THE CURRICULUM COMMITTEE: ROLE, STRUCTURE, DUTIES, AND .
THE CURRICULUM COMMITTEE: ROLE,STRUCTURE, DUTIES, AND STANDARDS OFGOOD PRACTICEADOPTED FALL 1996The Academic Senate for California Community CollegesCurriculum Committee, 1995-96Curriculum Committee, 1996-97Luz Argyriou, chair, Napa Valley CollegeKathleen Baker, Fullerton CollegeDonna Ferracone, Crafton Hills CollegeS. Craig Justice, Chaffey CollegeRic Matthews, Miramar CollegeBill Scroggins, Chabot CollegeRon Vess, Southwestern CollegeNancy Glock-Grueneich, Chancellor's OfficeliaisonJoyce Black, CIO liaison, Pasadena CityCollegeBill Scroggins, chair, Chabot CollegeLuz Argyriou, Napa Valley CollegeDonna Ferracone, Crafton Hills CollegeJannett Jackson, Fresno City CollegeLinda Lee, San Diego Miramar CollegeJean Smith, San Diego Continuing EducationBob Stafford, San Bernardino Valley CollegeRon Vess, Southwestern CollegeNancy Glock-Grueneich, Chancellor's OfficeliaisonJoyce Black, CIO liaison, Pasadena CityCollege
Table of ContentsAbstract, Acknowledgment, Special Thanks . iiiI. Introduction .1II. The Role of the Curriculum Committee.2III. Structure and Membership of the Curriculum Committee .6Relationship Between the Academic Senate & the Curriculum Committee. 6Membership. 6The Curriculum Committee Chair . 7Support for Committee Activities. 8Governance Issues . 8IV. Duties and Responsibilities of the Curriculum Committee .9Approval of New and Revised Courses .9Approval of Credit Hours: The Carnegie Unit . 11Approval of Prerequisites, Corequisites, and Advisories on Recommended Preparation. 12Approval of Distance Education Courses and Sections. 12Approval of Associate Degree Requirements . 12Course Repetition. 14Approval of CSU-GE and IGETC Courses . 15Approval of New Degree and Certificate Programs. 15Discontinuation of Existing Programs . 16V. Other Duties Typically Assigned to Curriculum Committees . 16Catalog and Schedule of Classes . 16Program Review . 17Record Keeping and Dissemination. 18Prerequisite Review . 18Articulation. 18Placing Courses in Disciplines. 20VI. Curriculum Approval Good Practices. 21Origination of Proposals . 21Preliminaries:Review by Other Disciplines and District Colleges. 22Library Sign-Off. 22Technical Review . 23The Review Cycle: Reading, Discussion, Approval . 23Final Sign-Off by Faculty Chair/Co-Chair. 24VII. Subcommittee Structure and Good Practice . 24VIII. Maintaining Delegated Approval Authority: Good Practices. 25Approval Authority. 25The Knowledge Standard. 29The Procedure Standard . 31The Approvable Curricula Standard . 32Documentation . 32IX. Summary . 33
The Curriculum Committee:Role, Structure, Duties, and Standards of Good PracticesThe Academic Senate for California Community CollegesAbstractThe curriculum committee plays a central role in the California Community Colleges. This rolehas expanded tremendously with the expanding role of faculty in community college governanceand with the expanding demand for a curriculum which is flexible and responsive to the needs ofour increasingly diverse student body. These demands have necessitated, now more than ever,that faculty understand the role of the curriculum committee, remain committed to highcurriculum standards, and implement the college curriculum in an organized, efficient manner. Tothat end, this document reflects the collective wisdom of the faculty of the California CommunityColleges and is recommended as a compilation of requirements and good practices to ourcolleagues charged with that task closest to our professional calling--the development, review,renewal, and approval of sound curricula.AcknowledgmentThe inspiration for this paper originated under the leadership of Jean Rincon-Germond who wasthe founding chair of the Academic Senate’s Curriculum Committee and served with distinction asthe Vice President of the Academic Senate, 1994-95. Her enthusiasm and creativity is gratefullyacknowledged.Special ThanksThe Curriculum Committee wishes to extend a special thanks to Craig Justice for hosting itsmeetings for three years at Chaffey College and for his service as a primary author of this paper.The goals of the state Academic Senate could not even be approached if not for the selflessservice of individuals such as Craig.iii
The Curriculum Committee:Role, Structure, Duties, and Standards of Good PracticesThe Academic Senate for California Community CollegesI. IntroductionGiven the diversity of disciplines and faculty and the varying degrees of shared governancecurrently operating in the system, practices utilized by curriculum committees throughoutCalifornia's community college system vary widely. Nevertheless, a clear consensus about themain function of the curriculum committee has emerged. The main function of the curriculumcommittee is that of primary responsibility for the development, review, renewal, andrecommendation of curriculum to be approved by the Board of Trustees.Curriculum renewal and development necessarily reflect the collegial decision to meet studentneeds for course work that is encompassed within basic skills, general education, transfer, andmajor programs of study, which include a wide array of occupational and liberal arts disciplinesand areas. Effective curriculum renewal and development require that the curriculum committeeof each college utilize standards of practice that ensure the highest possible quality for thecurriculum offerings that can be made available within allocated resources.There is no single or monolithic list of "good practices" in the process of curriculum renewal anddevelopment. Instead, many effective practices exist that are appropriate within unique settings ofshared governance of each local college. On the other hand, discussion about comparativepractices often yields a consensus of what is likely to lead to effective, quality curriculum andtherefore be considered a "good practice," and what practices that are likely to be problematic andthus should generally be avoided.Attaining effective standards of good practice requires that a number of factors come together atthe right time and place to arrive at a curriculum consistent with the mission of the communitycollege. Effective leadership must be forthcoming from faculty, and administration must provideadequate resources and support so that effective, quality curriculum can be attained in a costeffective manner. Regulations that have been promulgated must be understood widely, and clearmodels of good practice must be identified and disseminated. From all of these cooperativeefforts should emerge a dynamic curriculum development and renewal process that produces thedesired quality, effective curriculum. In addition, the process should be highly adaptive to neededchanges and, at the same time, insulates quality, effective curriculum already in place fromtransitory, faddish, or disruptive pressures.As faculty, we have dedicated our professional lives to ensuring that students are able to fulfilltheir educational potential. The provision of instruction, with all the support services necessary tomake that instruction possible, is the faculty’s responsibility. The design of the curricula neededto carry out that instruction is a primary role of faculty and the major area of our professionalexpertise. While each of us in our own disciplines provides the specific expertise to developcourses and programs in the areas of our training and preparation, the oversight of that process isour collective responsibility as members of the college faculty. That collective oversight isaccomplished at the local level both by the academic senate, in its role of recommending policiesSeptember 16, 19961
and procedures in the area of curriculum, and by the curriculum committee, as the vehicle bywhich the academic senate assures that those policies and procedures are implemented and thatquality, effective courses and programs are recommended for approval.This paper outlines the statutory and regulatory roles of the curriculum committee. Moreover, thispaper describes the policies and procedures faculty have found to be most effective in puttingthose statutes and regulations into practice. Readers of this document should pay particularattention to the differentiation between curriculum committee functions which are “required” andthose which are “good practice.”The experiences of college curriculum committees throughout the system in developingcurriculum are continually being discussed in a variety of forums, including semi-annual meetingsof the Academic Senate, meetings of chief instructional officers, and in regional colloquia. Theneed for this paper was formally recognized at the Spring 1994 Plenary Session in passingResolution 8.1 (Rincon-Germond):Be it resolved that the Academic Senate for California Community Colleges direct the ExecutiveCommittee to prepare guidelines for local senates regarding model practices for curriculumcommittees which include, but are not limited to: standards for committee composition, role ofdepartment/division chairs, role of administrators, role of librarians, involvement in program review,and resource allocation, and to present such guidelines at a future session.This paper will become the centerpiece of volume II of The Curriculum Standards Handbook forthe California Community Colleges: Good Practices which will be prepared jointly by theAcademic Senate and the Chief Instructional Officers. This volume will list and summarize thevariety of good practices that are currently being employed as well as provide model documents,flow charts, and other materials that reflect the steps taken by colleges successful in their effortsto renew and develop their curriculum. Readers should refer to volume I, The CurriculumStandards Handbook for the California Community Colleges: Legal and ProceduralRequirements, for required practices.II. The Role of the Curriculum CommitteeFor decades the curriculum committee has been the major mechanism by which the primacy offaculty has been exercised in their central domain of expertise: developing and renewing thecollege curriculum and assessing its quality and effectiveness to the highest of professionalstandards. The primacy of faculty in the area of curriculum has been repeatedly confirmed by theLegislature in the form of statutes and by the Board of Governors in the promulgation ofregulations to implement those statutes.In AB 1725, the Legislature specifically required the Board of Governors to establish regulationsensuring the effective participation of local academic senates in governance, especially in the areaof curriculum and academic standards (bold and italics are added for emphasis):Ed. Code, §70901. (a) The Board of Governors of the California Community Colleges shall provideleadership and direction in the continuing development of the California Community Colleges as anintegral and effective element in the structure of public higher education in the state. The work of theBoard of Governors shall at all times be directed to maintaining and continuing, to the maximumdegree permissible, local authority and control in the administration of the California CommunityColleges.September 16, 19962
(b) Subject to, and in furtherance of subdivision (a), and in consultation with community collegedistricts and other interested parties as specified in subdivision (e), the Board of Governors shallprovide general supervision over community college districts and shall, in furtherance thereof,perform the following functions:(1) Establish minimum standards as required by law, including, but not limited to, the following:(E) Minimum standards governing procedures established by governing boards of community collegedistricts to ensure faculty, staff, and students the right to participate effectively in district and collegegovernance, and the opportunity to express their opinions at the campus level and to ensure that theseopinions are given every reasonable consideration, and the right of academic senates to assumeprimary responsibility for making recommendations in the areas of curriculum and academicstandards.While authority for final approval of educational programs remains with the Board of Governors,approval of the courses which constitute those programs lies with the local governing board.Furthermore, the Legislature differentiated between the role of the local governing board inapproving courses and programs from that of the academic senate in having primary responsibilityfor recommending that curriculum.Ed. Code, §70902. (a) .The governing board of each community college district shall establish rulesand regulations not inconsistent with the regulations of the Board of Governors and the laws of thisstate for the government and operation of one or more community colleges in the district.(b) In furtherance of the provisions of subdivision (a), the governing board of each community collegedistrict shall do all of the following:(2) Establish policies for and approve courses of instruction and educational programs. Theeducational programs shall be submitted to the Board of Governors for approval. Courses ofinstruction that are not offered in approved educational programs shall be submitted to the Board ofGovernors for approval. [Note: Authority to approve courses not part of programs has beenconditionally delegated to the local board. See the section of this paper on Maintaining DelegatedCurriculum Approval.] The governing board shall establish policies for, and approve, individualcourses that are offered in approved educational programs without referral to the Board ofGovernors.(7) Establish procedures not inconsistent with minimum standards established by the Board ofGovernors to ensure faculty, staff, and students the right to participate effectively in district andcollege governance and the right of academic senates to assume primary responsibility for makingrecommendations in the areas of curriculum and academic standards.The Board of Governors is specifically called upon to establish policies to ensure the primary roleof the academic senate in determining curriculum:AB 1725. Section 61. The Board of Governors of the California Community colleges shall, byJanuary 1, 1990, do all of the following:(a) Develop policies and guidelines for strengthening the role of the academic senate with regard tothe determination and administration of academic and professional standards, course approval andcurricula, and other academic matters.The Board enacted regulations in this area as Title 5 Sections 53200-206.Title 5, §53203. Powers.(a) The governing board of a community college district shall adopt policies for the appropriatedelegation of authority and responsibility to its college and/or district academic senate. Among othermatters, said policies, at a minimum, shall provide that the governing board or its designees willconsult collegially with the academic senate when adopting policies and procedures on academic andprofessional matters. This requirement to consult collegially shall not limit other rights andSeptember 16, 19963
responsibilities of the academic senate which are specifically provided in statute or other regulationscontained in this part.§53200. Definitions(c) "Academic and professional matters" means the following policy development andimplementation matters:(1) Curriculum, including establishing prerequisites and placing courses within disciplines(2) Degree and certificate requirements(3) Grading policies(4) Educational program development(5) Standards or policies regarding student preparation and success(6) District and college governance structures, as related to faculty roles(7) Faculty roles and involvement in accreditation processes, including self study and annual reports(8) Policies for faculty professional development activities(9) Processes for program review(10) Processes for institutional planning and budget development, and(11) Other academic and professional matters as mutually agreed upon between the governing board and theacademic senate.(d) "Consult collegially" means that the district governing board shall develop policies on academicand professional matters through either or both of the following methods, according to its owndiscretion:(1) Relying primarily upon the advice and judgment of the academic senate; or(2) That the district governing board, or such representatives as it may designate, and therepresentatives of the academic senate shall have the obligation to reach mutual agreement by writtenresolution, regulation, or policy of the governing board effectuating such recommendations.As a consequence, each local governing board may adopt policies and procedures related tocurriculum only if recommendations on those curriculum policies and procedures are madethrough collegial consultation with the local academic senate.T
Role, Structure, Duties, and Standards of Good Practices The Academic Senate for California Community Colleges Abstract The curriculum committee plays a central role in the California Community Colleges. This role has expanded tremendously with the expanding role of faculty in community college governance
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