal and forward a.pdf version to the curriculum coordinator, who will distribute it to the curriculum steering committee. The curriculum steering committee will discuss the proposal and vote to approve unconditionally, approve conditionally, disapprove or return to the curriculum proposal task force with recommendations for modification. Minutes of the curriculum steering committee meeting will be posted on The Exchange. Minutes should include the name of the curriculum proposal task force chair, the proposal, the motion and action. If the proposal is approved, presenters should be prepared to leave the original proposal with the curriculum coordinator at the curriculum steering committee meeting. The associate vice chancellor for learning and assessment will post the proposal to G:\Curriculum Proposals folder, where it will be available to the College community. Paperwork from the approved proposal will be distributed to Banner specialist who enters data into the system, the libraries, the bookstores, institutional research & effectiveness office, student development, marketing, and, if necessary, and the business office. After the curriculum steering committee approves the new program proposal, subject to the chancellor s approval, the chancellor submits a letter of intent to apply for a new workforce education program to the appropriate Higher Education Regional Council (HERC) and to the appropriate local workforce development board(s). The chancellor presents the program to the 19
board of trustees for review and approval. Following board approval, the chancellor and board chair sign the Certificate Form for New Associate and Applied Science Degree and Certificate Programs, which is submitted to the THECB. Simultaneously, the associate vice chancellor for learning and assessment electronically submits the new program to THECB. The instructional dean for the campus on which the program will be located is responsible for addressing questions and recommendations from THECB. The deputy chancellor and college president, in collaboration with the college liaison to SACSCOC, determine if the new programs meets the definition of substantive change. As appropriate, the college liaison submits notifications to SACSCOC (http://www.sacscoc.org/substantivechange.asp). Assumptions 1. Technical programs align with the mission and vision of the college. 2. All appropriate college personnel (chancellor, deputy chancellor and college president, provosts, appropriate instructional deans, department chairs, and faculty) will have an opportunity for input into the new program development process. 3. Program proposals that are not on the prioritization of new program development may be brought to the WEDC and SLT as concept papers by campus provosts or the vice president of CPD. If the concept paper is approved, the campus may proceed with curriculum development. The need for such a program could occur as a result of a specific industry request that was not anticipated. 4. The prioritization of new program development will be reviewed annually by the Workforce and Economic and Development Council (WEDC) and adjusted in accordance with emerging employment and market trends. 5. The program development process may result in recommendation of either credit or noncredit delivery of training. If determined to be a non-credit or CEU delivery of training, the curriculum proposal task force works with the office of continuing and professional development to implement the program 20
B. WECM-mandated Revisions for Technical Programs Refer to Chapter Six of GIPWE for detailed directions on revisions to technical programs. Curriculum paperwork is necessary to revise technical programs or technical courses, but review by the curriculum steering committee may not be required. The associate vice chancellor for learning and assessment can perform administrative corrections under certain circumstances. Contact that office for instructions. Revisions mandated as the result of WECM Revision Workshops are not required to go to the curriculum steering committee. WECM-mandated revisions generally include an addition of or change in a course rubric, course number or course title, course description, credit lecture/lab hours, and learning outcomes. Department chairs or program directors of technical programs, in collaboration with technical faculty and instructional deans are responsible for completing the curriculum proposal packet. It is submitted to the office of the associate vice chancellor for learning and assessment and a summary is submitted to the curriculum steering committee as an information item. WECM Revision Workshops are based on triggers. Triggers include, but may not be limited to Program of Study Workshop recommendations, emerging and/or changing technologies, changes in business and industry standards, state and national credentialing requirements as identified by external agencies, trends identified by special topics and local need courses, field comments from other colleges that offer similar programs, the WECM Advisory Committee, or statewide curriculum projects. Technical programs at San Jacinto College should work closely with their advisory committees (i.e., a spring meeting) to seek their input regarding regional industry changes. The advisory committees should review the program learning outcomes (e.g., those found in a Program Competency Profile form). WECM revisions have to be made before August 31 of the following year. For information on WECM Revisions workshops, refer to http://www.thecb.state.tx.us/aar/undergraduateed/workforceed/wecm2000/aboutnew.htm. Revisions that include laboratory or incidental fees, course sequence changes in programs, changes in general education courses, revisions of prerequisite or co-requisite courses within the program, academic transfer courses in a level one certificate, and editorial changes that affect student advisement must be reviewed by a curriculum task force and the curriculum steering committee prior to submission to THECB. Faculty, adjunct faculty, administrators, advisory committees or THECB (i.e., WECM Advisory Committee) may initiate curriculum changes to technical programs. The proposed revisions are submitted to those responsible for the program. While only one set of signatures is required on the paperwork, the initiator should share the paperwork with the department chair(s) and instructional dean(s) who oversee the program on all campus(es) where the program is located. Only one curriculum proposal may be submitted per multi-campus program. Once the department chair(s) and dean(s) agree to the revisions, the department faculty name the curriculum proposal task force. If the program exists on more than one campus, the 21
membership of the curriculum proposal task force will include at least one representative from each affected campus. The curriculum proposal task force selects its chair. The curriculum task force chair leads the curriculum proposal task force. An explanation of curriculum proposal task force membership and the responsibilities of the curriculum task force and its chair can be found in Roles and Responsibilities. The curriculum task force chair and members convene to review the revision(s) and keep minutes of the meetings. The curriculum task force addresses the Considerations for Curriculum Proposals (Appendix). Resources for Curriculum Proposals (Appendix) provides a list of materials to be used in preparing a proposal and a format for development of the proposal. Technical Program Revision Forms are located in G:\Curriculum Development\Curriculum Forms \Technical Program Revision Forms, and on the THECB website at http://www.thecb.state.tx.us/aar/undergraduateed/workforceed/. Courses are found at WECM Search and revisions of technical outlines must be created through Electronic Submissions. A FICE code and a password are required to enter the site: If deemed necessary, the curriculum proposal task force may update the needs assessment and feasibility study. Technical education program revisions must include advisory committee input. The curriculum task force completes the curriculum proposal packet. When the curriculum proposal task force completes the proposal, it should be reviewed and signed by the department chair(s) and dean(s) on the campus where the proposal originates. The department chair and deans will indicate that the proposal has been reviewed by signing the appropriate forms. Signatures on the routing slips are not an approval. They are simply used to verify that the proposal has been reviewed for completeness and accuracy. The curriculum proposal task force chair will forward a.pdf version of the proposal to the curriculum coordinator for distribution to the curriculum steering committee. The associate vice chancellor for learning and assessment will schedule a time for presenting the proposal to the curriculum steering committee. Proposals should be submitted to the curriculum steering committee preferably two (2) weeks, but no less than one (1) week, before the scheduled presentation. Proposals should be submitted to the deans at least two (2) weeks before they are due to the curriculum steering committee. The curriculum proposal task force chair presents the proposal to the curriculum steering committee. The curriculum steering committee will discuss the proposal and vote to approve unconditionally, approve conditionally, disapprove or return to the curriculum proposal task force with recommendations for modification. Curriculum recommendations are directed to the curriculum task force chair for modification and are recorded in the minutes. The minutes should include the name of the curriculum proposal task force chair, the proposal, the motion and action. Changes to the proposal should be collected and incorporated into the final proposal. If the 22
proposal is approved, presenters should be prepared to leave the original proposal with the curriculum coordinator at the curriculum steering committee meeting. The curriculum coordinator will post the proposal and minutes in The Exchange, where they will be made available for future reference. Paperwork will be distributed to Banner specialist who enters data into the system, the libraries, the bookstores, institutional research & effectiveness office, student development, marketing, and, if necessary, the business office. For multi-campus programs, if recommendations from the campus curriculum committees differ, the curriculum proposal task force will work out the differences and submit one proposal for review. The curriculum steering committee will have the final voice in consolidating proposals. After the curriculum steering committee affirms the proposal, the curriculum coordinator will duplicate the proposals to the campus on which the program is located and submit the proposal to the THECB prior to June 1. The instructional dean is responsible for addressing questions and recommendations from the THECB. C. Technical Courses (SCH Single-Course Delivery) With some variations, the development of a technical course is similar to the development of an academic course. See Development of Multi-campus Academic Courses. Technical courses must be reported to THECB. In response to local need, colleges may offer a select number of individual semester credit hour (SCH) courses that are available in the WECM even if the college does not have an approved program in the same CIP code. However, the linking of WECM courses to develop a program without obtaining THECB program approval is not permitted. For each academic year and within any program CIP Code, per GIPWE, a college may offer a maximum of 14 SCH of courses in an area where no approved program exists provided the following requirements are met: No more than two courses or eight SCH (whichever is greater) are offered in any one semester, and no more than 14 SCH are offered in any one year. Courses may be WECM courses, including SCH Special Topics and/or Local Need courses, but must not be external learning courses. Faculty teaching the courses must meet all SACSCOC requirements. 23