General: Roles of Individuals, Councils, and Committees in the Curriculum Development Process
The roles of individuals, councils, and committees in the curriculum development process appear in alphabetical order. Their responsibilities in the curriculum development process may include, but are not limited to those listed below. The drop down box that follows is used to quickly access a certain Individual, Council, or Committee.
| College Curriculum Committee: |
|
| Evaluates the curriculum proposal initiated at their college. (See the Curriculum Processing Support Materials section for Suggested Criteria for College Curriculum Committee Evaluation of Proposals.). |
| Evaluates a proposal when a response has not been received from the Instructional Council within ten (10) instructional days. |
| Assures that a curriculum proposal is well-developed and that its supporting materials adequately supplement the proposal. |
| Evaluates the impact of a curriculum proposal on the resources and other curricula of the college. |
| Considers the recommendations of the Instructional Councils and Advisory Committees on the proposed curriculum. |
|
| College Curriculum Technician or Vice President's of Academic Affairs Secretary: |
|
| Provides the appropriate forms and sections of the curriculum procedures as requested. |
| Reviews the curriculum form for accuracy. |
| Assembles all required forms and supporting materials to complete curriculum proposals. |
| Attaches a Curriculum Transmittal Memorandum to a completed curriculum proposal and sends copies to the Occupational Deans, College Curriculum Development Facilitator and all the members of the appropriate Instructional Council(s). |
| Receives the evaluation of the curriculum proposal from the appropriate Instructional Council(s) and submits the Council's evaluation to the College Curriculum Committee for its evaluation |
| Forwards the completed curriculum proposal that has been approved by the College Curriculum Committee and signed by the College President to the District Director of Curriculum and Transfer Articulation or designee at the Center for Curriculum and Transfer Articulation for evaluation by the District Curriculum Committee. |
|
| College President: |
|
| Consults with the Vice President of Academic Affairs or Occupational Dean and other appropriate college faculty and administrators concerning proposed curricular activities. |
| Recommends approval of a curriculum proposal initiated at the college prior to submission to the District Curriculum Committee. |
|
| Coordinator of Transfer and Articulation : |
|
| Coordinator of Transfer and Articulation- Articulation: Provides information regarding articulation at state-level such as outcomes of the Arizona Transfer Articulation Committee and Articulation Task Force (ATF) membership. Coordinator of Transfer and Articulation - Curriculum: provides information on curriculum processing, procedures, policy, SIS curriculum related functionality, archiving of historical curriculum record. |
|
| Department/Division Chair: |
|
| Consults with the appropriate dean regarding the merits and feasibility of the curriculum proposal for the department/division. |
| Provides immediate feedback to the initiator. |
| Provides support and guidance to the initiator throughout the consultation and development stage. |
| Refers initiator to the college Curriculum Development Facilitator for guidance in developing a curriculum proposal. |
|
District Curriculum Committee
|
|
| The roles and responsibilities of the District Curriculum Committee members have evolved over the years but consistently the Committee plays a major role in the following general areas: |
Casting visions with regard to the larger scope of MCCCD curriculum and pursuit of curricular goals through Committee planning, development and implementation efforts.
Facilitating the curricular processes.
Providing guidance and support to the subcommittees and groups that report to the District Curriculum Committee.
Broadening the curricular role – large systemic role at multiple levels: local, state, national.
Strengthening the relationship of the work of the District Curriculum Committee to curriculum and assessment.
Communicating the District Curriculum Committee meeting outcomes to the member’s constituents.
|
| More specific roles currently include: |
Serving as arbiter of conflicting recommendations concerning a curriculum proposal from different recommending bodies.
Making annual recommendations to the MCCCD Governing Board in the Graduation/General Education Policies in the month of February.
Reviewing and approving modifications to the Curriculum Procedures Handbook as needed.
Reviewing and approving the annual MCCCD Curriculum Processing Calendar.
|
|
| District Curriculum Committee Ad Hoc Workgroups: |
|
| The work of the District Curriculum Committee is facilitated through ad hoc workgroups and existing committees and councils with recommendations for action submitted from the groups to District Curriculum Committee. |
|
District Director of Curriculum and Transfer Articulation
|
|
| Plans for the work of the District Curriculum Committee |
Directs and monitors the processes related to the development of curriculum and articulation, the submission of curriculum proposals to the District Curriculum Office for review and action by the District Curriculum Committee and the MCCCD Governing Board, and the review and action required on proposed articulation.
Interfaces with universities regarding transfer, substitutes for the Vice Chancellor for Academic Affairs at APASC level as well as DCC level. |
| Directs the development and maintenance of curriculum system supports and resources. |
| Formation and distribution of policies and processes in support of curriculum and articulation: reporting on outcomes archiving of historical record
collaboration with multiple external and internal parties |
| Facilitates the work of the District Curriculum Committee. |
|
| District Director for Workforce Development: |
|
| Provides district-wide leadership for business and workforce development, in the areas of occupational and workforce education and economic development - thus, developing responsive job training and career pathway programs for transition from middle school, high school, community colleges, and universities. |
|
| District Director of Health Care Education: |
|
| Serves as a resource for health care related courses, programs, and industry trends in allied health and nursing. |
|
| District Director of Institutional Effectiveness: |
|
| Identifies resources. |
| Provides district-wide data. |
| Identifies best practices in outcomes assessment (internal & external). |
| Conducts literature searches. |
| Provides links of the District Curriculum Committee to the MCCCD Governing Board regarding alignment of Arizona General Education Curriculum (AGEC). |
| Conducts research. |
| Focuses on the work needed for Governing Board end statements/assessment. |
|
| Director of Student Development: |
|
| Conduit from the District Curriculum Committee to the District Academic Advisement Council, Vice President of Student Affairs, assessment and to Admission & Records. |
|
| MCCCD General Studies Faculty Representative: |
|
| Serves as co-chair of the General Education Articulation Task Force (GEATF)—a state-level -group reporting to the Academic Program
Articulation Steering Committee (APASC). |
| Involved with ASU Main and West in general education as decisions are made at university level regarding general education at course level and
general education criteria. |
| Coordinates the submission of general education proposals and documents outcomes on university action. |
|
| Maricopa County Community College District (MCCCD) Governing Board: |
|
| Approves any credit course and/or credit-based certificates and/or degrees before they can be offered by any one of the colleges within the
Maricopa Community Colleges. (This is a responsibility charged by statute.). |
| Approves occupational curriculum items that must be sent for approval to the Arizona Community College Board. |
| Approves MCCCD courses, certificates, degrees, Graduation Policies/ General Studies for all MCCCD degrees, and AGEC. |
|
| Initiator [of curriculum proposal]: |
|
| Consults with a department/division chair, faculty or appropriate deans concerning the development of a curriculum proposal. |
| Works in conjunction with the college Curriculum Development Facilitator in developing the curriculum proposal. |
|
| Instructional Council: |
|
| All involved Instructional Councils shall be given an opportunity to make a recommendation on cross-referenced courses.
|
The Instructional Council:
Evaluates course and new occupational program proposals received from a Vice President of Academic Affairs (See Curriculum Processing Support Materials
section for Suggested Criteria for Instructional Council(s) Evaluation of Proposals).
Receives from the initiating college, occupational program modification proposals as informational items.
Evaluates the quality and appropriateness of the content of a curriculum proposal and the impact of a proposal on the disciplines which have been
assigned to it.
(Chair) receives evaluations of a curriculum proposal from other Council members and submits to the initiating college the written recommendation
of the Council based upon these evaluations.
Submits recommendation within ten (10) instructional days of the date of the Curriculum Transmittal Memorandum. If no recommendation is
received from the Instructional Council Chair by the due date, the Vice President of Academic Affairs may proceed with the proposed curriculum.
|
|
| Curriculum Development Facilitator (CDF): The CDF is a member of the faculty who: |
|
| Assists faculty in writing and developing curriculum proposals for new/modified courses, new/modified occupational programs, new/modified academic programs. |
| Assists the occupational dean and the VPAA, department/division chairs, and faculty through all phases of program development and modification. |
| Reviews curriculum proposals in preparation for college and district curriculum meetings. |
| Serves as a curriculum consultant and information resource, assisting initiators, the VPAA, deans, chairs, faculty, staff, and business/industry representatives to meet the District processing principles, requirements, and guidelines specified in the District Curriculum Procedures Handbook. |
| Serves as a voting member of the District Curriculum Committee and serves on the college curriculum committee. |
| Serves as a consultant to faculty in the development and/or processnig of general studies proposals. |
| Collaborates with the college curriculum coordinator and/or technician to process curriculum according to District requirements and guidelines. |
| Provides guidance/training in curriculum processes for faculty. |
|
| Occupational Dean: |
|
| Serves as a liaison for the Vice President of Academic Affairs and the initiator, occupational department/division chairs, Curriculum Development Facilitator or equivalent, and the
program advisory committee concerning the development of an occupational curriculum proposal |
|
| Occupational Program Advisory Committee: |
|
| This committee is a group of citizens who are experts in a specific occupational field. The Committee is formally organized for a specified period of time (1-3 years) and includes at least one college representative. |
The Committee:
Meets at least once a year
Serves in an advisory capacity
Reviews new and modified occupational programs
Advises educators regarding occupational education programs
Provides information about the preparation of program graduates |
|
| Vice Chancellor for Academic Affairs: |
|
| Serves as chair of the District Curriculum Committee. |
| Provides support service to the District Curriculum Committee and to the colleges in coordination with the Vice President of Academic Affairs. |
| Plans and coordinates curriculum for the District. |
| Assigns course prefixes/disciplines to the Instructional Councils. |
| Consults, if necessary, with the Chancellor concerning a curriculum proposal. |
| Recommends and submits curriculum proposal(s) to the MCCCD Governing Board for approval. |
|
| Vice President of Academic Affairs: |
|
| Since the Vice President of Academic Affairs is the central figure in the consultation and development stage of the curriculum process, he/she should be consulted before a proposal is developed at his/her college. |
The Vice President of Academic Affairs:
Provides necessary forms and/or related instructions concerning the development of curriculum proposals.
Provides feedback concerning the merits and feasibility of the curriculum proposal at the college.
Consults, if necessary, with the College President, faculty and appropriate deans district-wide concerning the impact of the curriculum proposal on other instructional units within the District.
Provides support services and guidance to the initiator to develop support materials for the curriculum proposal by utilizing the services of the college Curriculum Development Facilitator.
Channels feedback from a variety of sources in the consultation and development stages of the curriculum development process.
Initiates the formal recommendation and approval stage of the curriculum development process by sending a Curriculum Transmittal Memorandum and the curriculum proposal to members of the appropriate Instructional Council(s).
Submits the curriculum proposal with the recommendation of the Instructional Council to the College Curriculum Committee.
Typically chairs the College Curriculum Committee.
Recommends approval of a curriculum proposal initiated at his/her college in order for it to be submitted to the College President.
|
|
The Curriculum Procedures Handbook is a product of the Maricopa County Community Colleges District. Any and all changes to the Handbook are monitored and coordinated through the District Curriculum Office. Please give credit to the Maricopa County Community College District if the Handbook or sections of the Handbook are duplicated.
