Perspectives on Combining the Course Approval Process with the New
Program Approval Process
Background.
The current KCTCS new program approval process requires that the courses for the new
program are approved in advance of including them with a new program proposal. This could
mean an additional six or more months in the course/curriculum approval process. As the
curriculum process is being reviewed for efficiencies, this is one area that could be improved
while still ensuring faculty ownership.
What Do Other Community College Systems Do?
Two comparable community college systems were reviewed for how they approve
new programs and the development of courses in their programs. The language
from their processes is included below:
California:
For Program-Applicable Courses: Credit courses are
considered to be program-applicable when they are required or are on a list of
restricted electives for a degree, certificate, or program approved by the
Chancellor’s Office. Program-applicable credit courses are approved as part of
the credit program approval process, which requires that colleges submit course
outlines of record for all required courses with the program approval proposal.
After the program is approved, new courses developed for the program are not
subject to Chancellor’s Office approval. When the college submits substantial
changes to existing, approved programs, course outlines of record (CORs) for
all required courses are submitted with the proposal to change the program.
North Carolina: A. Curriculum Description.
The curriculum description
should briefly describe the program, including statements concerning the
purpose of the curriculum, subject areas or types of courses offered, and special
features associated with the program. B. Core Courses. List all the curriculum
courses that must be included in the core as required courses or the standard.
Include course credit hours and the total number of credit hours for the core.
C. Concentrations (if applicable). List all courses required for the
concentration under the proposed curriculum standard. Identify those courses
that are unique to the concentration and, therefore, may not be offer except in
the concentration. Include credit hours for the courses and total hours for the
concentration.
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In both community college systems, a listing of courses with some basic
requirements is submitted with the new program proposal. Additional basic
information related to the course is also included but not a full, instructional
syllabus. In neither case are all the courses approved prior to submitting a new
program proposal.
How Can Courses Be Approved with New Programs?
Systems that approve courses concurrently with new programs usually have a
common course template that must be completed. In the North Carolina system,
new courses that are part of a New Program application adhere to the following:
“If the application contains courses new to the Combined Course Library,
please submit the proposed course including the proposed course title, hours,
pre/co-requisites (if applicable), course description, student learning
outcomes (if applicable) and restrictions (if applicable). New courses will
be reviewed by the State Board and are not required to be submitted to the
Curriculum Review Committee (CRC).”
One example of a template is a Uniform Course Syllabus is attached. This
template is similar to courses that are submitted to the Combined Course Library in
the North Carolina system in that it includes the course catalog description, student
learning outcomes, topics, and restrictions. The template takes an extra step by
also including how the individual course meets the program-level goals and
outcomes.
An Important Distinction: Curriculum vs Instruction*
Curriculum is a concept that describes the ‘what’ of a program and is usually based
on what is going to be taught to students in particular fields of study at different
levels. Instruction is the “how” and details more of how the concepts are taught,
how the concepts are delivered, and the outcomes of instruction.
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Curriculum is a roadmap, a guide as to “what” to deliver to the students and in what
manner. It is like the skeleton or the framework of a structure that defines what is to
be taught to the students. Instruction is the “how” or way of teaching to students.
This is one part of education that is in control of the instructors.
A Uniform Course Curriculum Syllabus and an Instructional Course
Syllabus
A uniform course curriculum syllabus with a pre-determined format and basic
course requirements (such as catalog description, outcomes, and evaluation) is
developed, submitted, and approved as part of the New Program package. Faculty
develop an Instructional Course Syllabus from the Uniform Course Curriculum
Syllabus that is more appropriate for students at their campus and that allows the
academic freedom to fully develop and extend the Uniform Course Curriculum
Syllabus as they deem appropriate. This provides faculty with increased ownership
at the course level and promotes academic integrity and vitality. To maintain
consistency and course integrity, the basic approved uniform course curriculum
requirements must be included in the Instructional Course Syllabus.
Summary
The suggestion is to include a “curriculum” syllabus similar to the current Final
Course Form with the package for New Programs and then allowing faculty (after
new program approval) to fully build out the syllabus as an “instructional” syllabus
that contains more detail. Going this route as part of the New Program package
does not remove faculty from its important responsibility to own the curriculum.
Furthermore, it does not remove the Board of Regents who still have the
responsibility of approving new programs inclusive of the courses in the new
program. Rather if provides a more efficient process for new program approval
that ultimately provides faculty with more flexibility to fully enhance and develop
courses—using a uniform course curriculum syllabus---to add their own expertise
and “flavor” so that the curriculum syllabus in essence becomes an instructional
syllabus. Time is saved, integrity is maintained, faculty have flexibility,
consistency is ensured, and responsiveness is evident.
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*http://www.differencebetween.com/difference-between-curriculum-and-vs-instruction/
Sample Uniform Course Curriculum Syllabus
Uniform Course Syllabus
Biology 101
Credit Hours: 3 credit hours
Scheduled hours per week
Lecture: 2 lectures per week (1 hour and 15 minutes each session) or 1 lecture per week (2 hours
and 30 minute per session)
Other: On campus/ Online delivery/ ADS
Catalog Course Description:
Biology 101
This course introduces basic biological principles. Topics include the scientific method,
introduction to chemistry, cellular and subcellular structure, basic cell chemistry (photosynthesis
and cellular respiration), transport across membrane, molecular biology (RNA, DNA), protein
synthesis, cell reproduction (mitosis and meiosis), molecular genetics, including Mendelian
inheritance patterns, introduction to Evolution (natural selection and population genetics), and
intro to ecology.
Prerequisites: none
Co‐requisites: Biology 103 (laboratory)
Course learning Outcomes:
Students must be able to:
 Demonstrate and relate chemical interactions to the subsequent form and function of
biological organisms.
 Identify the cell as an example of a bio system, its specific organelle structure and their
respective functions.
 Recognize the relative structure importance of energy flow through the study of the
Bio-energetic processes of photosynthesis and cellular respiration.
 Describe the significance of nucleic acids in cell function and inheritance.
 Characterize and compare the mitotic somatic cell cycle to that of the meiotic formation
of gametes.
 Describe inheritance patterns and be able to analyze and solve classical genetics
problems.
 Explain why evolution is the central theme in biological science and shaped life on earth.
Topics to be studied:
A. Introduction to Biology.
B. Methods of Science.
C. Cell Structure and Function.
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D. Biological Membranes.
E. Chemical Compounds of Biological Significance
F. Energy of Life
G. Photosynthesis
H. Cellular Respiration
I. Molecular Genetics: DNA, RNA
J. Protein Synthesis
K. Cell Reproduction
L. Mendelian Genetics
M. Origin of Life & Biological Evolution
Methods of Student Evaluation
1. Exams,
2. Quizzes
3. Homework/ projects
Relationship of course to program outcomes:
What program outcomes are being met by this course?
Biology 101 together with the Biology 103 lab, fulfills the lab science requirement as part as the
general education requirements. For general education courses, a listing of the general education
competencies that are met: Biology 101 together with the Biology 103 lab qualifies as a Lab
Science Course.
*Place an X by all the general education competencies met in this course.
________
Communicates clearly and effectively in various contexts and with various
constituent audiences.
____ X__
Employs higher order thinking skills in situations that demand Quantitative
Literacy.
_____X__
Possesses appropriate competencies in Scientific Inquiry.
_________
_________
Illustrates knowledge and understanding of historical and diverse perspectives.
Expresses, develops, promotes and values aesthetic awareness.
Special projects or requirements of the course: None
Additional information: None
Prepared by: Uta Hempel, Dr. .
Date: 9/6/2013
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