7-7 Considerations for Curriculum Proposals
Among the considerations that are to be weighed by the curriculum proposal team in acting on proposals are the following:
- Are the proposals consistent with the college's stated or implied mission and goals?
- Are they suitable for a community college credit course?
- Have the proposals been developed at the campus level in accordance with both the letter and the general intent of the curriculum guidelines?
- Have the proposals been duly considered and debated at the campus level and district-wide? What steps have been taken to assure that this has been accomplished?
- Are they supported by suitable or required documentation?
- Will the proposed courses be of college-level rigor?
- Is this course appropriate for alternative delivery (e.g., distance learning)?
- Is this academic course the appropriate selection for the technical program?
- Will the proposed courses, if proposed as transfer courses, transfer without complication? Will the proposed courses transfer as core curriculum or elective courses?
- What is the projected enrollment?
- Will the proposed new courses result in or exacerbate any existing course proliferation (i.e., will the new courses result in an unjustified spreading of enrollment among more classes than would otherwise be needed - with an attendant increase in cost?
- Will the new courses constitute course duplication?
- Is the proposed course part of a program located on another campus?
- Will additional facilities be required for the proposed course (e.g., new or additional labs or classroom space)?
- Will additional faculty or staff be required for the proposed course?
- What will the start-up costs be?
- What will the on-going costs be?
- Will outside funding be made available for additional costs?
- Have all applicable regulations - and especially those from the Texas Higher Education Coordinating Board - been reviewd? Are the proposals consistent with those regulations?
- In addition to the above considerations, have other pertinent considerations been weighed?
- For technical programs, has regional labor force data been collected? Have potential employers been surveyed? Has an advisory committee been convened? Has the advisory committee approved this proposal?
- Is the program on the prioritization of new program development plan for your campus?
- Are there special accreditation requirements?
For Unique Need courses:
- Will it transfer and count toward the general education or major requirements for a degree at two regional universities?
- Is transferability fully documented by a letter from each institution accepting the course for transfer credit? Each letter must specify course prefixes, titles, semester hours, and how the course will apply toward a specific degree.
- Is it lower than a junior or senior level course?
- Is it an academic course or a community service, leisure or vocational course?
- Is justification of need provided?
- Have student learning outcomes, course description, and course syllabi including course outline been provided?
