Introduction to Liberal Arts/Academic Curriculum: An Overview for Faculty/Staff

WELCOME!! Mountain View House Bill Richland SACSCOC North Lake Senate Bill Curriculum El Centro AAT ECHS accountability retention district Eastfield 60x30TX Funding session budget DCCCD Strategic Goals expectations AA THECB Mapping Cedar Valley AS transfer Achieving TCCNS Brookhaven process ACGM developmental education Pathways

SESSION II • INTRODUCTION LIBERAL ARTS/ACADEMIC CURRICULUM: AN INTRODUCTION FOR FACULTY/STAFF Presented by Meredithe Greer, District Director of Curriculum Management Office of Curriculum Management District Conference Day • Sheraton Dallas Hotel400 N. Olive St., Dallas, Texas 75201 Friday, August 24, 2018 • 2:30pm – 3:20pm

CURRICULUMMANAGEMENT OFFICE OF CURRICULUM MANAGEMENT(Curriculum Process Workflow) Deans (Division Deans and Liaison Deans) Associate Vice Chancellor, Educational Policy Deans Curriculum Liaison and/or designee Vice Presidents of Student Services Division Support Staff Faculty Vice Presidents of Instruction (AVP Focus Group) Vice Presidents Council Schedule Builders Curriculum Liaison and/or designee (vary per college) Vice Presidents of Instruction Liberal Arts/Discipline Committee Chairs/Members College Curriculum Committee (Per College) Liberal Arts/Discipline Committee Chairs/Members

CURRICULUM MANAGEMENT TEAM MEREDITHE GREER District Director of Curriculum Management MEREDITHE GREER District Director of Curriculum Management • Liberal Arts/Academic curriculum processes, degrees (AA, AS, AAT), pathways and general education courses. • Core Curriculum • Developmental Education, BASE and NCBOs (Non-Course Based Options)/Interventions • Texas Success Initiatives (TSI) mandates, requirements and updates for course descriptions • Lower Division Academic Course Guide Manual (LDACGM or ACGM) • Texas Common Course Numbering System (TCCNS) • DCCCD Ellucian/Datatel Colleague Course Master (liberal arts/academic); maintenance and updates of course records for general education (liberal arts/academic) credit courses • DCCCD Academic Liaison to THECB and TCCNS • DCCCD Academic Liaison to THECB and DCCCD/IT staff re: state reporting (liberal arts/academic courses) • DCCCD Academic Liaison to universities as it relates to letters of transferability and support documentation for unique need course request • DCCCD Academic Liaison to faculty and staff (internal and external in collaboration with colleges and universities) • Liaison to District Compliance Officers and SACSCOC Liaisons at colleges

CURRICULUM MANAGEMENT TEAM MEREDITHE GREER District Director of Curriculum Management • LEE BELL • Administrative Assistant • Manage, review and update all pathways for Early College High School/Collegiate Academies in conjunction with ISDs; Transfer Pathways and Guided Pathways] to ensure colleges of DCCCD are in compliance with mandates, requirements, policies and procedures of DCCCD and governing agencies [i.e. Texas Higher Education Coordinating Board (THECB), Texas Common Course Numbering System (TCCNS), Southern Association of Colleges and Schools Commission on Colleges (SACSCOC); and DCCCD Policies and Procedures]; • May assist as needed with initial review of curriculum content, recommendations, changes and/or revisions; curriculum process and departmental projects • Manage, update and maintain Liberal Arts/Academic Discipline Committee Membership Lists; Administrators, Division Deans/Secretary/ Discipline Lists; Department Code List for each college; and Outlook email groups • Create, update and maintain curriculum forms, records, etc. • Research and prepare reports for curriculum management • TRESCHELL SEYMORE • District Coordinator, Curriculum Management • Manage curriculum intake process for department, review and update of liberal arts/academic curriculum content to ensure colleges of DCCCD are in compliance with curriculum mandates, requirements, policies and procedures of DCCCD and governing agencies [i.e. Texas Higher Education Coordinating Board (THECB), Texas Common Course Numbering System (TCCNS), Southern Association of Colleges and Schools Commission on Colleges (SACSCOC); and DCCCD Policies and Procedures]; and submission of liberal arts/academic curriculum to THECB; maintain official curriculum records, etc. • Input, update and maintain liberal arts/academic courses and course records in Colleague/Ellucian/Datatel system. • Input, update and maintain liberal arts/academic courses for district (all seven colleges) in online TCCNS Matrix. • Liaison for state reporting (liberal arts/academic - credit courses) issues and resolution. • Lower Division Academic Course Guide Manual (LDACGM or ACGM) review. • Liberal Arts/Academic process for degrees – review, revise and update. • Liberal Arts/Academic process for College Affiliation and Course Verifications. • Curriculum Process Guide – manage, review, revise and update. • Research and prepare reports for curriculum management. • DAISY THOMPSON • Administrative Assistant • Assist director and team as needed with projects and departmental task. • Assist with updates and maintenance of Liberal Arts/Academic Discipline Committee Membership Lists; Administrators, Division; Deans/ Secretary/Discipline Lists; and Department Code List for each college. • Assist with review, updates and maintenance of Liberal Arts/Academic Discipline Committees; request updates for Outlook email groups; • Assist with development of curriculum materials, forms, records, etc. • Prepare presentations. • Research and prepare reports for curriculum management.

Topics of discussion will include: • Charges to Liberal Arts/Academic Discipline Committees • DCCCD Curriculum Process and Curriculum Software • ACGM and TCCNS • Core Curriculum – Form new Core Curriculum Steering Team • 60x30TX • Liberal Arts/Academic Degrees (Transfer Degrees) – NEW FCA LAYOUT/FORMAT • THECB Approved - Fields of Study Curricula (FOSC) • Guided Pathways – Phase II • SACSCOC Fifth-Year Review • House Bills • Senate Bills • Important Take Aways • Impact of Undected Errors • Resources • Curriculum Process Guide • Overview of Roles and Responsibilities (specifically, Liberal Arts/Academic) • Timelines for Submission of Curriculum Recommendation (revisions, changes, etc.) • Forms and signatures required for recommendations, revisions, changes, etc. to curriculum • Process for reorganization and/or restructure of divisions at colleges • OPT-IN/OPT-OUT (Degree offering options) • Other

WHAT IS THE CURRICULUM PROCESS? • The Curriculum Process is a system designed for developing, revising and/or processing • arts and sciences courses; and career and technical program curriculum proposals or changes. Curriculum changes are initiated, processed and incorporated into the academic and career and technical program curriculum areas by Liberal Arts/Academic Discipline Committees and Career and Technical Program Discipline Committees and Career and Technical Program Discipline Committees. The DCCCD Discipline Committees have a key role in the process. The committees are responsible for ensuring that curriculum changes have been reviewed, updated, revised and approved by the appropriate committees or councils on an annual basis. This requires a joint effort on the part of faculty, instructional leaders, deans, administrators and staff. • The process is design to: • Create and revise a curriculum • Create and revise degrees/awards/programs/pathways • Create and revise courses • Implement changes to the curriculum • Revise and update information displayed in the Ellucian/Datatel Colleague Course Master, DCCCD catalogs and Degree Audit system • Communicate curriculum recommendations and/or changes

ACGM TCCNS Works in conjunction with one another TEXAS COMMON COURSE NUMBERING SYSTEM https://tccns.org/search/singleInstitution/ About the Texas Common Course Numbering System (TCCNS) All TCCNS courses are identified by a four character course prefix representing the course type or academic discipline, followed by a four digit course number. LIBERAL ARTS/ACADEMIC (GENERAL EDUCATION) AND/OR TRANSFER COURSES CORE COURSES Lower Division Academic Course Guide Manual http://www.thecb.state.tx.us/apps/WorkforceEd/acgm/acgm.htm Schools & Contacts Every institution participating in the Texas Common Course Numbering System designates contacts for students or officials of other institutions—to help answer questions for users of the common course matrix. Please select an institution to view contacts. DEVELOPMENTAL EDUCATION COURSES UNIQUE NEED COURSES (Courses are not in ACGM) Download Matrix The Texas Common Course Numbering System provides its users the ability to download matrices for current and prior years. You may select a year to download file(s) available for that year. BASE COURSES NCBO INTERVENTIONS Check Course Compatibility The Texas Common Course Numbering System provides its users three different ways of traversing through the common course matrix. Searching by institution allows users to view a single institution's compatible courses. Comparing institutions allows users to select two institutions at a time to check against the entire current common course matrix.

What is the Texas Higher Education Coordinating Board’s Mission? • The mission of the THECB is to provide leadership and coordination for Texas higher education and to promote access, affordability, quality, success, and cost efficiency through 60x30TX, resulting in a globally competitive workforce that positions Texas as an international leader. • In 2015, Texas launched the state's higher education strategic plan referred to as 60x30TX which aims to position Texas among the highest achieving states in the country and maintain its global competitiveness. 60x30TX is entirely student-centered: its overarching goal is that 60 percent of young adults (25-34) in Texas will hold some type of postsecondary credential by 2030. • It also proposes that at least 550,000 students in that year will complete a certificate, associate, bachelor's, or master's from a Texas institution of higher education; graduates will have identifiable marketable skills regardless of major; and students (statewide) will not graduate with debt exceeding 60 percent of their first-year wages. a globally competitive workforce that position • Why 60x30TX? • Click here to Learn More • Texas as an international leader. http://www.60x30tx.com/

60x30TX Higher Education Plan 60x30TX Higher Education Plan The 60x30TX (“60 by 30 Tex”) higher education strategic plan contains four broad goals. Each goal contains a set of targets that will move the state toward reaching one or more goals. Many stakeholders across Texas will need to develop and implement a wide range of strategies to meet each target. Below is a summary of the four goals. THE OVERARCHING GOAL: 60x30 Educated Population By 2030, at least 60 percent of Texans ages 25-34 will have a certificate or degree.The first goal in the plan, the 60x30 Educated Population goal, aims to increase the percentage of 25- to 34-year-olds in Texas who hold a certificate or degree. The goal focuses on 25- to 34-year-olds as an indicator of the economic future of the state and its ability to remain globally competitive. The state’s large population makes the Texas economy similar in size to that of many countries. Within this global context, the state has seen a relative decline in educational attainment among this younger population. Through the focused efforts of industry, government, community organizations, K-12, and institutions of higher education, the state can achieve this goal. THE SECOND GOAL: COMPLETION By 2030, at least 550,000 students in that year will complete a certificate, associate, bachelor’s, or master’s from an institution of higher education in Texas.The completion goal complements the 60x30 Educated Population goal by supplying graduates of all ages from all two- and four-year institutions of higher education in Texas. The state will need to continue the degree production increases of recent years to reach this goal, with large increases required among targeted groups. Growth in certificates and degrees among two- and four-year colleges is critical for reaching the 60 percent in the 60x30 Educated Population goal and educating a skilled workforce, but it is only part of the solution for reaching that goal. THE THIRD GOAL: MARKETABLE SKILLS By 2030, all graduates from Texas public institutions of higher education will have completed programs with identified marketable skills.The marketable skills goal emphasizes the value of higher education in the workforce. Students need to be aware of the marketable skills embedded in their academic programs, and institutions must make certain that students graduate with marketable skills. This goal charges two- and four-year public institutions in Texas with documenting, updating, and communicating the skills students acquire in their programs. Private institutions of higher education in Texas may opt to participate in this goal. THE FOURTH GOAL: STUDENT DEBT By 2030, undergraduate student loan debt will not exceed 60 percent of first-year wages for graduates of Texas public institutions.The student debt goal aims to help students who graduate with debt complete their programs with manageable debt. This goal challenges stakeholders to balance the levels of student loan debt with a graduate’s earning potential the first year after college. The intent of this goal is to hold student loan debt in Texas to 60 percent of first-year wages after college – 60 percent being the current level of loan debt for students who graduate with debt. For more information about the plan, including insight on the importance of and reasoning behind the plan, and annual statewide, regional and institutional progress toward each goal, please visit 60x30TX.com. • 60x30TX Higher Education Plan • The 60x30TX (“60 by 30 Tex”) higher education strategic plan contains four broad goals. Each goal contains a set of targets that will move the state toward reaching one or more goals. Many stakeholders across Texas will need to develop and implement a wide range of strategies to meet each target. Below is a summary of the four goals. THE OVERARCHING GOAL: 60x30 Educated Population By 2030, at least 60 percent of Texans ages 25-34 will have a certificate or degree. The first goal in the plan, the 60x30 Educated Population goal, aims to increase the percentage of 25- to 34-year-olds in Texas who hold a certificate or degree. The goal focuses on 25- to 34-year-olds as an indicator of the economic future of the state and its ability to remain globally competitive. The state’s large population makes the Texas economy similar in size to that of many countries. Within this global context, the state has seen a relative decline in educational attainment among this younger population. Through the focused efforts of industry, government, community organizations, K-12, and institutions of higher education, the state can achieve this goal. THE SECOND GOAL: COMPLETION By 2030, at least 550,000 students in that year will complete a certificate, associate, bachelor’s, or master’s from an institution of higher education in Texas. The completion goal complements the 60x30 Educated Population goal by supplying graduates of all ages from all two- and four-year institutions of higher education in Texas. The state will need to continue the degree production increases of recent years to reach this goal, with large increases required among targeted groups. Growth in certificates and degrees among two- and four-year colleges is critical for reaching the 60 percent in the 60x30 Educated Population goal and educating a skilled workforce, but it is only part of the solution for reaching that goal. THE THIRD GOAL: MARKETABLE SKILLS By 2030, all graduates from Texas public institutions of higher education will have completed programs with identified marketable skills. The marketable skills goal emphasizes the value of higher education in the workforce. Students need to be aware of the marketable skills embedded in their academic programs, and institutions must make certain that students graduate with marketable skills. This goal charges two- and four-year public institutions in Texas with documenting, updating, and communicating the skills students acquire in their programs. Private institutions of higher education in Texas may opt to participate in this goal. THE FOURTH GOAL: STUDENT DEBT By 2030, undergraduate student loan debt will not exceed 60 percent of first-year wages for graduates of Texas public institutions. The student debt goal aims to help students who graduate with debt complete their programs with manageable debt. This goal challenges stakeholders to balance the levels of student loan debt with a graduate’s earning potential the first year after college. The intent of this goal is to hold student loan debt in Texas to 60 percent of first-year wages after college – 60 percent being the current level of loan debt for students who graduate with debt. For more information about the plan, including insight on the importance of and reasoning behind the plan, and annual statewide, regional and institutional progress toward each goal, please visit http://www.60x30tx.com/.

LIBERAL ARTS/ACADEMIC DEGREES (currently offered at the colleges, https://www1.dcccd.edu/catalog/programs/index.cfm?loc=econ)

LIBERAL ARTS/ACADEMIC DEGREES (currently offered at the colleges, https://www1.dcccd.edu/catalog/programs/index.cfm?loc=econ) • Engineering Degrees • Associate of Science Degree in Biomedical Engineering (University of Texas at Dallas) (RLC) • Associate of Science Degree in Computer/Electrical Engineering (University of North Texas) (RLC) • Associate of Science Degree in Computer Engineering (University of Texas at Dallas) (RLC) • Associate of Science Degree in Computer Science (University of Texas at Dallas) (RLC) • Associate of Science Degree in Electrical Engineering (Prairie View A & M University) (RLC) • Associate of Science Degree in Electrical Engineering (University of Texas at Arlington) (RLC)** • Associate of Science Degree in Electrical Engineering (University of Texas at Dallas) (RLC) • Associate of Science Degree in Electronics Engineering Technology (Texas A & M University – College Station) (RLC)** • Associate of Science Degree in Industrial Engineering (Texas A & M University – Commerce) (RLC) • Associate of Science Degree in Mechanical Engineering (University of Texas at Dallas) (RLC) • Associate of Science Degree in Pre-Mechanical Engineering (BHC, CVC, MVC) • Associate of Science Degree in Software Engineering (University of Texas at Dallas) (RLC) • **PENDING DEACTIVATION

Field of Study Curricula • Board-Approved Field of Study Curricula (FOSCs) • Architecture(effective Fall 2018) • Biology • Business Administration & Management • Communication • Computer Science • Criminal Justice • Engineering (expires Summer 2018) • Chemical Engineering (effective Fall 2018) • Civil Engineering (effective Fall 2018) • Electrical Engineering (effective Fall 2018) • Mechanical Engineering (effective Fall 2018) • Engineering Technology • Mexican American Studies • Music (expires Summer 2018) • Music - Fall 2018 (effective Fall 2018) • Nursing (expires Summer 2018) • Nursing - Fall 2018 (effective Fall 2018) • Political Science • Psychology • Social Work • In addition to these Field of Study Curricula, the Coordinating Board recently approved the Associate of Arts in Teaching (AAT) degree. Like the FOSCs, this associate degree is fully transferable to any public university in Texas. To date, is a list of the Texas Higher Education Coordinating Board approved Field of Study Curricula (FOSCs). The curricula for each FOSC is very specific and institutions must offer the courses as mandated by the state. However, the district does not offer FOS degrees in all of these areas. Please refer to the district online catalog for those degrees that are offered by colleges in the district. A Field of Study Curriculum (FOSC) is a set of courses that fulfill lower-division (freshman and sophomore) requirements for a specific major/degree plan in addition to the core curriculum. FOSCs are guaranteed to transfer to any public college or university in Texas. Once you have successfully completed the set of courses that makes up the FOSC, those courses are also guaranteed to apply to the appropriate bachelor's-level degree plans corresponding to the field of study. Receiving colleges and universities are not allowed to require incoming transfer students to repeat courses with the same content as FOSC courses to satisfy requirements for the academic major. NOTE: May click on this hyperlink, http://www.thecb.state.tx.us/index.cfm?objectid=7D02BA60-18B8-11E8-A6640050560100A9 to access the mandated field of study curriculum.

ACADEMIC DISCIPLINES PHASE II MAPS Implementation Fall 2019

Colleges are preparing for SACSCOC Fifth-Year Review ACCREDITING AGENCY FOR DCCCD Southern Association of Colleges and Schools Commission on Colleges http://sacscoc.org/ The Southern Association of Colleges and Schools Commission on Colleges is the recognized regional accrediting body in the eleven U.S. Southern states (Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas and Virginia) and in Latin America for those institutions of higher education that award associate, baccalaureate, master's or doctoral degrees. The Commission on Colleges' Board of Trustees is the representative body of the College Delegate Assembly and is charged with carrying out the accreditation process. To gain or maintain accreditation with the Commission on Colleges, an institution must comply with the standards contained in the Principles of Accreditation: Foundations for Quality Enhancement and with the policies and procedures of the Commission on Colleges. The Commission on Colleges applies the requirements of its Principles to all applicant, candidate, and member institutions, regardless of type of institution (public, private for-profit, private not-for-profit).

Texas Legislature Bills Signed by the Governor 85th Legislature Regular SessionReport Date: 6/11/2017 HOUSE BILLS HB 66 HB 108 HB 136 HB 493 HB 655 HB 1463 HB 1472 HB 1508 HB 2431 HB 2790 HB 2895 HB 3047

Texas Legislature Bills Signed by the Governor 85th Legislature Regular SessionReport Date: 6/11/2017 SENATE BILLS SB 4 SB 15 SB 22 SB 128 SB 276 SB 463 SB 490 SB 537 SB 671 SB 719 SB 802 SB 810 SB 1220 SB 966 SB 1367 SB 1649

IMPORTANT TAKE AWAYS • Lower Division Academic Course Guide Manual (ACGM) - click on link/URL, http://www.thecb.state.tx.us/AAR/UndergraduateEd/WorkforceEd/acgm.htm. • Course titles – must use course titles as shown in the manual. • Course Descriptions – may add to the description; may not (cannot) take away (delete) from information shown in the manual. • Course hours configurations – limited to the course hour configurations shown in the manual; refer to the table located in the back of manual. • Prerequisites – required prerequisites are reflected in the manual and institutions must adhere to the mandated prerequisites. • DCCCD CURRICULUM PROCESSES • Forms must be completed for curriculum recommendations and/or changes to be vetted through the curriculum process. The forms should be reviewed by the liaison dean and signed by the AVP of the college where the discipline committee chair and/or co-chair resides for submission to the OCM . The transmittal memorandum must accompany the recommendations. • If a reorganization, restructure or creation of a new division occurs at the college, please contact the OCM to discuss the Request for Department Code Set-Up – Liberal Arts/Academic process. • OPT-IN/OPT-OUT Process: The AVP of each college has an opportunity to OPT-IN and/or OPT-OUTof offering liberal arts/academic (AA, AS, AAT) degrees during the curriculum process, which is usually prior to December 1st of each year for consideration and approval.

RESOURCES (INTERNAL AND EXTERNAL) • Office of Curriculum Management website, https://www.dcccd.edu/emp/ep/curriculum%20management/pages/default.aspx • Lower Division Academic Course Guide Manual (LDACGM or ACGM) website, http://www.thecb.state.tx.us/AAR/UndergraduateEd/WorkforceEd/acgm.htm. • NOTE: Please use this website as a resource and guide for courses that are offered and taught at the colleges of the DCCCD. • NOTE: Please use and capture course titles in all pathways as shown in the ACGM. The course titles should match what appears in the course records and online DCCCD catalogs. • Texas Common Course Numbering System (TCCNS) website, https://www.tccns.org/. • NOTE: Please use this website as a resource and guide for courses that are offered and taught at the colleges of the DCCCD. • NOTE: Please click on and use the icon (booklet) format as opposed to the searchable version to ensure you access the most current and up-to-date information. • DCCCD Catalog website, https://www1.dcccd.edu/catalog/collection.cfm?loc=DCCCD. Refer to catalog for active degrees and courses offered by the colleges of DCCCD. • Core Curriculum Resources website, https://www.dcccd.edu/emp/ep/corecurriculumresources/pages/default.aspx. • Texas Higher Education Coordinating Board (THECB)website, http://www.thecb.state.tx.us/. • Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)website, http://www.sacscoc.org/.

OFFICE OF CURRICULUM MANAGEMENT Treschell Seymore District Coordinator, Curriculum Management District Office 1601 S. Lamar Street Dallas, Texas 75215 tseymore@dcccd.edu* 214-378-1808( Meredithe Greer District Director, Curriculum Management District Office 1601 S. Lamar Street Dallas, Texas 75215 mgreer@dcccd.edu* 214-378-1761 ( Lee Bell Administrative Assistant District Office 1601 S. Lamar Street Dallas, Texas 75215 LBell@dcccd.edu* 214-378-1718 ( • Daisy Thompson • Administrative Assistant • District Office • 1601 S. Lamar Street • Dallas, Texas 75215 • Daisy.Thompson@dcccd.edu* • 214-378-1894 (

Q & A

SESSION IUPDATE LIBERAL ARTS/ACADEMIC CURRICULUM: AN UPDATE FOR FACULTY/STAFF

WELCOME!! Mountain View House Bill Richland SACSCOC North Lake Senate Bill Curriculum El Centro AAT ECHS accountability retention district Eastfield 60x30TX Funding session budget DCCCD Strategic Goals expectations AA THECB Mapping Cedar Valley AS transfer Achieving TCCNS Brookhaven process ACGM developmental education Pathways

SESSION I UPDATE LIBERAL ARTS/ACADEMIC CURRICULUM: AN UPDATE FOR FACULTY/STAFF Presented by Meredithe Greer, District Director of Curriculum Management Office of Curriculum Management • District Conference Day • Sheraton Dallas Hotel400 N. Olive St., Dallas, Texas 75201 Friday, August 24, 2018 1:30pm – 2:20pm

CURRICULUMMANAGEMENT OFFICE OF CURRICULUM MANAGEMENT(Curriculum Process Workflow) Deans (Division Deans and Liaison Deans) Associate Vice Chancellor, Educational Policy Deans Curriculum Liaison and/or designee Vice Presidents of Student Services Division Support Staff Faculty Vice Presidents of Instruction (AVP Focus Group) Vice Presidents Council Schedule Builders Curriculum Liaison and/or designee (vary per college) Vice Presidents of Instruction Liberal Arts/Discipline Committee Chairs/Members College Curriculum Committee (Per College) Liberal Arts/Discipline Committee Chairs/Members

CURRICULUM MANAGEMENT TEAM • MEREDITHE GREER • District Director of Curriculum Management • Liberal Arts/Academic curriculum, general education courses, degrees (AA, AS, AAT), pathways • Core Curriculum • Developmental Education, BASE and NCBOs (Non-Course Based Options)/Interventions • Texas Success Initiatives (TSI) mandates and requirements • DCCCD Academic Liaison to THECB and TCCNS • DCCCD Academic Liaison to THECB and DCCCD/IT staff re: state reporting (liberal arts/academic courses) • DCCCD Academic Liaison to universities as it relates to letters of transferability and support documentation for unique need course request • DCCCD Academic Liaison to faculty and staff (internal and external in collaboration with colleges and universities) • Liaison to District Compliance Officers and SACSCOC Liaisons at colleges • LEE BELL • Membership lists and department code lists maintenance and update • Curriculum forms • Manage, review, revise and update pathways (ECHS Curriculum Maps, Guided Pathways and Transfer Pathways). • May assist as needed with initial review of curriculum content, recommendations, changes and/or revisions • curriculum process and departmental projects • DAISY THOMPSON • Assist director and team as needed with projects and departmental task. • Assist with development of curriculum materials, forms, records, etc. • Research and prepare reports for curriculum management. • TRESCHELL SEYMORE • Curriculum Process • Curriculum Process Guide • Intake, review and process curriculum recommendations, changes and/or revisions • Input, update and maintain liberal arts/academic courses and course records in Colleague/Ellucian/Datatel system • Manage, review, revise and update liberal arts/academicdegrees • Reorganization or restructure and creation of new divisions at colleges • Input, update and maintain liberal arts/academic courses for district (all seven colleges) in online TCCNS Matrix • College Affiliation and Course Verifications • OPT-IN/OPT-OUT (degree offering options) • State Reporting

Topics of discussion will include: • Charges to Liberal Arts/Academic Discipline Committees • UPDATES • DCCCD Curriculum Process and Curriculum Software • Approval has been granted and funds have been allocated to purchase a curriculum and catalog for use to assist with streamlining the curriculum process. Currently, the Office of Educational Policy staff is working to map curriculum and catalog processes. The RFP has been released to vendors. • Core Curriculum – Form new Core Curriculum Steering Team • Liberal Arts/Academic Degrees (Transfer Degrees) – NEW FCA LAYOUT/FORMAT • THECB Approved - Fields of Study Curricula (FOSC) • Guided Pathways – Phase II • SACSCOC Fifth-Year Review • House Bills • Senate Bills • Important Take Aways • Resources and Reference Materials for use to assist with curriculum process: • Curriculum Management website, https://www.dcccd.edu/emp/ep/curriculum%20management/pages/default.aspx • Curriculum Process Guide • Discipline Committee Membership List (maintenance, updates, etc.) • Overview of Roles and Responsibilities of individuals involved with the curriculum process and connections (specifically, Liberal Arts/Academic) • Liberal Arts/Academic Discipline Committees (Chairs/Co-Chairs) • Discipline Liaison Dean to Discipline Committee • Division Dean (and/or Assistant/Associate Dean, if applicable) • College Curriculum Committees • Academic Vice Presidents (AVPs) • Vice Presidents Council (VPC) • Timelines for Submission of Curriculum Recommendation (revisions, changes, etc.) • Forms • ACGM and TCCNS • THECB • Colleague Course Master • State Reporting

WHAT IS THE CURRICULUM PROCESS? • The Curriculum Process is a system designed for developing, revising and/or processing • arts and sciences courses; and career and technical program curriculum proposals or changes. • The process is design to: • Create and revise a curriculum • Create and revise degrees/awards/programs/pathways • Create and revise courses • Implement changes to the curriculum • Revise and update information displayed in the Ellucian/Datatel Colleague Course Master, DCCCD catalogs and Degree Audit system • Communicate curriculum recommendations and/or changes

NEWS BULLETIN --UPDATES • CORE CURRICULUM • AVPs will form a new Core Curriculum Steering Team, Fall 2018 • Liberal Arts/Academic Degrees (Transfer Degrees) – NEW FCA LAYOUT/FORMAT The Vice Presidents Council and Faculty Council voted and approved recommendations to restructure the layout of academic/liberal arts degrees that were previously shown in tiers, learning categories and stages. Effective Fall 2018, all Liberal Arts/Academic Degrees will be shown in the new Core Curriculum Foundational Component Areas (FCAs) layout. In addition, the council also approved a restructured layout of the electives in the general Associate of Arts (AA) and Associate of Sciences (AS) degrees. • THECB APPROVED – Fields of Study Curriculum (FOSC) • GUIDED PATHWAYS – Phase II • There are 32 Guided Pathways currently identified for faculty review in Phase II during Fall 2018 for implementation Fall 2019. • SACSCOC Fifth-Year Review • House Bills • Senate Bills • Important Take Aways • Q & A