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Pima County Community College District Regulation

Regulation Title:  Curriculum Standards
Regulation Number:
RG-3106/B
Effective Date: 10/6/98
Approval Date: 10/6/98
Review Date(s):               
Revision Date(s):  
             
Sponsoring Unit/Department:  AVC Educational Services
Policy Title(s) & No(s).: Curriculum Development, BP-3106
Legal Reference: State Board R7-1-701 and R7-1-702
Cross Reference: RG-3105/A, BP-3107, BP-3117


I.      Purpose

This regulation presents an overview of the College's curriculum approval process and presents criteria central to the process.  The curriculum development and approval process is a comprehensive system that facilitates the planning, development, delivery, and evaluation of the courses and programs offered by the College.  The Curriculum Procedures Manual describes all of the standard practices associated with the College's curriculum system.

II.      Overview of College-Wide Curriculum Approval Process

Administrators provide leadership for a college-wide approval process.  College-Wide Discipline Area Committees (CDACs), composed of faculty members within related disciplines, review and comment on curriculum developed within their subject areas.  Administrators sign and submit proposed curricular items to the College Curriculum Office.

Once submitted through the appropriate college-wide curriculum systems, new programs are submitted to the Assistant Vice Chancellor for Educational Services for signature and are submitted to the Board of Governors for College approval.  An annual report of all curriculum actions are submitted to the Board and become part of the College record of approved curriculum actions.

The Pima County Community College Board of Governors shall approve all new programs and program deletions.  Approved curriculum shall be published in the annual college catalog and meet the standards published in the Curriculum Procedures Manual.  The College Curriculum Office coordinates, monitors, prepares reports, and documents curriculum for internal and external constituencies.

III.      College Curriculum Criteria

The curriculum development and approval process is a comprehensive system that facilitates the planning, development, delivery, and evaluation of the courses and programs offered by the College.  The following guidelines provide an accountable set of standard practices which are published in the Curriculum Procedures Manual.

1. Documented systematic processes are used to ensure the integrity of the College curriculum.  The specific requirements for new course and program development, course and program modification, and all other curriculum actions are documented in the Curriculum Procedures Manual.  These requirements have been developed to support curriculum standards, the curriculum process, and the curriculum mission statement.

2. Faculty participation in the decision-making process is thoroughly integrated into the curriculum development process; full-time faculty members, as well as administrators, advisory council members from the community, adjunct faculty, students, and the College Curriculum Office may be initiators of curriculum.

3. Courses and programs are articulated with faculty from those discipline areas and campuses through College-Wide Discipline Area Committees (CDACs).  CDACs are required to comment and/or make recommendations on the curricular action. 

4. Official curriculum documents shall reflect current course content and program requirements as defined in the Curriculum Procedures Manual.  Course and program content shall be validated every three years.  The College Curriculum Office conducts reviews to provide discipline-area faculty with opportunities to verify the validity and currency of curricular documents, such as course outlines and program competencies.

5. Courses and programs may be coordinated with the appropriate external constituents to ensure that the curriculum responds to the changing educational, social, and technological needs of current and prospective students and community employers.

IV.      Curricular Standards

Occupational Curriculum.  Occupational courses, certificates, and degrees must meet internal curricular standards, national certification standards, and external business and industry needs.

Occupational courses:

  • are reviewed by an occupational advisory committee composed of individuals from outside the field of education (full-time faculty and adjunct faculty are excluded) who provide the occupational educators with current data regarding employment trends, their knowledge of current changes in the business and industry, and their foresight into technological developments that are important to the education and training of students.
  • are reviewed by the College Discipline Area Committee (CDAC) related to the occupational discipline.
  • meet Curriculum, Alignment, Unification, and Placement standards
  • are reviewed by the College Curriculum Council.
  • are approved by the Assistant Vice Chancellor for Educational Services.

Occupational certificates and degrees:

  • are approved by the Chancellor's Cabinet.
  • undergo a feasibility study by the College Curriculum Office and/or the College Institutional Research Office.
  • are reviewed by an occupational advisory committee composed of individuals outside the field of education who provide vocational educators with current data regarding employment trends, business and industrial changes, and technological developments that are important to the occupational training of students.
  • are reviewed by the College Discipline Area Committee (CDAC) related to the occupational discipline.
  • meet Curriculum, Alignment, Unification, and Placement standards
  • are reviewed by the College Curriculum Council.
  • are recommended to the College's Board of Governors by the Assistant Vice Chancellor for Educational Services.
  • are approved by the College's Board of Governors.
  • are approved by the State Board of Directors for Community Colleges for Arizona.

University Parallel Curriculum.  During the development of university parallel (transfer) courses, the initiator is responsible for preliminary articulation with the receiving university.  New transfer degree requests must substantiate the need for and relevance of the degree by meeting the guidelines for associate degrees for transfer as published in the Curriculum Procedures Manual.

University parallel courses:

  • are articulated with the state public universities.  The proposed outline is submitted for faculty review at the universities.  The equivalency of the course provided by the faculty review is used by the College Curriculum Council to determine its recommendation to the Assistant Vice Chancellor for Educational Services.
  • are reviewed by the College Discipline Area Committee (CDAC) related to the discipline.
  • meet Curriculum, Alignment, Unification, and Placement standards.
  • are reviewed by the College Curriculum Council.
  • are approved by the Assistant Vice Chancellor for Educational Services.

University parallel certificates and degrees:

  • are approved by the Chancellor's Cabinet.
  • undergo a feasibility study by the College Curriculum Office and/or the College Institutional Research Office.
  • are reviewed by the College Discipline Area Committee (CDAC) related to the discipline except in the case of the Liberal Arts Associate of Arts degree and the Associate of Science degree in which the College Curriculum Council acts as the College Discipline Area Committee.
  • meet Curriculum, Alignment, Unification, and Placement standards
  • are reviewed by the College Curriculum Council.
  • are recommended to the College's Board of Governors by the Assistant Vice Chancellor for Educational Services.
  • are approved by the College's Board of Governors.
  • are approved by the State Board of Directors for Community Colleges for Arizona.

Workforce Response Curriculum.  Workforce courses and programs are generally contractual and/or related to external agencies.  The external agencies provide a variety of support documents, including subject area certification requirements and a description of students to be enrolled.  Involvement by business and industry advisory committees, if pertinent, are recommended.  Workforce response courses are quick response curriculum to a specific audience, are not articulated through the Course Equivalency Guide process, and are not included in the College's associate degrees except workforce response degrees. 

Workforce response curriculum:

  • is defined by an external agency and typically require a contract or reciprocal agreement.
  • is an information item to the related College Discipline Area Committees and the College Curriculum Council.
  • is approved by the Assistant Vice Chancellor for Educational Services.

Other Curriculum.  The Associate of General Studies (AGS) Degree and special interest or developmental courses do not ordinarily require coordination with external constituencies.  However, any modifications of the AGS degree or special interest and developmental courses require approval by the College Curriculum Council.

Special interest and developmental courses:

  • are reviewed by the College Discipline Area Committee (CDAC) related to the discipline.
  • meet Curriculum, Alignment, Unification, and Placement standards
  • are reviewed by the College Curriculum Council.
  • are approved by the Assistant Vice Chancellor for Educational Services.

The Associate of General Studies degree:

  • is approved by the Chancellor's Cabinet.
  • undergoes a feasibility study by the College Curriculum Office and/or the College Institutional Research Office.
  • is reviewed by the College Curriculum Council
  • is recommended to the College's Board of Governors by the Assistant Vice Chancellor for Educational Services.
  • is approved by the College's Board of Governors.
  • is approved by the State Board of Directors for Community Colleges for Arizona.