Curriculum Procedures Manual - pima.edu...Curriculum Procedures Manual 2012/2013 Page 5 Standards, Guidelines and Resources for Curriculum Development The reference information in

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Curriculum Procedures Manual 2012-2013

Curriculum Procedures Manual

2012/2013 Page 1

Introduction Curriculum Administration District Curriculum Services is committed to providing current and relevant curriculum that meets the academic, professional and personal needs of the diverse and multicultural community served by Pima Community College. In support of the College Mission, Values and Goals, District Curriculum Services promotes continuous improvement of curriculum and transfer articulation. Curriculum policies and procedures foster the development of courses and programs that:

Provide educational experiences designed to facilitate the individual’s progress towards academic, career/employment and personal goals

Encourage the development of ideas and insights, and the acquisition of knowledge and skills that together result in an appreciation of cultural and global diversity and the ongoing pursuit of discovery and innovation.

Respond to the changing educational, societal and technological needs of current and prospective students and community employers

The purpose of the Pima Community College Curriculum Procedures Manual is to provide information and guidance on procedures related to the development, modification and inactivation of curriculum. It is intended for use by faculty, department chairs, deans, curriculum coordinators and other academic administrators who are involved in the development and approval of curriculum actions.

Curriculum Process Overview Proposed curriculum actions begin as a concept of an Initiator who develops the proposal and prepares it for the approval process. The three process phases described below are Initiation, Development, and Approval. Each campus employs a Curriculum Coordinator, who should be consulted early in the process as he/she is the Initiator’s primary resource during each phase.

Initiation Curriculum, which includes course and program creation, maintenance, modification and inactivation, is initiated for a variety of reasons. For example,

Identified unmet student need(s)

University curriculum development

Recommendations of advisory committee

Request from employers

Result of Program Review

Faculty interest in a new area

To address Student Learning Outcomes

To address College Plan initiatives Ideas are shared and input is sought from individuals both internal and external to the organization. Faculty has a prominent and key role throughout the process.

http://www.pima.edu/aboutpima/mission/



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Who may initiate Curriculum Actions

The Initiator is typically a full-time discipline-area faculty member. However, anyone, including advisory members from the community, students, administrators, and adjunct faculty, may initiate curriculum as long as he/she partners with a full-time faculty co-initiator.

Development In the Development phase, the Initiator works with the campus Curriculum Coordinator to produce the necessary documents and to communicate the proposed curriculum action to campus and discipline area stakeholders including the College Discipline Area Committee (CDAC), other campuses, other department chairs, advisory committees, and/or universities as appropriate. The Initiator also submits a draft of the curriculum to the campus Curriculum Coordinator, who will use it to prepare the necessary curriculum forms for the campus department chair, division dean, and instructional administrator signatures of approval.

Approval It is important to note that the steps for the approval process vary according to the type of course or program being processed, but the Approval phase for all curriculum proposals starts when the campus Curriculum Coordinator secures the approval signatures from the department chair or designated individual, the discipline Division Dean and the Vice President of Instruction on the curriculum actions form(s), and submits the paperwork to District Curriculum Services. The District Curriculum Services staff facilitate and monitor the approval and activation of curriculum. See the Approval Processes section for further detail on the approval steps required for each type of curriculum action.

http://www.pima.edu/curriculum/cdac/index.shtml

http://www.pima.edu/curriculum/cdac/index.shtml


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Curriculum Process Overview

Flowchart

Banner Web/Catalog Statewide Transfer System

Chancellors Cabinet (Approval required for

New Programs)

General Education Committee (Proposed GE courses only)

Board of Governors

Initiator/Co-Initiator

Curriculum Development

Notify CDAC (if applicable)

Curriculum Coordinator

(required documentation)

Campus Approvals Dept. Chair, Academic

Dean, VP of Instruction

CDAC Vote Chair sends to District Curriculum Services

CCC Vote

(if applicable)

AVC for Academic Services and Vice Provost and Provost and Executive Vice Chancellor of Academic

and Student Services


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Initiator’s Step-by-Step Guide to Curriculum Development

Equipped with an understanding of the overall process, an individual may begin the steps to initiate a curriculum action. The Initiator has the responsibility to contact the campus Curriculum Coordinator and draft the proposed curriculum action, according to the following steps: 1. Before the Initiator meets with the campus Curriculum Coordinator, he or she should:

Determine the type of curriculum action. Proposed curriculum actions will fall under one of three types for both courses and programs: New, Modification/Update, or Inactivation.

Refer to the Glossary in this handbook for definitions and information on types of courses and programs.

Refer to the Standards, Guidelines & Resources section of this handbook and begin to prepare a draft or concept of the proposal.

Consider the desired effective term for the curriculum action. Refer to the Effective Dates sections in Course and Program Elements and Standards.

Consider resource requirements including equipment, facilities, and staffing.

Determine whether existing curriculum would be affected by the proposed action. For help determining which programs might be affected by a course inactivation, title change, and/or change in credits, contact the campus Curriculum Coordinator. He or she will contact District Curriculum Services to request a list of programs affected by the course change.

Please note: Curriculum proposals must include all related curriculum actions.

2. The Initiator must then meet with campus Curriculum Coordinator to discuss the proposed curriculum action. The discussion will include:

Effective term, CDAC co-initiator (if applicable), and financial aid considerations (if applicable.) The campus Curriculum Coordinator will use this information to complete the required forms.

Guidance on drafting the course objectives, outline, and/or program display.

Identifying any impact on existing program(s) and courses. 3. The Initiator completes the draft of the new or modified curriculum and submits it to

the campus Curriculum Coordinator. See Standards, Guidelines and Resources for help with this step.

4. The Initiator presents or submits the draft of the proposed curriculum to the CDAC for review and recommendations.* Seek volunteer to co-initiate (if applicable). See CDAC by prefix online. CDAC input is strongly recommended because the CDAC will vote on the curriculum action as part of the curriculum review process.

*CDAC review does not apply to Continuing Education Units, Clock Hour curriculum, Workforce curriculum, or Non-Credit curriculum.

http://dco-proxima.dco.pima.edu/curonline/cdac/CDAC/prefixCdac.htm


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Standards, Guidelines and Resources for Curriculum Development

The reference information in this section is designed to assist the Initiator and Curriculum Coordinator in the creation or modification of courses and programs in accordance with Pima Community College curriculum standards. Course Curriculum Actions Program Curriculum Actions


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Course Curriculum Actions There are two major types of curriculum actions: the development of new courses and the revision of existing courses, which includes update, modification, conversion, reactivation and inactivation. Use the following items to assist in the development or modification of courses:

Reasons for Course Curriculum Actions Reasons for Developing a New Course Reasons for Modifying, Converting, Reactivating or Inactivating an Existing Course Annual Course Reviews Course Classification* Course Options Effective Terms Course Elements and Standards Course Prefix, Number & Suffix Course Numbering System Course Title Banner Course Title Course Credits* Repeat Option Course Descriptions Prerequisites Co-requisites Recommendations Information Line Course Content Form Course Performance Objectives Course Outline Resource Requirements *Please also refer to the Curriculum Classification System (CCS) [add hyperlink] for additional course parameters.

Reasons for Course Curriculum Actions

All curriculum actions require justification that is entered by the campus Curriculum Coordinator on the required forms.

Reasons for Developing a New Course

Some of the most common reasons for new course development include:

New content in the discipline area

Necessary skill development not currently taught

Addressing specific needs of a specialized group of students. (For special interest and developmental courses, indicate the target population and perceived need.)

Identified unmet student needs, skills, career preparation


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University curriculum development



Result of Program Review

Faculty interest in a new area

To address Student Learning Outcomes

To address College Plan initiatives

Reasons for Modifying, Converting, Reactivating or Inactivating an Existing Course The following list provides examples of common reasons for proposed modifications and inactivations:

A title change reflects modified course description and content.

A title and/or description change reflects current terminology.

A course number change indicates proper position in course or program sequence.

A course number change reflects level of content (001-099, developmental; 100-199, freshman; 200-299, sophomore).

A change in course classification (occupational, transfer, special interest or developmental) reflects current focus of course and facilitates hiring of qualified instructors.

A proposed cross-listing reflects an equivalence of course content taught by different disciplines.

A proposed deletion of cross-reference reflects a lack of course equivalence.

A proposed change in course prefix, number, title, description, and/or prerequisites brings course into line with similar course offered at an articulating university.

Previously inactivated course needs to be reactivated.

Cyclical course reviews initiated by District Curriculum Services (DCS).

The course is being inactivated because of insufficient student enrollment.

The course is being inactivated because of major change in the technology in the field.

Responding to Student Learning Outcomes.

Responding to College Plan initiatives Modification vs. Conversion

[If a course is modified significantly so that if a student took the prior version it should not apply to meet requirements then it should be a conversion.]

Cyclical Course Reviews

An additional originator of course update, modification or inactivation is District Curriculum Services. The following lists are distributed:

Courses Not Run: o Two lists are generated annually and distributed to the appropriate

CDAC’s and Curriculum Coordinators on All College Day. The list is also sent to the Vice Presidents of Instruction and Academic Deans.


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o Courses that have not been taught in the past three years - distributed for review and modification or inactivation within the next two years.

o Courses that have not been taught in the past five years - notification of automatic course inactivation by District Curriculum Services.

If the CDAC wishes for a course to remain active after not being taught for five years, they must submit their rationale and CDAC member votes to the DCS to bring to the College Curriculum Council (CCC) for approval.

Five Year Review List: o Annual list of active courses that have not been modified or updated in

five years is distributed to the Campus Curriculum Coordinators and to the CDAC’s on All College Day. The list is also sent to the Vice Presidents of Instruction and Academic Deans. Each course on the list must be reviewed and updated or modified during that academic year, or it is subject to inactivation.


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Course Classification

Course classification is based on the intent of the course at the time of its development. The College recognizes the following types of courses: Transfer: Courses which are developed to transfer to universities, typically to be

direct equivalents or departmental electives and apply toward a baccalaureate degree. These courses must be submitted for articulation to Arizona universities, and in order to have the Transfer classification the course must transfer to all the Arizona public universities and be listed in the Course Equivalency Guide (CEG).

Occupational: Work-related courses usually found in occupational programs for direct

employment. These courses are typically submitted for articulation to Arizona universities, and some of them are transferable to one or more state universities and listed in the CEG.

Developmental: Courses designed to improve academic skills for college students who

do not yet meet post-secondary skill level. (See Course Numbering System for designated course numbers.)

Workforce: Courses that are the result of contractual agreements between the

College and an outside agency. The course content is usually determined by the outside agency with the approval of the College. Courses of this type may also be created by the College to attract outside agencies or individuals wanting to improve specific skills. These courses are not submitted for articulation to Arizona universities. Workforce courses apply only toward Workforce degrees and certificates.

Special Interest: Courses that have been developed to satisfy the requests of faculty,

students, or the community for courses that address specific content. These courses are not submitted for articulation to Arizona universities.

For faculty certification questions see…???

Course Options Courses may be designed to meet the criteria for one or more of the following categories: 1. Typical course: Course has a prefix, number, title, and a fixed number of credit

hours. Example: CIS 100 Introduction to Computers 3

2. Cross-listed courses: Two or more courses that must be identical in all aspects,

except the prefix. This includes the course title, prerequisites, credits (including lecture/lab periods), course type, course description, and course outline. The cross-listing is documented as an information item at the end of the course description. The CDAC that is the discipline for the faculty initiator is considered to be the owner of the original course. The discipline area responsible for the original course should approve any proposed cross-listing with that course. Subsequent course modifications should also be articulated with all cross-listed


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discipline areas involved prior to change. [address that these should be used sparingly and have a purpose]

Example: A cross-list between ANT 127 and HIS 127 would appear at the end of the ANT description as: Information: Same as HIS 127. Similar wording would appear at the end of the HIS description: Information: Same as ANT 127

3. Module: A self-contained component of a course. The course number for a module is followed by a single letter; letters are not repeated within a prefix/course number designation and are assigned sequentially beginning with the letter A to indicate a sequence of study. Each module has a distinct title, course description, and course content. All course performance objectives and content covered in modules are also found in the "parent" course. The parent course and all related modules have distinct course descriptions. There must be an information line after the description of the parent course and modules which states that the individual modules together constitute the parent course. If any module is inactivated, all modules must be inactivated; if the CDAC wants to retain a module(s) as a stand-alone course(s), the module(s) would be converted to a new course with a new title and number.

Example: CSA 110 Spreadsheets: Microsoft Excel 3 CSA 110A Spreadsheets: Microsoft Excel Module A 1

CSA 110B Spreadsheets: Microsoft Excel Module B 1 CSA 110C Spreadsheets: Microsoft Excel Module C 1

Information: CSA 110A, 110B, and 110C together constitute CSA 110

4. Variable credit course: Earned credit hours defined by the range of contact time

which expands or contracts, depending upon course content. Course outlines must reflect varying course content.

Example: CIS 187 Data Processing Projects I 1-3

Effective Terms

Curriculum changes require early preparation to allow time for approvals and to avoid registration conflicts. To determine adequate lead time for approval, consider the following:

Course modifications must be approved at least a month prior to the date of registration for the proposed effective term.

o Course modifications which affect one or more programs must be approved by the deadline for program modifications for that academic year.

[May need more detail here regarding timing of inactivations]


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New courses may become effective as early as the same term in which they are approved.

[Need to address the 09 (full academic year) term – if a course is being offered in the 09 term, it cannot be modified until the following term]


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Course Elements and Standards

This section describes the standards for Pima Community College courses as established by the College Curriculum Council (CCC). The following general criteria should be considered for course proposals:

Criteria for Evaluation of Course Proposal

- Content is part of the discipline indicated by the prefix. - Credits are appropriate for content covered. - Course title and description accurately reflect course content. - Prerequisites and/or co-requisites are appropriate for content covered. - Course number is appropriate for the level of the course (developmental,

freshman, sophomore, relationship to other numbers already assigned, and House Numbering System)

- Course description meets required standards. - Course outline meets required standards. - Course outline identifies the key content headings necessary to address the

subject matter and objectives adequately. - Proposal adequately documents the need for the new or modified course and

addresses all appropriate concerns. - Performance objectives are measurable and reflect appropriate student skills

related to the content covered. - Course objectives are clearly aligned with the course outline. - Course content is reflective of Student Learning Outcomes .

Impact - Course is educationally sound and appropriate to be offered for community

college students. - Course does not unnecessarily duplicate existing courses or course content in

other disciplines offered by the College. - Course is compatible with the PCC Mission Statement and the College Plan. - Implications for facilities and equipment, qualified staff, budget and other

necessary resources have been considered. - Instructor load is appropriate and can be supported by campus resources. - Development or modification of course does not adversely impact existing

courses or programs by competing for students and/or resources. - SUN courses?

Note: See Appendix B: Banner Data Entry Standards for Curriculum for Banner Data Entry Standards for Curriculum, a tip sheet summarizing the Banner requirements explained in the following sections.

Course Prefix, Number & Suffix

Courses are identified by a prefix, a number, and under some circumstances, by a suffix. The following three components together identify each individual course: Course Prefix: The course prefix consists of three letters which represent the

discipline area of the course. The following guidelines should be considered when selecting a prefix for a course:


http://www.pima.edu/collegeplan/index.shtml


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1. Identify the discipline area under which the course content would be categorized.

2. Refer to the online course index for the current list of course prefixes. Determine the “best-fit” prefix.

3. If existing prefixes do not sufficiently represent the course, and if additional courses will be created with similar subject matter, the creation of a new prefix may be necessary.

a. The selection of a new prefix should be a coordinated decision between the Initiator, campus Curriculum Coordinator, and District Curriculum Services.

b. The best practice in forming a new prefix is to use three letters that most easily identify the discipline name. The campus Curriculum Coordinator will propose the new prefix to District Curriculum Services, informally, to verify the prefix has never been used.

Course Number: The course number consists of three numerical characters. The

following guidelines should be considered when selecting a course number:

1. Identify a number that is neither presently nor previously in use with the same prefix and consult with the campus Curriculum Coordinator. (The campus Curriculum Coordinator may need to consult District Curriculum Services.)

2. Check to see that the proposed number is appropriate for course level and sequence. See the Course Numbering System section of this manual.

3. Target a number for the course that is higher than the prerequisites with the same prefix.

4. Target a number which corresponds to an equivalent course offered at the articulating university.

Course Suffix: Composed of one capital letter, two capital letters, or one capital letter

and one number following the course number. Suffixes are designated as follows:

Co-operative Education: WK. HRM 199WK

Integrated lecture and lab: IN. BIO 181IN Lab: LB. CHM 151LB Lab (Clinical): LC. NRS 104LC Lab (Skills): LS. NRS 104LS

Modules: A, B, C, etc. MAT 102A, 102B, 102C Seminar: S#. OAP 297S1

Topics Course: T#. WRT 298T2 Other: e.g. WRT 101P, FAW 132F1, HIS 101HC,more?? Others determined as needed in the future

http://www.pima.edu/courses/lists/index.shtml


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Course Numbering System

Pima Community College courses are numbered as follows:

001 - 059 Community Service Special Interest 040 - 044 Sub-category of Community Service Special Interest: 060 – 099

Developmental (ESL, MAT, REA, and WRT only) 100 to 199 Numbers reserved for collegiate first-year level courses 200 to 299 Numbers reserved for collegiate second-year level courses

House Numbering System

Within the Course Numbering System is a Pima Community College House Numbering System that encompasses all courses numbered from 190 to 199, and 290 to 299. Courses using these numbers are defined by their content and are the same for all prefixes within the College. See the Glossary of Terms for definitions of number categories which are listed below: 190/290 Field Experience, Clinical, and Internship 191/291 Continuation of 90 series. 192/292 Continuation of 91 series. 193/293 Workshop* 194/294 Studio Courses 195/295 Independent Research ** 196/296 Independent Study ** 197/297 Seminar * 198/298 Topics Course * 199/299 Co-op Education * ** Independent Research and Independent Study

A completed student study plan, which serves as the syllabus, must be kept on file with other course syllabi at the campus.


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Course Title

The title clearly identifies the course and should be no longer than 60 characters. It also differentiates the course from other similar courses and identifies the content unique to that course. Follow these guidelines when developing a course title: 1. Indicate level of course where appropriate.

Example: SPA I01 Elementary Spanish I SPA I02 Elementary Spanish II SPA 201 Intermediate Spanish I SPA 202 Intermediate Spanish II

OR MAT 092 Elementary Algebra MAT 122 Intermediate Algebra MAT 151 College Algebra 2. Use Roman numerals to indicate a sequence of courses where one course may or may not be a prerequisite for the next one.

Example (prerequisite): MAT 146 Mathematics for Elementary Teachers I MAT 147 Mathematics for Elementary Teachers II

Example (no prerequisite) HUM 251 Western Humanities I HUM 252 Western Humanities II

3. Describe the activity of the course, if appropriate.

Example: AJS 290 Administration of Justice Field Experience WRT 285 Pima Writers’ Workshop

4. Avoid using acronyms in the course title. However, when acronyms are used, spell out the entire phrase first, followed by the acronym in parentheses. In cases where the spelling out the acronym would make the title exceed 60 characters, ensure that it is spelled out at its first inclusion in the description.

Example: HED 140B Cardiopulmonary Resuscitation (CPR) 5. For university parallel courses, include key words similar to the equivalent course title at the university.

Example: PCC: LIT 261 Modern Literature UA: ENGL 261 Modern Literature

6. For variable title courses, the title of the "umbrella" course is always followed by a colon. The title for each topic under the umbrella contains the entire title of the umbrella followed by a phrase that describes the specific topic.

Umbrella Example: Use OAP 111 Topic Example:

Banner Course Title

The Banner title is the title that will appear in Banner and the schedule of classes. The title is limited to 30 characters, and may differ slightly from the actual course title. Curriculum Coordinators are responsible for entering the Banner title on the required curriculum form. Because the Banner title is what appears in the Schedule of Classes, Curriculum Coordinators try to maintain format consistency with other titles when reducing it to 30 characters. Articles are deleted from the titles first so that content is not lost. If


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necessary, recognizable abbreviations are used for key words. [Provide example] CTE 287 Instructional Design and Methodology for CTE CDA 276 Preparing a NAEYC Classroom Portfolio


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Course Credits

Course credits are determined after consideration of the following: Traditional Courses:

Lecture (including seminar and Co-Op, Recitation, and Topics courses): This type of course awards one credit for every 800 minutes of class or contact time. For example, a one-credit course might meet for 50 minutes per week for sixteen weeks or it may meet for 400 minutes per day on two Saturdays.

Laboratory: This type of course awards credit depending upon its classification in the College’s Curriculum Classification System.

o Academic Laboratory – Three 50-minute hours per week. (2400 minutes of class time per semester)

o Health Professions Laboratory – Three or four 50-minute hours per week. (2400 to 3200 minutes of class time per semester.)

o Studio Laboratory – Two or three 50-minute hours per week. (1600 to 2400 minutes of class time per semester.)

o Professional/Technical Laboratory – Two or three 50-minute hours per week. (1600 to 2400 minutes of class time per semester.)

o Recreation and Fitness Activity Laboratory – Two 50-minute hours per week. (1600 minutes of class time per semester.)

o Private Music Instruction – One quarter or one half of a 50-minute hour per week. (200 to 400 minutes of class time per semester.)

See Appendix A for defined Lecture/Lab credit equivalencies by course prefix.

Internship/Field Experience/Co-Op Work:

These courses normally award one credit based for 75 50-minute instructional hours (3750 minutes of out-of-class experience) per semester.

Independent Study/Research:

The amount of credit for independent study or independent research courses depends on the project or research tasks agreed upon by the student and instructor. Faculty should be mindful that the credits awarded should reflect the amount of work required for a traditional course.

Variable Credit Courses: A range of credit may be applied to a course that has a range of content to correspond to the credits earned. All courses are governed by a course outline. The course performance objectives and topics must reflect the range of content to be applied to the credit being earned, which should follow the same class time standards per credit as traditional courses.

Repeat Option

The Repeat Option indicates the number of times a course may be taken for credit and be applied toward a degree or certificate. [Repeat option is only appropriate in courses where students will continue to build a level of skill development, but not for courses which offer essentially the same course/objectives/outline???] The campus Curriculum Coordinator enters repeat limits on the required curriculum form in two places. In the Repeat Info field, the


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number of times the course may be repeated (after the first time) and the total credits (“max hours”) awarded (including the credits earned for the original enrollment) are listed. The repeat limit is also provided to the student in an information line after the course description. [Make note regarding financial aid impact]

Example for a 3-credit course: Information: May be taken 2 times for a maximum of 6 credit hours.

Course Descriptions

Course descriptions are broad, summary statements that communicate course content. Generally written in phrases rather than complete sentences, they clearly identify the course focus and the key content areas. Information about teaching methods and procedures are not included in a description.

Employ the following guidelines when creating course descriptions: 1. Write the description with the following criteria in mind: relevant content,

accuracy, clarity, and proper emphasis of main topics to be addressed. 2. Make the description student-oriented (i.e., help the student understand clearly

what the course is really about). 3. Avoid acronyms, technical jargon and other technical terms when possible,

especially in beginning level courses. 4. Use plurals when referring to students or others instead of "his/her." 5. Only use brand names if required course software or equipment is an essential

component of the course.

Format In general, all course descriptions should contain the following components:

Introductory Statement

"Includes" Statement

"Also Includes" Statement(s) [optional]

1. The opening phrase describes the basic premise of the course. This is the only description that appears in the Schedule of Classes. It is a short phrase, not a sentence. Example from the description of SPA101, Elementary Spanish I: Introduction to Spanish. Includes basic oral and written forms, grammatical structures, interpersonal …...

[Use bullets] [skill based] If one or more courses are sequential, where one course is a prerequisite of the other, and the second course begins where the preceding course ends and adds to or [continues] the [subject matter/content],, such as SPA 101 and 102,, Elementary Spanish I & II, the opening phrase for the second course [could] begin with “Continuation of….” It would then be followed with an “Includes” sentence.

Example: Continuation of SPA 101. Includes further development of oral and written forms, additional grammatical structures, interpersonal transactions… …


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2. The second required phrase describes the essential subject matter of the course. It is recommended that the subject matter included in this phrase come from the key points in the course outline, but need not be a comprehensive list. The phrase begins with an inclusive word such as: Includes, Contains, Involves, Encompasses or Comprised of. "Includes" is most commonly used.

Example from SPA 101: … Includes basic oral and written forms, grammatical structures, interpersonal.

Note that commas are used after each item including the next to last one. If the phrases have commas in a grouped topic in the string, use semicolons.

Example “Also includes travel to Boise, Idaho; Los Angeles, California; and Nashville, Tennessee.”

3. The third phrase is optional but may be helpful to break up a long second phrase,

to delineate content that complements the key points, or to set off a different type of list from that of the second phrase. It must begin with the word "Also" followed by the same inclusive word used in the second sentence. Example from DAR 128: Also includes the use of state-of-the-art professional quality computers and image processing software, professional digital cameras and printers, and a lighting studio with professional lighting equipment.

Other Considerations for Course Descriptions 1. When using acronyms or abbreviations in the course description, spell out the

entire phrase first, followed by the acronym in parenthesis.

a) Example from CIS 121: …using Hypertext Markup Language (HTML) and Hypertext Transport Protocol (HTTP)…

b) Acronyms or abbreviations that have become common language

may be allowed at the discretion of District Curriculum Services and the College Curriculum Council.

2. Omit articles from the Introductory Statement.

a) Example: “Survey of Latin America” rather than "A survey of Latin America"

3. Avoid the use of the ampersand (&) in the course description as well as the

course title and prerequisites.

Prerequisites

Prerequisites identify the requirements which students must meet prior to enrollment in the intended course. These may include successful completion of certain courses, competency levels as measured by assessment tests, a specific number of years of work experience in a certain field, or consent of instructor. Enforceability by Banner dictates how prerequisite information is stated.


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1. Prerequisite information enforceable by Banner should be written in the Prerequisite line of the description/Course Content Form.

a. If no prerequisite is required for a student to take the course, write “none” next to the word “Prerequisite:” on the Course Modification Form.

b. Assessment information should be written: placement into <insert course

like WRT 101> on the writing assessmentConcurrent enrollment as an alternative to prerequisite completion should be expressed: MAT 145 Prerequisite: MAT 122 and GAM 120 or concurrent enrollment.

c. Assessment information with a grade requirement should be written: With a grade of C or better: CHM 151 and REA 112 (or assessment above this level) and WRT 100 or 106 (or assessment into WRT 101).

d. Combination of concurrent enrollment and assessment placement: FSS 234 or concurrent enrollment, REA 091 or placement into REA 112 on the reading assessment, and WRT 100 or 106 or placement into WRT 101

on the writing assessment. Successful completion of or concurrent enrollment in FSS 271 and 276 and 281 and 286.

2. The following prerequisite information should be written as an Information line

since it is not systematically enforceable: a. Consent of instructor: If enrollment in a course is dependent upon

permission by the teaching faculty member, the phrase "Consent of instructor is required before enrolling in this course” must be written as an information line.

b. If a prerequisite has an alternative that is not another Pima course, such as consent of instructor, it must be listed as an information line.

Example: Information: Prerequisite may be waived with consent of instructor. Example for a language course: One year of high-school German fulfills the prerequisite.(GER 101) Two years of high-school German fulfills the prerequisite.(GER 102)

3. The phrase "or equivalent" is not used, since this is true for all prerequisites.

4. When there is more than one prerequisite: a. List prerequisites alphabetically in increasing numeric order, and

include “and” and “or”: i. PAR 101 and 103 and WRT 102. ii. ANT/ARC 101 or 110 or 205.

iii. LEA 101, or all of the following: LEA 102, 103, 104, 105 106, 107.

b. Remove duplicate subject codes: AUT 124and 125 and 128.. (Not: AUT 124 and, AUT 125 and AUT 128.)

c. ANT/ARC 205, 265 (or concurrent enrollment), 276 and GLG 101. d. BHS132 and 154, CSA100, and SSE128,

e. Do not use ampersands (&).

5. Place a period after the prerequisite, even for one course: Prerequisite(s): DAR 121.


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6. Do not list prerequisites of the prerequisite course.

Co-Requisites

Co-requisites are courses that must be taken together in the same term. A course co-requisite is listed below the prerequisite and the course description. Example: CHM 151 – Co-requisite: CHM 151LB.

Note: A course that may be a prerequisite or a co-requisite is listed in the catalog as a prerequisite. Example: DLT 203 Fixed Bridgework

Prerequisite: DLT 101 or concurrent enrollment.

Recommendations

Recommendations are courses suggestions that provide students with guidance to succeed in class.

Examples: Recommendation: Completion of XXX 123 before enrolling in this course. FSS 218 and 276 taken concurrently is highly recommended.

Information Line

Under some circumstances the description might also include a sentence that gives very pertinent information for students. This includes prerequisites not enforceable by Banner. These are displayed in the catalog as Information following the course descriptions.

A. Preparation for specific licenses or examinations:

"Helps prepare students for the examination."

"Satisfies requirements for the examination." B. Field trips:

"Participation in field trips is required."

C. For courses with modules:

“XXX 123A, 123B, and 123C together constitute XXX 123)"

Example: WRT 101A, 101B, and 101C together constitute WRT 101.

D. Repeat option:

"May be taken __ times for a maximum of ___ credits." E. Prerequisite information: “Consent of instructor is required before enrolling in this course.”

“Prerequisites may be waived with …consent of instructor, high school biology, etc.”


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Additional Examples: Prerequisite maybe waived with consent of instructor. Example for a language course: One year of high-school German fulfills the prerequisite. (GER 101) Two years of high-school German fulfills the prerequisite. (GER 201)

“

Course Content Form

The Course Content Form documents the course performance objectives and outline, as well as the course title, credits, description, and prerequisite, co-requisite, information and recommendation lines. It serves as the official College guide regarding the course content. The Course Content Form should be reviewed whenever course modifications are proposed and when courses appear on the Five Year Review List.

Course Performance Objectives

A course performance objective is an observable, measurable skill or body of knowledge which a student should be able to demonstrate upon successful completion of a course. Objectives help create a focus for the instructor and learners. The course objectives can be used as a guide to write the course outline. Performance objectives should be clearly aligned with the course outline. Each objective should be specific, measurable, and written using behavioral verbs. See Appendix C for examples of behavioral verbs to use in course performance objectives.

Examples of course objectives: Occupational Course - TMA 201 Therapeutic Massage Practices I Transfer Course – HIS 101 Introduction to Western Civilization I Modular Course – MAT 122 – Parent Course over modules 122A, 122B, 122C

Course Outline The course outline denotes the content covered in the course. It contains enough detail to describe both the scope and depth to be covered. In contrast to a syllabus, the course outline contains content documentation only, and does not include activities, field trips, guest lectures, teaching or testing methods, or student assignments. Refer to Appendix D for course outline standards and examples. Refer also to Appendix E for additional resources for creating objectives and outlines.

Resource Requirements

Some curriculum actions may require additional resources. This may include staffing, materials and equipment, facilities, library materials, and other resources. Resource

https://bannerweb.pima.edu/pls/pima/az_tw_subcrse_catalog.p_subjcrse_list?p_subject_code=TMA

https://bannerweb.pima.edu/pls/pima/az_tw_subcrse_catalog.p_subjcrse_list?p_subject_code=HIS

https://bannerweb.pima.edu/pls/pima/az_tw_subcrse_catalog.p_subjcrse_list?p_subject_code=MAT


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requirements should be researched by the Initiator and communicated to the campus administration prior to starting the curriculum approval process.


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Program Development and Modification Use the following items to assist in the development or modification of programs:

Reasons for Program Curriculum Actions Reasons for Developing a New Program Reasons for Modifying or Inactivating an Existing Program

Program Options General Program Guidelines New Program Request Form Guidelines for Transfer Programs Guidelines for Occupational Programs Associate Degree in General Studies

Guidelines for Workforce Programs Financial Aid Considerations Effective Dates Resource Requirements Program Elements and Standards Criteria for Evaluation of a Program Proposal Program Area Title and Narrative Program Title and Narrative Program Display

Reasons for Program Curriculum Actions

All curriculum actions require a justification that is entered by the campus Curriculum Coordinator on the required forms.

Reasons for Developing a New Program

Justification is required in detail for the New Program Request Form, and in summary on the New Program Form preceding College Curriculum Council approval. Each form is completed by the campus Curriculum Coordinator from information provided by the Initiator and campus administration. Overarching justification for a new program may stem from one or more of the following:

The program addresses an emerging industry trend

Identified unmet need in the workforce

University curriculum development prompting a new transfer degree



Result of program review

Reasons for Modifying or Inactivating an Existing Program

The following list provides examples of common reasons for proposed modifications (including program inactivations):

Course credit changes need to be reflected in the program display.

The program title needs to be changed to reflect current terminology.

Courses are being added, deleted, or replaced.


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Changes in the industry require adjustments to the program design.

The program narrative needs to be updated to reflect current information, marketing strategy, and/or industry terminology.

Program prerequisites are being added or modified.

Concentrations are being added or modified.

Improved alignment with articulating programs at a university (transfer programs only.)

Program Review identified changes to be made to the program.

The program is being inactivated due to insufficient student enrollment or lack of community need.

Responding to Student Learning Outcomes.

Responding to College Plan initiatives. .

Program Options

Programs at Pima Community College lead to a degree or a certificate. Refer to the Glossary and General Program Guidelines for program types and requirements. The following types of degrees and certificates are offered at Pima Community College:

Degrees:

Transfer o Associate of Arts (AA) o Associate of Business (ABUS) o Associate of Fine Arts (AFA) o Associate of Science (AS)

Occupational o Associate of Applied Arts (AAA) o Associate of Applied Science (AAS)

Associate of General Studies (AGS)

Certificates:

Occupational o Basic Certificate o Advanced Certificate o Post-degree Certificate

Transfer – Arizona General Education Curriculum (AGECs) o AGEC-A o AGEC-B o AGEC-S

General Program Guidelines

1. Only courses at the 100 level or higher may satisfy program requirements. 2. All degrees must require at least 60 credits for completion. All certificates must

require fewer than 60 credits for completion. 3. In general, a program consists of core courses, support courses, and general

education courses. See the Glossary and Program Elements and Standards for additional information.


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4. Programs may offer concentrations so that students may focus on specific areas. These programs should be designed so that there is a set of common courses [how many courses/credits?] and a set of courses specific to each concentration to allow for specialization. Concentrations should not vary more than X total credits.

5. The program title appears on the diploma or certificate awarded for successful completion of a program. Whenever possible, titles of programs should indicate the occupational field (not the job title) in which the program provides competency development and preparation.

New Program Request Form

The first form required for new programs (Workforce excluded) is the New Program Request Form. It should be completed by the campus Curriculum Coordinator with information provided by the Initiator(s) and/or campus administrators. The information on this form is essentially a business plan for the program that the campus president will distribute and present to Chancellor’s Cabinet for preliminary approval to move forward into the regular curriculum processing. Thorough explanation of the proposed program, feasibility justification, and financial analysis are crucial requirements on this form in order to gain approval. The New Program Request Form is also submitted to assist with the creation of a Board of Governors report for final approval, and will be included in the program file at District Curriculum Services. If approval is not gained at Chancellor’s Cabinet, the program will not move forward. If the proposed new program is approved at Chancellor’s Cabinet, the Initiator will work with the Curriculum Coordinator to develop the curriculum. The Curriculum Coordinator will complete the required curriculum form and submit it with the program display for subsequent approvals.

New Program Request Form Guidelines

Many of the fields on the New Program Request form are self-explanatory. Following is a brief explanation of the sections of the form that require advanced planning and discussion.

Description of Program: This should be an overview of the program, including its purpose (i.e. direct employment in what field, or transfer to which university, etc.), the target audience (who would be attracted to complete the program), job titles under which a graduate could be employed, summary of coursework, and other pertinent information that would best describe the program.

Benchmarking Results: It is helpful to reference similar programs at other institutions in order to establish the viability of a similar program at Pima Community College. Benchmarking research may be performed in a variety of ways, but is commonly an online investigation of similar programs. The benchmarked institutions should be listed, with a summary of the key findings for each entry. Key findings might include variations of program coursework, explanations of similarity of the benchmark institution to Pima Community College, and the benchmark institution’s community industry needs compared to Tucson and surrounding communities that Pima Community College serves.


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Enrollment Estimates and Explanation: The Initiator, campus Curriculum Coordinator, Academic Dean, and Vice President of Instruction should project student enrollment over three years for the proposed program. This estimate will be taken into account in the financial summary of the form.

Faculty and Staff Requirements: Information from this section should be gathered from the Academic Dean or Vice President of Instruction.

Financial Summary: This section is a detailed projection of program revenues and expenses to determine the net campus expenses (if any) in the start-up year, and then years one and two after the program is launched. District Finance created this section of the form and included certain formulas to incorporate certain details such as tuition, state aid, and FTSE adjustments. Information on travel, supplies, and similar items may be provided by the College Discipline Area Committee (CDAC) or campus administrators.

Employment Projections: (Occupational and Clock Hour programs only.) The Initiator should supply the campus Curriculum Coordinator with a list of job titles for which the program would prepare graduates. The campus Curriculum Coordinator will use the job titles to find employment projections in an online database provided for this purpose. Projections in Pima County, Arizona, and the region or nation, are required for a six-year time frame starting a year prior to, and ending approximately five years from, the current year.

Transfer/Articulation Analysis: (Transfer programs only.) See Guidelines for Transfer Programs for transferability requirements. With the assistance of the Initiator, the campus Curriculum Coordinator will list the articulating institution(s) and attach supporting documentation from those institutions along with the form and program display. For institutions participating in the Arizona Transfer system, Course Equivalency Guide (CEG) printouts showing the course transferability (of existing courses) are also required.


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Guidelines for Transfer Programs

There are four associate degrees for transfer: Associate of Arts, Associate of Business, Associate of Fine Arts, and Associate of Science. There are three Arizona General Education Curriculum (AGEC) certifications: AGEC-A (Arts), AGEC-B (Business) and AGEC-S (Science.) The requirements for the AGEC’s are based on statewide agreement and any changes are approved by the PCC General Education Committee. The following guidelines are applicable to all transfer degrees:

1. The general requirement for the associate degree for transfer is that all courses must transfer as elective or better to all three state universities (as defined in the CEG). On rare occasions, a transfer degree may be exempt from this requirement if a degree is designed to transfer to a particular baccalaureate program at a designated college or university. In addition, for a degree or concentration in a specific discipline, 70% of the degree’s core and support courses must transfer to meet major (or pre-major) requirements for at least one baccalaureate-granting institution.

2. The associate degree for transfer must consist of a ;minimum of 60 total credits and not exceed 64 total credits. If the degree transfers to an institution that accepts more than 64 credits, then the associate degree may exceed 64 for the total accepted credits.

3. The associate degree for transfer requires: a. 35 or more general education credits (AGEC) s. The list of courses

applicable toward the AGEC is displayed in the General Education section of the current College Catalog.

b. 25-29 credit hours of core, support and elective courses.

Guidelines for Occupational Programs

An occupational program may take the form of a certificate or a degree. Occupational degrees include the Associate of Applied Arts degree (AAA) and the Associate of Applied Science degree (AAS). The following guidelines are applicable to all occupational programs:

1. Program student learning outcomes (SLOs) are required for all occupational programs.

2. All proposed occupational programs should be developed in cooperation with an Occupational Program Advisory Committee. See SPG-3201/AA for further information.

3. Occupational programs are designed to prepare students for direct employment, primarily within Pima County, and carry the phrase "for direct employment" in the program title.

4. Certificates and associate degrees within a program area should be developed with a “career ladder” approach. Certificate requirements must satisfy a portion of the degree requirements.

5. Certificates must not exceed 59 total credit hours. All certificate programs consisting of 30 or more credit hours must include six General Education credit hours: 3 credits of Communication and 3 credits of Analysis and Critical Thinking.

6. The Associate of Applied Arts and Associate of Applied Science degrees must consist of a minimum of 60 total credits and should not exceed 72 total credits.

7. The occupational degrees require:

http://www.pima.edu/program/transfer-options/arizona_gen_ed_curriculum_cert.shtml

http://www.pima.edu/policies/standardguidlines/SPG-3201-AA.shtml

http://www.pima.edu/program/generaled-nontransfer/index.shtml


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a. 19-21 credits of general education. The list of courses applicable toward occupational general education is displayed in the General Education section of the current College Catalog.


Associate Degree in General Studies

The Associate of General Studies (AGS) degree is a 60 credit degree. If the student is planning to seek employment or to transfer, he or she is advised to develop a plan of study with an advisor or counselor. The AGS degree requires:

1. 19-21 credits of general education. The list of courses applicable toward occupational general education is displayed in the General Education section of the current College Catalog.

2. 39-41 credit hours of core elective courses.

Guidelines for Workforce Programs

Workforce programs may take the form of a certificate or degree. Workforce degrees include the Associate of Applied Arts degree (AAA) and the Associate of Applied Science degree (AAS). The following guidelines are applicable to all Workforce programs:

1. Workforce programs are initiated in response to a contractual agreement with an external agency. The program is designed to meet the requirements of the contracting agency. Enrollment expectations, as well as employment information and its relationship to the educational program, should be documented in the New Program Form.

2. Workforce certificates must not exceed 59 total credit hours. Certificate programs consisting of 30 or more credit hours should include six General Education credit hours: 3 credits of Communication and 3 credits of Analysis and Critical Thinking. Certificates of 30 or more credits may, upon request from the contracting agency and approval by the Vice Provost and Assistant Vice Chancellor for Acdemic Services, be exempted from including general education credits.

3. Workforce degrees must consist of a minimum of 60 total credits and not exceed 72 total credits.

4. Workforce degrees require: a. 19-21 credits of general education. The list of courses applicable toward

occupational general education is displayed in the General Education section of the current College Catalog.


Financial Aid Considerations

Specific counsel on Financial Aid policy and procedure should be obtained from the District Financial Aid Office. However, it is important to consider the following when developing or modifying a program and selecting an effective term:




2012/2013 Page 30

Certificates of less than 16 credit hours or 600 clock hoursare not eligible for financial aid.

Workforce programs are not financial aid eligible.

Certificates are NOT automatically eligible for financial aid. They must be submitted by the Financial Aid office for approval by the U.S. Department of Education.

Modifications to existing certificates involving a change in total credits or clock hours may require approval to remain financial aid eligible.

Approval from the U.S. Department of Education may take 6 months or longer.

Other Considerations Program modifications may impact courses offered in other disciplines. Program faculty should discuss potential ramifications with the associated CDAC(s) faculty before submitting modification requests. [Add info about advisory committee input]

Effective Dates

Curriculum changes require early preparation to allow time for approvals and to avoid registration conflicts.

Program modifications are only allowable effective in fall terms.

Program modification approvals are subject to annual deadlines set by District Curriculum Services (typically the December CCC). At a minimum approval must occur at the CCC meeting held at least a month prior to the start of fall registration, as identified in the Academic Calendar.

New programs may become effective as early as the same term in which they are approved.

Resource Requirements

Some curriculum actions may require additional resources to be implemented. For programs, this may include staffing, materials and equipment, facilities, and other resources. Resource requirements should be researched by the Initiator, discussed with campus administrators, and communicated to the campus Curriculum Coordinator for inclusion on required curriculum forms.

Program Elements & Standards

This section describes the standards for display of Pima Community College programs, for catalog and online publication, as established by the College Curriculum Council (CCC). The following general criteria should be considered for program proposals:

Criteria for Evaluation of a Program Proposal

- Justification statement and supporting documentation adequately documents the need for the new or modified program and addresses all appropriate concerns.

- Program narrative adequately describes the focus, the purposes of the program and the transfer opportunities or the kinds of employment for which students will be prepared.


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- Program display specifies all graduation requirements for the degree or certificate in accordance with Pima Community College policies.

- Course objectives/competencies correlate with measurable student learning outcomes.

- Program displays meet required standards. Impact - Program is educationally sound and appropriate to be offered for

community college students. - Program is compatible with the PCC Mission Statement and the College

Plan. - Implications for facilities and equipment, qualified staff, budget and other

necessary resources have been considered. - Instructor load is appropriate and can be supported by campus resources. - Development or modification of the program does not adversely impact

existing courses or programs by competing for students and/or resources.

Program Area Title and Narrative

These serve as an introduction to the overall discipline or occupational field in areas where there are multiple degrees/certificates offered. Typically, the program area narrative includes the purpose/focus of the program area. Final narrative revisions will meet established College style standards prior to electronic and/or print publication.

Program Title and Narrative

All occupational programs contain the words "for direct employment" in the title. All Associate of Arts, Associate of Business, Associate of Fine Arts and Associate of Science degrees contain the words "for transfer" in the title. The program narrative provides information specific to a particular certificate or degree, such as program prerequisites, program concentrations, and employment or transfer information. Include the following, at a minimum, in the program narrative:

Introductory paragraph explaining the focus and purpose of the degree/certificate

Career Options

Academic Options

Location – Campus(es) where the majority of core courses will be taught.

Contact Information – Administrator and Lead Faculty phone numbers.

Program, Major, and Concentration Codes – These codes are assigned by District Curriculum Services (DCS) after the program is approved, so it is not required in the submitted draft.

Program Display

Each type of program (certificate without general education, certificate with general education, and degree) has its own standard display format. The Initiator may contact the campus Curriculum Coordinator for a template to use for program displays. In general, a program display consists of the following, in the given order:





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Program prerequisties (if applicable)

General education requirements (if applicable)

Core courses

Support courses There are format variations between a program display in the printed catalog and a program display on the Web. Refer to the following URLs and appendices for examples of each type of program. Examples: General Education section display standards: See Appendix F. Certificate without General Education: Basic Business - Certificate

Web: http://www.pima.edu/program/business/basic_business_certificate.shtml Printed Catalog: See Appendix G-1.

Certificate with General Education: Advanced Business - Certificate

Web: http://www.pima.edu/program/business/advanced_business_certificate.shtml Printed Catalog: See Appendix G-2.

Occupational Degree: Associate of Applied Arts Degree for Direct Employment (AAA):

Web: http://www.pima.edu/program/the-arts/applied_arts_assoc_of_applied_arts_degree.shtml Printed Catalog: See Appendix G-3.

Transfer Degree: Associate of Business Administration Degree for Transfer (ABUS): Business Administration – Associate Degree for Transfer

Web: http://www.pima.edu/program/business/business_administration_assoc_degree_for_transfer.shtml Printed Catalog: See Appendix G-4.

Associate of General Studies Degree:

Web: http://www.pima.edu/program/general-studies/ Printed Catalog: See Appendix G-5.

Current Certificates and Degrees:

See Web listing: http://www.pima.edu/program/index.shtml.

http://www.pima.edu/program/business/basic_business_certificate.shtml

http://www.pima.edu/program/business/advanced_business_certificate.shtml

http://www.pima.edu/program/the-arts/applied_arts_assoc_of_applied_arts_degree.shtml

http://www.pima.edu/program/the-arts/applied_arts_assoc_of_applied_arts_degree.shtml

http://www.pima.edu/program/business/business_administration_assoc_degree_for_transfer.shtml

http://www.pima.edu/program/business/business_administration_assoc_degree_for_transfer.shtml

http://www.pima.edu/program/general-studies/

http://www.pima.edu/program/

http://www.pima.edu/program/index.shtml.


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Approval Processes The approval process depends upon the type of curriculum and action being proposed. In all instances, approvals of the curriculum proposal occur at the campus. It is then submitted to District Curriculum Services, and depending on the type of proposal it may be reviewed and/or approved by one or more of the following:

College Discipline Area Committee(s) (CDAC)

District Curriculum Services (DCS)

College Curriculum Council (CCC)

Assistant Vice Chancellor of Academic Services and Vice Provost

Provost and Executive Vice Chancellor of Academic and Student Services

Board of Governors. Refer to the following step-by-step guides to determine the approvals required for each type of curriculum proposal. Refer to Appendix J-1, J-2 and/or J-3 for a description and responsibilities of DCS, CDACs, and the CCC.


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Course Approvals: General Enrollment Credit Courses The curriculum action undergoes review and approval at the campus, and by the CDAC, the College Curriculum Council (CCC), the Vice Provost and the Provost. Unless otherwise noted, all approval steps are processed through Curriculum Approval Workflow (see Appendix ?? for Workflow Manual).

1. Initiator submits draft of curriculum to campus Curriculum Coordinator. 2. Campus Curriculum Coordinator completes curriculum forms. 3. Campus Curriculum Coordinator submits curriculum forms for campus review

and approval (Department Chair, Academic Dean, and Vice President of Instruction). If not approved, return to step one.

4. Campus Curriculum Coordinator:

Submits approved curriculum forms to District Curriculum Services (DCS)

Submits pre-articulation initiation to DCS, when appropriate. 5. DCS conducts technical and curricular standards review and discusses

recommended changes with campus Curriculum Coordinator. Campus Curriculum Coordinator or DCS make final changes, as appropriate.

6. DCS sends email to CDAC members, with curriculum items attached, for review and votes. (Topics courses do not require a vote, but comments are invited from the CDAC for one week.)

7. CDAC reviews Curriculum a. CDAC Chair assists in review by recording comments and votes on the

CDAC Review Form (see Appendix I), and forwarding the completed form to DCS. (Comments only for Topics courses.)

b. When appropriate, CDAC members may forward curriculum to Lead Campus faculty and/or administration for review (if different from submitting campus). The Lead Campus may send comments to DCS.

8. DCS creates and distributes agenda including CDAC votes for CCC. (Topics courses listed as information items for the CCC. Skip to step 9.)

9. CCC reviews and votes on agenda items. a. Items approved are forwarded to the Vice Provost and the Provost for

administrative approval. b. Items not approved by the CCC are returned to the appropriate entity for

further action. c. DCS submits approved documents for Assistant Vice Chancellor of

Academic Services and Vice Provost and Provost and Executive Vice Chancellor of Academic and Student Services signatures. Provost and Executive Vice Chancellor of Academic and Student Services approves for Board of Governors (BOG). If not approved, the curriculum item is returned to the appropriate entity for further action.

10. DCS is responsible for all system updates related to curriculum action. Note: New courses being developed for a new program will not be activated, until the program is approved. Note: Shared Unique Number (SUN) course modifications will not be activated until submitted through the SUN Action Form and universities confirm that the course equivalency remains the same.


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Course Approvals: Workforce, Clock Hour, and Continuing Education Units The curriculum action undergoes review and approval by the campus, the Vice Provost, and the Provost as appropriate. As of Spring 2012 this is a paper process with signatures required. In the future all approval steps will be processed through Curriculum Approval Workflow (see Appendix ?? for Workflow Manual)

1. Initiator submits draft of curriculum to campus Curriculum Coordinator. 2. Campus Curriculum Coordinator completes curriculum forms and verifies the

following: a. Workforce: There is a contract in place from an agency partner. b. CEU: The course is formatted in increments of 10 contact hours per unit. c. Clock Hour: Module total is based on actual classroom contact hours.

3. Campus Curriculum Coordinator submits curriculum forms for campus review and approval (Coordinator/Manager/Director, Academic Dean, and/or Vice President of Instruction). If not approved, return to Initiator.

4. Campus Curriculum Coordinator submits approved curriculum forms to District Curriculum Services (DCS).

5. DCS conducts technical and curricular standards review, and discusses recommended changes with submitting campus Curriculum Coordinator. Campus Curriculum Coordinator or DCS make final changes, as appropriate.

6. DCS submits documents to the Vice Provost and[for which types???] the for approval. If not approved, the curriculum action is returned to the appropriate entity for further action.

7. DCS includes these courses on the CCC agenda as Information Items. 8. CCC reviews courses/modules as Information Items. 9. DCS is responsible for all system updates related to curriculum action.


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Course Approvals: Non-Credit The curriculum action undergoes reviews at the campus, and is then entered into Banner by District Curriculum Services. As of Spring 2012 this is a paper process with signatures required. In the future all approval steps will be processed through Curriculum Approval Workflow (see Appendix ?? for Workflow Manual)


and approval (Coordinator/Manager/Director, Academic Dean, and/or Vice President of Instruction). If not approved, return to Initiator.

4. Campus Curriculum Coordinator submits curriculum forms to District Curriculum Services (DCS).

5. DCS is responsible for all system updates related to curriculum action.


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Program Approvals: New Program Feasibility A proposal for a new program (except Workforce) must go through an approval process before the curriculum is developed and submitted into the regular curriculum approval process. This preliminary approval serves to prove the feasibility of the program concept to the campus administration and then to the Chancellor’s Cabinet.

1. Anyone may submit an idea for a new program to campus administration. a. Note: Existing programs that are being modified more than 50% are

considered new programs, and must go through all of the new program approval steps.

2. Campus administration decides whether to pursue the proposed program

through campus procedures.

3. If the program is pursued, a New Program Request Form will be completed including:

a. Program Description b. Benchmark Research

c. Enrollment and Staffing Projections d. Financial Summary e. Job Market or Transfer and Articulation Analysis

4. Campus President contacts the Chancellor to request the proposed program’s

inclusion on the Chancellor’s Cabinet agenda.

5. Campus President presents proposed program and New Program Request Form at Chancellor’s Cabinet.

6. The Provost notifies District Curriculum Services of the outcome.

7. Campus President notifies the Vice President of Instruction, who notifies the

campus Curriculum Coordinator, of the outcome.

8. Campus Curriculum Coordinator works with faculty and administrators to develop and prepare curriculum.

Continued on Program Approvals: General Enrollment Credit Programs (next page.)


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Program Approvals: General Enrollment Credit Programs The curriculum action undergoes reviews at the campus, and by the CDAC, the College Curriculum Council (CCC), the chief academic officer of the College, and the Board of Governors (BOG). For new programs, New Program Feasibility (previous page) must be completed first. Unless otherwise noted, all approval steps are processed through Curriculum Approval Workflow (see Appendix ?? for Workflow Manual).


and approval (Department Chair, Academic Dean, and/or Vice President of Instruction). If not approved, return to step one.

4. Campus Curriculum Coordinator submits curriculum forms to District Curriculum Services (DCS).

11. District Curriculum Services DCS conducts technical and curricular standards review and discusses recommended changes with campus Curriculum Coordinator. Campus Curriculum Coordinator or DCS make final changes, as appropriate.

5. (DCS) sends email to CDAC members. 6. CDAC Review

a. CDAC reviews Curriculum: a. CDAC members vote on curriculum. b. CDAC Chair assists in review by recording comments and votes

on the CDAC Review Form (see Appendix I) and forwarding the completed form to DCS.

b. DCS conducts technical and curricular standards review, and discusses recommended changes with submitting campus Curriculum Coordinator. If necessary, final changes are made by campus Curriculum Coordinator or DCS, as appropriate.

c. DCS sends new program displays to Webmaster/Marketing for preview. 7. DCS creates and distributes CCC agenda, including CDAC votes. 8. CCC reviews and votes on agenda and recommends approved action items to

Assistant Vice Chancellor of Academic Services and Vice Provost and Provost and Executive Vice Chancellor of Academic and Student Services. If not approved, the curriculum action is routed to a previous step depending on the reason.

9. DCS submits approved documents for Assistant Vice Chancellor of Academic Services and Vice Provost and Provost and Executive Vice Chancellor of Academic and Student Services signatures. Provost and Executive Vice Chancellor of Academic and Student Services approves for BOG (modifications only). If not approved, the curriculum action is routed to a previous step depending on the reason.

10. DCS creates and submits BOG reports for new programs and proposed inactivations.

11. BOG reviews reports and votes on new programs, including programs changing more than 50%, and program inactivations.

12. DCS posts approved curriculum in Banner and archives curriculum forms.


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Program Approvals: Workforce and Clock Hour Programs The curriculum action undergoes reviews at the campus, is an information item for the College Curriculum Council (CCC), is signed by the chief academic officer of the College, receives final approval from the Board of Governors (BOG). Please note: New Clock Hour programs must first go through the New Program Feasibility Process. Workforce programs do not. As of Spring 2012 this is a paper process with signatures required. In the future all approval steps will be processed through Curriculum Approval Workflow (see Appendix ?? for Workflow Manual)


and approval (Workforce: Workforce Dean, Vice President of Instruction, and Campus President. Clock Hour: Department Chair, Academic Dean and/or Vice President of Instruction). If not approved, return to step one.

4. Campus Curriculum Coordinator submits approved curriculum forms to District Curriculum Services (DCS)

5. DCS conducts technical and curricular standards review and discusses recommended changes with submitting campus Curriculum Coordinator. If necessary, final changes are made by campus Curriculum Coordinator or DCS, as appropriate.

6. DCS lists the programs on the CCC agenda as an information item. 7. DCS submits documents for Assistant Vice Chancellor of Academic Services and

Vice Provost and Provost and Executive Vice Chancellor of Academic and Student Services signatures. Provost and Executive Vice Chancellor of Academic and Student Services approves for Board of Governors (BOG) (modifications only). If not approved, the curriculum action is routed to a previous step depending on the reason.

8. CCC reviews and may comment on the information item at the next CCC meeting.

9. DCS creates and submits Board of Governors (BOG) reports for new programs and proposed inactivations.

10. BOG reviews reports and votes on new programs, including programs changing more than 50%, and program inactivations.

11. DCS posts approved curriculum in Banner and archives curriculum forms.


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Activation of Curriculum Approved curriculum proposals are returned to District Curriculum Services (DCS). They are entered into Banner, and subsequently made available for Web and catalog display, MyDegreePlan, integration into the schedule of classes, the Arizona Transfer Course Equivalency Guide (CEG), and other systems as appropriate. Financial Aid for New Programs DCS sends a quarterly report to the Financial Aid Office containing all new and modified (total credits) programs. The initiating campus should inform Financial Aid that a program is being developed. The Financial Aid department should also be contacted after the curriculum approvals for information on final U.S Department of Education (DOE) approval status and timeline. Once approval from the DOE is obtained, DCS will add the program as eligible for financial aid in Banner.


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Glossary of Terms Academic Term: See Term. Active: The status that designates that a course or program is eligible to be

included in the College catalog, and for courses, offered in the Schedule of Classes. .

Advisory Committee (Occupational): A committee composed of representatives from a

specific industry that provides advice and direction to an occupational program that prepares students for employment in that industry. Transfer programs do not have Advisory Committees.

Alternative Delivery Modes: Arizona General Education Curriculum (AGEC): A block of a minimum of 35 semester

credits comprised of a minimum 11 courses of general education. The AGEC is available at all Arizona community colleges and transfers to all three state universities to:

meet the lower division, university-wide general education requirements

meet the university admission requirements (with minimum 2.5 GPA)

The AGEC is also the general education component of all of Pima Community College’s transfer degrees. There are three AGECs available, depending on the degree being pursued: AGEC-A, for the AA and most BA degrees; AGEC-B, for the ABUS and BSBA degrees; AGEC-S for the AS and most BS degrees.

Articulation: The process of developing ongoing communication and agreements between educational institutions for the transferability of curriculum. Pima participates in statewide articulation between two- and four-year public postsecondary Arizona institutions, as well as articulation with other state and out-of-state secondary and postsecondary institutions.

Articulation Agreement: Formal agreement between two educational institutions that

facilitates the transfer of students from one institution to the other. These agreements may include: how courses and/or degree programs transfer to meet requirements at another school; the maximum number of transferable credits; and/or additional benefits to students (e.g. reduced tuition or admission fees).

Associate’s Degree: A degree requiring a minimum of 60 semester hours of course credit including general education requirements.

Associate of Applied Arts Degree (AAA): A 60-75 credit hour occupational degree, generally in the liberal arts, designed to prepare students for employment.


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Associate of Applied Science Degree (AAS): An occupational degree which requires a minimum of 60 and ideally a maximum of 75 credit hours., designed to prepare students for direct employment. Although not designed to transfer, many of these programs are transferable to universities with Bachelor of Applied Science degrees.

Associate of Arts Degree (AA): A transfer degree with a minimum of 60 and a maximum of 64* credit hours designed to transfer to a Bachelor of Arts degree program at a four-year college or university. This degree includes the AGEC-A.

Associate of Business Degree (ABUS): A transfer degree with a minimum of 60 and a maximum of 64* credit hour degree in business containing courses designed to transfer to a Bachelor of Business degree program at a four-year college or university. This degree includes the AGEC-B. Associate of Fine Arts (AFA): A transfer degree with a minimum of 60 and a maximum of 64* credit hour degree in one of the fine arts areas containing courses designed to transfer to a Bachelor of Fine Arts or Music degree program at a four-year college or university. This degree includes the AGEC-A.

Associate of General Studies (AGS): A 60 credit hour degree designed by students in collaboration with a faculty member, advisor or counselor. Courses may be chosen from a variety of subject areas. Associate of Science Degree (AS): A transfer degree with a minimum of 60 and a maximum of 64* credit hour degree in the sciences containing courses designed to transfer to a Bachelor of Science degree at a four-year college or university. This degree includes the AGEC-S.

Audit: An attendance method which allows a student to attend class meetings

but not receive credit. The designation “AU” shows on the transcripts under the grade column. Students must receive permission from faculty to audit the course during the drop-add period.

Catalog: The College PDF publication describing academic programs and courses,

student services, general regulations, requirements and procedures for a single academic year.

CDAC: College Discipline Area Committees (CDACs) are college-wide

committees composed of faculty working in designated related disciplines and an assigned administrator. Their functions include curriculum development, textbook adoption, program review, Student Learning Outcomes, and assessment review for the purpose of curricular improvement. See the Curriculum area of the Intranet for more information.


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* Arizona public universities typically accept a maximum of 64 credits in transfer from

community colleges. Certificate: Pima Community College awards the following types of certificates:

AGEC Certificate: See Arizona General Education Curriculum Honors Certificate: A credit certificate comprised of 15 honors credits designed for academically excellent students. A designated minimum GPA requirement is also necessary. Occupational Certificate: A credit certificate which focuses on a specific field of study, is less than 60 credits, is designed for direct employment, and may lead toward an associate’s degree. A certificate of 30 hours or more requires six General Education credits including three credits from Communications and three credits from Analysis and Critical Thinking.

Occupational Clock Hour Certificate: A certificate that provides non-credit occupational skills training for students seeking to enter the local labor market. Post-Degree Certificate (credit): A credit certificate in a specific field of study of less than 60 credits for direct employment. An associate’s degree or a bachelor’s degree (depending on the program) is required before beginning a Post-Degree Certificate. Workforce Certificate: Designed like an Occupational Certificate but is a request from a workforce contracting agency and is not open to the general public. These certificates may be exempt from General Education Course requirements if so requested by the contracting agency.

Clinical: See Field Experience. Clock Hour: A term used to measure time spent by a student in non-credit

occupational learning activities; one clock hour equals 60 minutes and 640 clock hours equal one Full-Time Student Equivalency (FTSE).

Completeability: Designates whether all courses in a program can be completed in a

two year period during day, evening and/or weekend hours, online, or in a combination thereof.

Continuing Education: Professional development and training for expansion of

knowledge and/or recertification in a particular field. The International Association for Continuing Education and Training (IACET) is the organization responsible for refining and disseminating information about


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the Continuing Education Unit (CEU). Pima Community College is an Authorized Provider of IACET CEUs.

Continuing Education Unit (CEU): One CEU equals ten contact hours of participation in

an organized continuing education experience under responsible sponsorship, capable direction, and qualified instruction. One hour of instruction is 0.1 CEU. The Continuing Education Unit (CEU) is a nationally recognized standard unit of measurement to quantify the time spent in the classroom for continuing adult education and training activities. Professional groups and organizations in law, insurance, finance, health care, real estate, information technology, and construction, among others, require CEU’s for recertification.

Conversion: Changing the prefix and/or course number of an existing course. Are there Program conversions? Jennie?

Cooperative Education: See Workplace Learning. Core Courses: Required courses directly related to the primary area of study in a

certificate or degree program and for which a grade of C or above fulfills graduation requirements.

Co-requisites: Courses that must be taken together in the same term. A course co-

requisite is listed below the prerequisite and the course description in the catalog.

Course Bank: A cumulative inventory of every College course that has existed since Fall

2000, (200010) when Banner was implemented. Course Classification: A classification of the intent/purpose of the course content.

Options are Transfer, Occupational, Developmental, Special Interest, and Workforce Response. Classification is used internally at Pima Community College and can be found in Banner and/or the Course Bank.

Course Content Form: A prescribed format to record the official body of knowledge

taught in an individual course, including the course objectives andcourse outline. It also includes course details such as credits, description, prerequisites, corequisites, ,information, and recommendations.

Course Description: The official synopsis of course content, written in a prescribed

format. Course Equivalency Guide (CEG): A resource available online, at aztransfer.com, which

identifies course equivalencies between Arizona community colleges and the three state universities. All credit courses other than Special Interest ,Developmental Education and Workforce Response are submitted for inclusion in the CEG.

Course Level: A field in Banner designating the intent of a course. Options include

Audit (AU), Continuing Education (CEU), Clock Hour (CH), Credit (CR), and Non Credit (NC).

http://aztransfer.com/


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Course Number: The 3-digit designation that accompanies the course prefix and indicates its grade level (e.g., WRT 101 is a freshman-level course). The course number may also include a suffix if appropriate. See Course Numbering System section in this manual.

Course Objectives: See Performance Objective. (Student Learning Outcomes

College/Program/Course?) Course Prefix: A two-, three-, or four-letter designation for a course that identifies the

primary discipline area/subject of the course content. Two-letter prefixes are for non-credit courses, three-letter prefixes are for credit courses, and four-letter prefixes are for CEUs.

Course Prerequisites: Requirements which must be met prior to enrollment in a course. Course Suffix: A one- two-character suffix may be added to a course number for a

variety of reasons including designating labs, clinicals, skill level, topics, modules, etc. See the Course Numbering System section in this manual.

Courses Not Run List: Periodic reports of active courses in the Course Bank which are

reviewed for last term offered and last term run. The CDACs and Coordinators are provided the list at the beginning of each academic year to review and determine whether a course will be inactivated, modified, or updated.

Credit Hour: A unit of measurement used by colleges and universities to quantify

student academic workload. /// Each credit hour is equivalent to ??? one 50-minute period of course time per week in a traditional 16 week semester. For example, a course that meets that meets 75 minutes twice per week would be a three-credit-hour course.????? (See Period of Instruction/Instructional Activities) (For scheduling purposes Coordinators need a reference to 50 minutes = 1 credit hour)

Credit Hour/Lecture: In a traditionally delivered course, one credit hour is equal to one

50-minute period of lecture per week for 16 weeks. Thus, a typical 3-credit lecture course consists of 48 class hours of classroom instruction.

Credit Hour/Lab: One credit of a lab course is equal to 32 to 48 course periods. The

variance is based on the type of lab course. One-credit science labs typically require 3 hours per week for each credit. For example, a one credit, semester-length (16-week) Chemistry lab course meets 3 class periods per week and thus 48 hours for a 16 week semester. Some technology courses require only 32 hours of lab class time for 1 credit. For example, an aviation technology lab course requires 2 periods per week for a 16-week lab course for a total of 32 hours.

Cross-listed: Two or more courses with identical course content that differ only in

course prefix; the course number, title, prerequisites, course description, credit hours, and periods are the same for cross-listed courses.

Curriculum: Courses and programs offered by the College.


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Curriculum Development: The processes specified in the Curriculum Procedures

Manual for the development and maintenance of courses and programs. Curriculum Documents: The official materials, including new program and course forms,

program and course modification forms, course content forms, and program displays archived at the District Curriculum Services office.

Curriculum Forms: Utilized by the Coordinators to process new and modified curriculum. Curriculum Processes: The procedures, specified in the Curriculum Procedures Manual,

for development and approval of courses and programs. Degree: See Associate Degree. Description: See Course Description or Program Narrative. Developmental Course: A classification assigned to courses numbered below 100

designed to provide the foundation for learning success for academically under-prepared students. In general, these courses are considered to be basic skill development courses. Developmental courses may not be used to satisfy degree or certificate requirements and are not intended for transfer. See House Numbering System.

District Curriculum Services: The district office that processes and archives College

curriculum. Effective Term: The term at the beginning of which curriculum becomes effective. See

also Term. Field Experience: See Workplace Learning. Five Year Review List: The College requires that all courses be reviewed at least every

five years. This annual list (formerly referred to as the “Hit List”) of active courses that have not been modified or updated for 5 years is distributed to the campus Curriculum Coordinators and to the CDAC’s at the beginning of the academic year. Courses which are not updated or modified during that academic year are subject to inactivation.

General Education Requirement: A block of courses designed to help students to gain

an understanding of themselves and their world; history and culture; and the principles and application of mathematics, science, technology, and effective communication. General education requirements are included in all degrees and in certificates of 30 credits or more. Transfer and occupational programs have different requirements.

General Education Designation Process: The process by which a current or proposed

course is reviewed and approved for general education status.


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Honors Content Course: A course which is enhanced for the honors student. Honors

content courses may be found under some prefixes in the schedule of classes and are designated by an HC after the course number.

House Numbering System: A college-wide system of classifying courses according to

type and/or level. (See the Course Numbering System section in this manual.)

Inactive: Status designation for a course or program previously offered by the

college, but currently not eligible for scheduling or inclusion in the College catalog.

Inactivation: The process by which courses or programs are made inactive. Information Line: Additional pertinent information accompanying the course description.

This includes prerequisites that are not enforceable by Banner, e.g. “Consent of instructor required before enrolling in this course.”

Independent Research: A learning format that allows students to earn credits by

conducting independent investigation of specialized subject matter in a research setting under faculty supervision. Students and their instructor agree in advance on the research topic and approach to the investigation and meet periodically to discuss the students’ progress. See Course Numbering System section in this manual.

Independent Study: A learning format that allows students to earn credits by studying

and completing coursework on their own. Students and their instructor agree in advance on the topic and approach to the study program and meet periodically to discuss the students’ progress. See Course Numbering System section in this manual.

Initiator: The initiator of a curriculum proposal may be anyone, including advisory

members from the community, students, administrators and adjunct faculty or full-time faculty. An Initiator other than full-time faculty in that discipline must partner with a co-initiator who is a CDAC faculty member from the proposed curriculum discipline area.

Instructor Load Hours: A calculation relating instructional lecture and lab periods to

instructor compensation. (Also referred to as Workload.) Internship: See Workplace Learning. Laboratory Hour: Fifty-minute instructional period during which students are involved in

hands-on learning activities, i.e., experiments, performance of skills, etc., under the supervision of an instructor. See Appendix A: Course Types [add hyperlink] for additional detail.

Lecture Hour: Fifty-minute instructional period conducted primarily by an instructor who

applies any combination of instructional methods such as lecture, directed


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discussion, demonstration, or audio-visual materials. See Appendix A: Course Types [add hyperlink] for additional detail.

Limited Enrollment Program: A program that must limit student enrollment to comply

with rules, regulations and prescribed procedures by state and/or national agencies. Reasons for limiting enrollment might include certification, registry, licensure, program accreditation, funding source requirements, local agency agreements, and/or industry employment standards. See SPG-3506/AA.

Modify: Substantive changes to courses or programs are considered

modifications. . Non-substantive changes include grammar, punctuation, spelling, word order, effective term, or initiator. (Compare to Update.)

Module: A self-contained component of a parent course which provides flexibility

in offering the course in smaller segments. Each module, as a segment of the parent course, has fixed course content, its own course number suffix, a course title, and a description.

Module (Clock-Hour): The term used to refer to a course in the clock-hour curriculum. MyDegreePlan: The College’s online degree audit system which informs students of

their progress toward meeting degree requirements. New Program Request Form: A form submitted to Chancellor’s Cabinet to initiate a new

program. It includes a feasibility study which is made up of comprehensive needs analysis, projected budget, benchmarking, etc. See Appendix ???

Occupational Course: A classification assigned to a course typically designed to

prepare students for a specified field or to provide support for success in an occupational program. While these courses may transfer, that is not their designated purpose. .

Occupational Program: A prescribed group of courses designed to prepare a student for

employment or to improve a student’s skills in a specified occupation. Occupational Programs may be credit certificates or degrees or clock-hour certificates.

Pass/Fail: An option for class registration designating that credit can be earned by a

student by performing at a C grade or better level in the course. Fail indicates students performed at a D or F grade level.

Performance Objective: An observable, measurable skill or body of knowledge which a

student should be able to demonstrate upon successful completion of a course.

Period: See Lecture Hour and Laboratory Hour. Prefix: See Course Prefix.



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Prerequisite: See Course Prerequisite or Program Prerequisite. Program: 1. A prescribed group of courses leading to a certificate or degree. Also

known as a Major. See Occupational Program or Transfer Program. 2. All courses taught within a discipline. (Also see Program Review) Program Code: A code, unique to each program, assigned by District Curriculum

Services. Program Display: The standardized format for listing the requirements for a degree.

These may includeeProgram Prerequisites, General Education, Core Courses, Support Courses and Concentrations .

Program Feasibility: See New Program Request Form. Program Narrative: A brief description that precedes a certificate or degree program

display containing program goals, certificate or degree options, employment or transfer options, and department contacts.

Program Prerequisites: Requirements (courses and/or assessment scores) that must

be met prior to application and/or acceptance into a program of study Academic program prerequisites are documented in the program display. The program narrative either lists or provides a link to non-academic prerequisites (e.g. immunizations, minimum age, health insurance, etc.).

Program Review: A systematic process to assess the vitality, effectiveness, and

efficiency of an instructional program and/or discipline conducted with the primary focus on the college’s mission and goals. Programs are reviewed cyclically and are coordinated by Program Services at the District Office.

Reactivation: The process by which a course or program previously inactivated by the

college is made eligible for scheduling or inclusion in the College catalog, and for courses, offered in the Schedule of Classes.

Reading Requirement: See General Education Requirement. Recommendation: Suggestion that provides students with guidance to succeed in a

course, such as “Completion of ARC 101 before enrolling in this course”. Typically displayed after the course description.

Repeat Option: Also referred to as "times taken." The number of times that a course

may be taken for credit and be applied toward a degree or certificate. Each course that has the repeat option must have the following statement in an information line after the course description: "May be taken __ times for a maximum of __ credit hours."

Schedule of Classes: A detailed listing of courses offered during one or more semesters

or sessions. Schedule Type: Banner indicator used to designate a course as a lecture, lab, a

combination of lecture and lab, or continuing education.


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Selective Admissions Program: A program that requires students to have met certain

prerequisite certification and/or coursework with a minimum level of performance in order to apply and/or be accepted into the program. (See SPG-3506/AA.)

Semester: The sixteen-week fall or spring academic term. Seminar: A group learning experience on a specific topic which may assume the

sharing of knowledge with peers. Session: Shorter periods for courses that fall within a semester, such as 5-week, 8-

week, or delayed start. Shared Unique Number: See SUN Special Interest Course: A classification assigned to a course designed to meet specific

cultural, career, economic, or educational needs of the community. Student Learning Outcomes (SLO) Subject: See Course Prefix. SUN: (Shared Unique Number) A college course common numbering system

designed to help Arizona students plan their education and ensure successful transfer of course credits. SUN courses have a unique prefix and course number that represents direct course equivalency at all Arizona public community colleges and universities. Pima Community College retains its original course numbers but uses the SUN to indicate commonality.

Support Course: Required courses that complement the content of core courses of a

particular certificate or degree program. Term: The division of an academic year during which the College holds classes.

Term is represented by a 6-digit code in Banner consisting of the academic year and 2-digit term identifier. (Example: 200810). Example term identifiers are as follows:

10 = Fall 20 = Spring 30 = Summer 00 = Full Year, Non-Credit 03 = Full Year, Continuing Education Units 05 = Full Year, Center for Training and Development (CTD) 09 = Full Academic Year 88 = Pima Prep Academy

Topics Course: A Special Interest course created to satisfy an immediate need for

students. This type of course is not in the College Equivalency Guide, usually short-lived, and except in special circumstances, not transferable or applicable to degrees/certificates. It is identifiable by a “T#” after the



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198/298 course number. (See House Numbering chart in this manual.) Topics courses are also used to pilot courses before being proposed as a permanent course.

Transfer Program: A degree designed to meet the educational needs of students

planning to continue their education at a four-year college or university. (See also Associate Degree.)

Tuition Waiver Designation: Indicator on Course Curriculum Forms to identify courses

intended for group pay rather than individual pay. Usually left blank but checked on the scheduling form, however this must be checked for Workforce Courses.

University Articulation: See Articulation. Update: Action indicating the Course Content Form is intended for review with no

substantive changes (non-substantive changes are those made to grammar/punctuation, spelling, word order or to the effective term or initiator.) “Update” should be checked on the course modification form by the campus Curriculum Coordinator and will be listed on the CCC agenda next to the item. Updates typically result from the distribution of the Five-Year Review List. (Also refer to Modify.)

Variable Credit: Minimum and maximum number of credits a student may earn for a

course depending on the content covered by the course that term. The credits assigned to the course have a minimum and maximum value and appear with the course description as a range.

Workflow: A software driven process to manage the submission, approval, and data

entry for curriculum actions. Workforce: Workforce courses and programs are generally contractual and/or related

to external agencies. The external agencies provide a variety of support documents, including subject area certification requirements and a description of students to be enrolled. Involvement by business and industry advisory committees is recommended. Workforce response courses are quick response curriculum to a specific audience, are not articulated through the Course Equivalency Guide process, and are not included in the College's associate degrees except workforce response degrees. (See College Regulation RG-3106-B.)

Workload: Need definition to include calculations and variable credit for workplace

learning and independent study. Workplace Learning: A supervised cooperative work program for students in a specific

occupational area. Teacher-coordinators work with students and their supervisors. Variable credit is available; one credit is equivalent to 75 work hours . These courses typically include a lecture component taken concurrently with the work component. Work component may be paid or unpaid.

vchomiak/Local%20Settings/Temporary%20Internet%20Files/Content.Outlook/IG29INOR/A

http://www.pima.edu/policies/collegeregulations/RG-3106-B.shtml


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Workshop: Hands-on learning experiences in which group instruction is delivered by traditional classroom instruction or simulated occupational practice.


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Appendix

Curriculum Procedures Manual Appendix A: Course Types

Note: Each course type may be delivered using various course modalities or delivery methods.

Course Type

Contact Hour to Credit Ratio – based on 16 week

semester 1 Contact Hour = 50 minutes

Associated Subject Area(s)

Current, Active, Credit Non-Contract Courses

Only

Lecture A course where the faculty member presents an educational experience to students, applying any combination of methods, such as lecture, demonstration or application of technology or techniques, discussion or other class activities to help students master conceptual materials. The faculty carries the prime responsibility for the instructional activity, and is actively involved in the instructional purpose for the majority of time during which the class is in session. The evaluation of the students’ performance in the lecture course is the responsibility of the faculty member assigned; assessment is made on a regular basis. Students will be expected to work on out-of-class assignments pertaining to the course. Lecture courses will require preparation for class by both the faculty member and the student.

Seminar Similar to lecture (see above), but student participation is equally as important as direct instruction. Class size and setting are usually conducive to a small group exchange. The evaluation of students’ performance in the seminar course is the responsibility of the faculty member assigned; assessment is made on a regular basis. Students will be expected to work on out-of-class assignments pertaining to the course. Seminar courses will require preparation for class by both the faculty member and the student.

Independent Study/Independent Research A course where students work independently on coursework, project (studio or lab) or research, where the teacher acts as guide or facilitator and the student plays a more active role in designing and managing his or her own learning. Study or research may be on topics of interest to the student or, only for independent study, may be used to meet the objectives of another course which is required for graduation but not run due to low enrollment. Course content and performance objectives are to be determined by the student and faculty. An academic contract, drawn in advance, specifies the subject and method of inquiry, the texts or other course materials, the purpose of the projects,

1 Lecture Contact Hr = 1 cr.

ACC, AIS, AJS, ANT, APA, APD, ARB, ARC, ART, AST, ATT, AUT, AVM, BCT, BIO, BUS, CAD, CDA, CED, CHI, CHM, CIS, CSA, CSM, CTC, CUL, DAE, DAR, DCP, DHE, DLT, DNC, ECE, ECN, EDS, EDU, EED, EMT, ENG, ENV, EQS, ESL, ETT, EUT, EXP, FAR, FDC, FIN, FPC, FRE, FSC, FSS, FSN, GAM, GEO, GER, GIS, GLG, GRK, GTM, GTW, HCA, HCE, HEB, HED, HIS, HIT, HON, HRM, HRS, HTP, HUM, IBS, IDE, ITA, ITP, JPN, JRN, KOR, LAT, LEA, LEN, LIT, LTP, MAC, MAS, MAT, MDA, MEC, MGT, MKT, MLA, MLS, MLT, MRI, MUS, NRA, NRS, NSP, OAP, OPS, PAD, PAR, PFT, PHI, PHT, PHY, POR, POS, PSY, RAD, REA, REL, RLS, RSC, RTH, RUS, SAF, SCT, SED, SLG, SLR, SOC, SPA, SPE, SSE, STU, TDT, TEC, THE, THO, TMA, TRS, TVL, VET, VSC, WED, WLD, WRT, WST, YAQ


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and the basis of evaluation and credit.

Academic Laboratory A course in which students carry out experiments, perfect skills, or practice activities under the direction of a faculty member, in order to reinforce concepts or skills learned as a result of another strategy, such as lecture. The faculty member organizes the plan of student involvement to satisfy the predetermined course objectives and may demonstrate or describe activities to be performed by students or devices to be utilized or operated by students. The evaluation of the students’ performance in the laboratory is the responsibility of the faculty member assigned; assessment is made on a regular basis. The student is assigned out-of-class responsibilities in preparation for, or in follow-up to, the laboratory. Academic lab courses will require preparation for class by both the faculty member and the student. NOTE: Lecture and Academic Laboratory may be delivered in an integrated format – a seamless blending of lecture and lab activities. Faculty who teach these courses will be responsible for all the instruction generally considered part of the lecture course and an academic lab, as well as to create activities and processes that effectively integrate all learning activities; therefore this format requires classroom management and planning above and beyond that which is necessary in separate lecture and academic lab courses. The contact hour to credit ratio is a combination of those of the lecture and academic lab portions of the course.

Independent Study/Independent Research See description above

3 Lab Contact Hrs. = 1 cr.* ANT, ARC, AST, BIO, CHM, ENG, EQS, GEO, GIS, GLG, PHY, PSY, WRT, STU

Studio Similar to academic laboratory but generally used in the arts, wherein students carry out exercises, perfect skills, and/or practice activities under the direction of a faculty member. The faculty member presents an educational experience to students, applying any combination of methods, such a lecture, demonstration or application of audio-visual materials or techniques. The faculty member organizes the plan of student involvement to satisfy predetermined course objectives and may, during the studio hour, demonstrate or describe activities to be performed by students or devices to be utilized or operated by students. The evaluation of the student’s performance in the studio is the responsibility of the faculty member assigned; assessment is made on a regular basis. The student is assigned out-of-class activity in preparation for, or as a follow-up to, the studio. Studio courses will require preparation for class by both the faculty member and the student.

1 Lecture Contact Hr = 1 cr.; 2 or 3 Lab Contact Hrs. = 1 cr.*

ACC, AJS, APD, ART, ATT, AUT, AVM, BCT, BUS, CAD, CIS, CSA, CUL, DAE, DAR, DHE, DLT, DNC, ECE, EDU, EMT, ENV, FDC, FSC, FSN, FSS, GAM, HED, HIT, HRM, IBS, IDE, JRN, LEN, LTP, MAC, MEC, MLA, MLS, MUS, NSP, PHT, PHY, RAD, RLS, RTH, SED, SLG, SLR, TDT, TEC, THE, TRS, TVL, WLD


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Professional/Technical Course A professional/technical course is a combination of lecture and lab or an independent lab wherein the instructor provides instruction, but greater emphasis is upon demonstration and application. This instructional strategy is used most often in the professional/ technical programs wherein students learn through interactive lectures and skills laboratory to demonstrate skills/competencies necessary for employment in a given area. The evaluation of students’ performance in the professional/technical course is the responsibility of the faculty member assigned; assessment is made on a regular basis. Students will be expected to work on out-of-class assignments pertaining to the course. Professional/technical courses will require preparation for class by both the faculty member and the student.

Independent Study/Independent Research See description above

Health Professions Laboratory (Clinical or Skills) There are two forms of Health Professions Laboratories: Clinical Laboratory and Skills Laboratory.

Clinical Laboratory Similar to a traditional laboratory but the lab setting may be in a facility that is operated by a health care agency or in a college-owned facility that provides professional clinical services to the public. The instructor assigned to teach clinical lab sections will deliver the necessary instruction on a regular and continuing basis and will be responsible, as well, for the design of the learning experience, its implementation, and the evaluation of progress of the students in achieving the predetermined learning objectives; assessment is made on a regular basis. Clinical lab courses will require preparation for class by both the faculty member and the student.

Skills Laboratory This instructional strategy is used most often in health profession programs wherein the students are to learn and demonstrate skills/competencies necessary for employment in a given discipline. The evaluation of students’ performance in the skills laboratory course is the responsibility of the faculty member assigned; assessment is made on a regular basis. Skills lab courses will require preparation for class by both the faculty member and the student.

3 or 4 Lab Contact Hrs. = 1 cr.*

CTC, DAE, DCP, DHE, EMT, HTP, MDA, MLT, NRA, NRS, RAD, RTH, TMA, VET, VSC

Recreation & Fitness Activity A recreation and fitness activity course is a combination of lecture and lab or an independent lab wherein the instructor provides instruction that promotes physical fitness and the attainment of skills for participation in wellness, fitness,

2 Lab Contact Hrs. = 1 cr.* FSS, FAW


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recreation, and /or sports activity. Activity courses require some lecture on theory, practice and demonstration of skills, but place more emphasis upon the student learning through guided practice in the classroom. Students are encouraged to practice outside the classroom setting. The faculty member organizes and designs a learning experience that will lead to the students’ involvement in satisfying the predetermined course objectives. The evaluation of students’ performance in the activity course is the responsibility of the faculty member assigned; assessment is made on a regular basis.

Workplace Learning A workplace learning course is one in which the student applies concepts and practices learned previously or concurrently to facilitated observation and/or practical work situations, on- or off-campus, within an occupational field related to the discipline. The course can be an independent lab, or a combination of lecture and lab. The students’ work experience is coordinated by a member of the College’s faculty or professional staff or by staff of the contracted/contracting agency; the primary supervision is from the employer or other individual contracted to provide the experience. Contingent on the agreement between the student and the employer, students may or may not receive remuneration for workplace learning experiences.

Note: This definition applies to all experiences in which the student applies concepts and practices learned previously or concurrently to facilitated observation and/or practical work situations within an occupational field. These experiences may also be referred to as cooperative education, practicum, field experience, internship, or externship.

1 Lecture Contact Hr = 1 cr.; 5 Lab Contact Hrs. = 1 cr.*

ACC, AJS, ART, AUT, BCT, CAD, CED, CIS, ECE, EDS, ENV, FSS, HIT, HRM, HTP, IBS, ITP, JRN, LEN, LTP, MAC, MEC, MGT, MKT, PHT, POS, PSY, SLR, SSE, TDT, TEC, TRS, TVL

Private Music Instruction Private music instruction is weekly one-on-one music laboratory sessions providing instructional guidance to ensure the outcome of vocal or instrumental independence for the student. This instructional strategy is one of demonstrated skills/competencies in a laboratory setting. It is expected that students will practice outside the lab session. The evaluation of the student’s performance is the responsibility of the faculty member assigned; assessment is made in each laboratory session.

.25 - .5 Lab Contact Hrs. = 1 cr.*

MUP

* Variances in the ratio of lab hours to credits are the result of benchmarking, state regulations, input from advisory committees, and/or accreditation requirements.


2012/2013 Page 57

Appendix B: Banner Data Entry Standards for Curriculum

Order of Description Entry into Banner: Full Course Title (Line 1) Course Description (Can be as many lines as needed) Prerequisite(s): (Separate Line) Course Corequisite(s): (Separate Line) (Note: Only enter this line if the corequisite is an OR situation otherwise this information will be pulled from the corequisite area in Banner) Recommendation: (Separate Line) Information: (Separate Line) You may have multiple Information lines if the information is different for each instance Offered: (Always Last Line)

Prerequisite(s) standards: Required score on <may insert type of assessment here, like “Writing”> assessment test.

Period after prerequisite even if it is just a course. Example: Prerequisite(s): DAR 121. List prerequisites alphabetically: PAR 101, 103 and WRT 102. Include “and”, “or”.

Remove duplicate subject codes. Example: AUT 124, 125, 128, 129. (Not: AUT 124, AUT 125, AUT 128, AUT 129.)

Concurrent enrollment as an alternative to prerequisite completion. Example: MAT 145 Prerequisite: MAT 122 and concurrent enrollment in GAM 120.

Recommendation standards: To list a course: Recommendation: Completion of XXX 123 before enrolling in this course.

Information Line standards and examples: Consent of instructor is required before enrolling in this course.

Modules should have an information line: XX123A, 123B, and 123C together constitute XXX123.

IN is the integrated version of the course with the lecture and lab taught simultaneously.

May be taken XX times for a maximum of XX credit hours.

Prerequisites may be waived with……… consent of instructor, high school biology, etc. (Use this information line when the prerequisite has an OR situation) (Ex: WRT 101 or consent of instructor.)


2012/2013 Page 58

Appendix C: Course Performance Objectives – Behavioral Verbs Objectives are statements describing what the student should be able to do upon the completion of a course. Objectives help create a focus for the instructor and learners. Once the course outline has been written, use the outline as a guide to write the course objectives. Review the main topics (the roman numerals.) When creating course objectives, there should be one performance objective affiliated with each of the main topics. Decide whether the student will need to be able to analyze, apply, evaluate, comprehend, know or synthesize the material being taught in affiliation with each main topic. Keep in mind, objectives should be measurable. Write objectives using behavioral verbs. Below are some examples of behavioral verbs, affiliated with different types of learning:

ANALYSIS APPLICATION EVALUATION analyze generate apply plot appraise revise appraise induce calculate practice assess score calculate infer complete predict choose select compare inspect convert prepare critique test contrast inventory demonstrate** relate decide criticize question dramatize report determine debate relate employ restate estimate deduce separate examine review evaluate defend summarize illustrate schedule grade detect test interpret sketch judge diagram interpolate solve measure differentiate locate translate rank distinguish operate use rate experiment order utilize recommend COMPREHENSION KNOWLEDGE SYNTHESIS associate restate cite read arrange modify classify review count recite assemble organize compare translate define record collect plan compute draw relate combine prepare describe find repeat compose prescribe differentiate identify select construct produce discuss indicate state create propose distinguish itemize tabulate derive recombine explain label tell design reconstruct estimate list trace detect reorder express locate underline develop reorganize extrapolate make write devise restructure interpret match expand specify interpolate name formulate summarize locate perform generalize synthesize predict point integrate systematize report quote manage write (essay)

(**Demonstrate is usually affiliated with lab courses)

Certain behavioral verbs are difficult to measure. Do not use these verbs: ascertain appreciate

discover comprehend

consider grasp know learn

realize recognize recall understand


2012/2013 Page 59

Appendix D: Course Outline Standards and Examples 1. Outlines must be written following standard outlining format. 2. The content outline comes from a body of knowledge to be taught and should be

derived from multiple collaborative sources such as textbooks, instructor’s knowledge and experience, experts in the field, and program area Advisory Committees.

3. Each level should have more than one entry. In other words, there should be a Roman numeral “II” to go with “I”, and a “B” to go with “A”. If two subdivisions are not appropriate, then incorporate the concept into the preceding level or leave it out.

4. Capitalize all words other than articles in the main headings (indicated by Roman

numerals). Except for proper nouns, capitalize only the first word of entries preceded by numbers and letters.

5. There should be a clear parallel relationship between the course performance objectives and each level (Roman numeral) of the course outline. It should be clear from the outline that the course covers the knowledge and/or skills that the students are expected to master as stated in the objectives.

6. Variable credit courses require a course outline for each unit of credit within the range. Exception: Independent Study courses.

7. Independent study courses generally contain the following course outline statement: “Content to be determined by the student and instructor.”

8. Modular courses are a portion of the parent course and may be handled in one of two ways:

If each module has distinct content and a subtitle, then each module’s reflects the portion of the parent course it covers.

The second way to handle a modular course is to state “Module A constitutes approximately the first one-third of MAT 122.”

Example of standard outline format:

I. Main Topic A. Sub topic

1. Sub topic 2. Sub topic

B. Sub topic 1. Sub topic

a) Sub topic b) Sub topic


C. Sub topic

II. Second Main Topic A. Sub topic B. Sub topic



2012/2013 Page 60

Appendix E: Additional Resources for Course Objectives and Outlines Additional on-line information regarding course objectives: http://edweb.sdsu.edu/courses/EDTEC540/objectives/ObjectivesHome.html http://www.eduref.org/ Additional on-line resources regarding Bloom’s Taxonomy: http://www.nwlink.com/~donclark/hrd/bloom.html http://eduscapes.com/tap/topic69.htm Perform a Google search for Bloom’s Taxonomy for additional references. Additional Resources available via Pima Community College’s Library: Anderson, Lorin W., et al. A Taxonomy for Learning, Teaching, and Assessing: a

Revision of Bloom's Taxonomy of Educational Objectives. (PCC library call number: LB17 .T29 2001)

Bloom, Benjamin S., et. al. Taxonomy of Educational Objectives : The Classification Of Educational Goals (PCC library call number: LB17 .T3 1984) Boston, Robert E. How to Write and Use Performance Objectives to Individualize Instruction (PCC library call number: LB1031 .B6x ) Diamond, Robert M. Designing and Assessing Courses and Curricula: A Practical Guide (PCC library call number: LB2361.5 .D5 1998 ) Johnson, Glenn Ross. First Steps to Excellence in College Teaching (PCC library call number: LB2331.J565 1990) Nilson, Linda B. Teaching At Its Best: A Research-Based Resource for College Instructors (PCC library call number: LB2331.N55 1998) Nixon, Barbara. Constructing effective questions [videorecording] (PCC Library call number: LB1027.44 .C66 2002 ) Pregent, Richard. Charting Your Course: How to Prepare to Teach More Effectively (PCC library call number: LB2331 .P6813 1994 ) Trillin, Alice Stewart and Associates. Teaching Basic Skills In College: [a guide to objectives, skills assessment, course content, teaching methods, support services, and administration] (PCC library call number: LC1035.6 .T4 ) Additional on-line information regarding course outlines: http://owl.english.purdue.edu/handouts/general/gl_outlin.html http://webster.commnet.edu/mla/outlines.shtml

http://edweb.sdsu.edu/courses/EDTEC540/objectives/ObjectivesHome.html

http://www.eduref.org/

http://www.nwlink.com/~donclark/hrd/bloom.html

http://eduscapes.com/tap/topic69.htm

http://library.pima.edu/search/cLB17+.T29+2001/clb+++17+t29+2001/-5,-1,,E/browse

http://library.pima.edu/search/c+LB17+.T3+1984/clb+++17+t3+1984/-5,-1,,E/browse

http://library.pima.edu/search/cLB1031+.B6x/clb+1031+b6+x/-5,-1,,E/browse

http://library.pima.edu/search/cLB2361.5+.D5+1998/clb+2361.5+d5+1998/-5,-1,,E/browse

http://library.pima.edu/search/cLB2331.J565+1990/clb+2331+j565+1990/-5,-1,,E/browse

http://library.pima.edu/search/cLB1027.44+.C66+2002/clb+1027.44+c66+2002/-5,-1,,E/browse

http://www.stedwards.edu/cte/books/bkPregent.htm

http://library.pima.edu/search/cLB2331+.P6813+1994/clb+2331+p6813+1994/-5,-1,,E/browse

http://library.pima.edu/search/cLC1035.6+.T4/clc+1035.6+t4/-5,-1,,E/browse

http://owl.english.purdue.edu/handouts/general/gl_outlin.html

http://webster.commnet.edu/mla/outlines.shtml


2012/2013 Page 61

Appendix F: General Education Program Display Standards Placeholder – Jennie to provide.


2012/2013 Page 62

Appendix G-1: Printed Catalog Program Display Format – Certificate with No General Education Requirement

Basic Business — Certificate for Direct Employment

Get an introduction to business skills and principles. Complete this program by

taking classes exclusively on weekdays, exclusively on evenings/weekends, or in a

combination of day, evening and weekend classes.

What can I do with this certificate?

Career Options: Entry-level business operations.

Academic Options: Continue your studies with the Advanced Business Certificate program.

Locations: All campuses.

Department/Contact Information: Division Dean: 206-7694

Lead Faculty: 206-7691

Program Identification Code: CRTBUSINES-B

Course Number Course Title Credit Hours

Required Core Courses - A grade of C or better is required for graduation.

BUS 100 Introduction to Business (F-Sp-S) ....................... 3

BUS 151* Mathematics of Business (F-Sp-S) ........................ 3

MGT 110 Human Relations in Business and Industry (F-Sp-S) ........ 3

Total credits as displayed ............................................................................................................. 9

Required Support Courses

ACC 100 Practical Accounting Procedures (F-Sp-S) ................. 3

WRT 101* Writing I (F-Sp-S)

or WRT 154* Career Communications (F-Sp-S) .......................... 3

Electives - Complete 1-3 credit hours from the following list: ...... 1-3

ACC, BUS, CIS, CSA, ECN, FIN, IBS, MGT, MKT, RLS

Subtotal ....................................................................................................................................... 7-9

Total credits as displayed ...................................................................................................... 16-18

*This course has a prerequisite, co-requisite, or recommendation. See course description

section.


2012/2013 Page 63

Appendix G-2: Printed Catalog Program Display Format – Certificate With General Education Requirement

Advanced Business — Certificate for Direct Employment

Learn fundamental principles of business and skills in accounting, management and

marketing. Complete this program by taking classes exclusively on weekdays,

exclusively on evenings/weekends, or in a combination of day, evening and weekend

classes.

What can I do with this certificate?

Career Options: Entry-level business and marketing functions.

Academic Options: Continue your studies through the Business or Business Administration programs.

Locations: All campuses.



Program Identification Code: CRTBUSINES-A

General Education Requirements - A grade of C or better is required for graduation.

Reading Requirement - Please refer to the Reading Requirement in the General

Education section before enrolling in a general education course.

Course lists for each General Education category listed below can be found starting

on page 56.

Communication Requirement ............................................. †

WRT 101 or 154 fulfills this requirement.

Analysis and Critical Thinking Requirement ........................... 0-3

BUS 151 (if taken after Spring 2008) fulfills this requirement.

Subtotal ..................................................................................................................................... 0-3¥



BUS 100 Introduction to Business (F-Sp-S) ....................... 3

BUS 151* Mathematics of Business (F-Sp-S) ........................ 3

BUS 220 Legal Environment of Business (F-Sp-S) ................... 3

MGT 110 Human Relations in Business and Industry (F-Sp-S) ........ 3

Subtotal ........................................................................................................................................ 12


ACC 101 Financial Accounting (F-Sp-S) ........................... 3

ACC 102* Managerial Accounting (F-Sp-S) .......................... 3

CSA 101 Computer Fundamentals (F-Sp-S) .......................... 3

MGT 280* Business Organization and Management (Sp) ................ 3

MKT 111 Principles of Marketing (F-Sp-S) ........................ 3

WRT 101* Writing I (F-Sp-S)

or 154* Career Communications (F-Sp-S) .......................... 3

Subtotal ........................................................................................................................................ 18


† Core or support course(s) fulfill this requirement.

¥ General Education requires 6 credits. This subtotal shows the Gen Ed credits not fulfilled by

core, support, or second language courses.


2012/2013 Page 64


section.

Appendix G-3: Printed Catalog Program Display Format – Occupational Degree

Social Services — Associate of Applied Science Degree for

Direct Employment

Learn core principles and skills in social work, community services and casework

management. Complete this program exclusively on weekdays, or in a combination of

day, evening and weekend classes.

What can I do with this degree?

Career Options: Entry-level employment in social service positions.

Academic Options: Students intending to transfer to a four-year university should pursue the Social Services Associate of Arts degree.

Locations: West Campus



Program Identification Code: AASSOCIALSRV





on page 56.

Communication Requirement ............................................. 6

Analysis and Critical Thinking Requirement ............................. 6

Humanities and Social Science Requirement .............................. 3

SSE 110 fulfills 3 credits of the Social Science category. Complete a course from

the Humanities/Fine Arts or Leadership/Ethics category.

Computer and Information Literacy Requirement ........................ 1-3

Special Requirement

The C or G requirement should be fulfilled by completing an appropriate course in

the above categories.

Subtotal ................................................................................................................................. 16-18¥



SSE 110 Introduction to Social Welfare (F-Sp) .................... 3

SSE 111 Group Work (n/o) ........................................ 3

SSE 202 Casework Methods I (n/o) ................................ 3

SSE 210* Community Organization and Development (n/o) ............. 3

SSE 211* Group Technique Applications (n/o)....................... 3

SSE 212* Casework Methods II (n/o) ............................... 3

SSE 292* Social Services Field Experience (n/o) ................... 4

Subtotal ........................................................................................................................................ 22


SSE Electives ........................................................ 3

Electives .... ..................................................... 9-21

Please see an advisor to select appropriate course work.


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Subtotal ................................................................................................................................... 22-24

Total credits as displayed .................................................................................................... 60-64§

¥ General Education requires 19-21 credits. This subtotal shows the Gen Ed credits not

fulfilled by core, support, or second language courses.


section.

§ This degree may be completed with less than the credits displayed as long as the course

requirements are fulfilled with a minimum of 60 credits.


2012/2013 Page 66

Appendix G-4: Printed Catalog Program Display Format – Transfer Degree

Business Administration — Associate of Business

Administration Degree (ABUS) Degree for Transfer

Jump start your business career by completing this degree and then transferring to a

university business administration degree or related program. Complete this program

by taking classes exclusively on weekdays, exclusively on evenings/weekends, or in a

combination of day, evening and weekend classes.


Career Options: This degree is designed for transfer rather than direct employment. After completing a 4-year degree, students are qualified for a variety of

business careers including accounting, finance, management and marketing.

Academic Options: Transfer to a 4-year university to complete your bachelor’s degree.

Locations: All campuses



Program Identification Code: AOBBUSIADMIN

Arizona General Education Curriculum Requirement (AGEC-B) - A grade of C or better is

required for graduation.




on page 57.

English Composition ................................................... 6

Humanities and Fine Arts .............................................. 6

Biological and Physical Sciences ...................................... 8

Mathematics .. ........................................................ †

MAT 174 or 212 (or higher) fulfills this requirement.

Social and Behavioral Sciences ...................................... 0-3

For Business administration students: ECN 201 or 202 fulfills 3 credits of this

requirement. Complete one additional non-ECN course from this category.

For Public Administration students: POS 202 and either ECN 201 or 202 fulfill this

requirement.

Other Requirements ..................................................... †

CIS 100 and either MAT 172 or 173 fulfill this requirement.

Special Requirements

The I, C, and G requirements should be fulfilled by selecting appropriate courses

in the above categories.

Subtotal ................................................................................................................................. 20-23¥



ACC 101 Financial Accounting (F-Sp-S) ........................... 3

BUS 205* Statistical Methods in Economics and Business (F-Sp-S) ... 3

BUS 220 Legal Environment of Business (F-Sp-S) ................... 3

CIS 100* Introduction to Computers (F-Sp-S)....................... 3

ECN 201* Microeconomic Principles (F-Sp-S) ....................... 3

ECN 202*§ Macroeconomic Principles (F-Sp-S) ....................... 3


2012/2013 Page 67

MAT 151* College Algebra (F-Sp-S) ................................ 4

MAT 151 is not required, and may be replaced by another transferable course, if the

student has tested above MAT 151 or completed a College MAT course numbered higher

than 151 with a grade C or better.

Math Requirement: ...................................................... 6

Please note: NAU and UA recommend the combination of MAT 173 and MAT 174.

MAT 172* Finite Mathematics (F-Sp)

and 212* Topics in Calculus (F-Sp-S)

OR

MAT 173* Mathematics for Business I (F-Sp-S)

and 174* Mathematics for Business II (F-Sp-S)

Subtotal ........................................................................................................................................ 28

Business and Public Administration concentrations: .................... 12

Business Administration:

ACC 102* Managerial Accounting (F-Sp-S) .......................... 3

Business Administration Electives ..................................... 9

See an advisor to complete the appropriate number of transferable electives so the

program total is 60–64 credits. Courses from the following business prefixes are

recommended: ACC, BUS, CIS, FIN, IBS, MGT, MKT, PAD, RLS, or language courses.

Public Administration:

ACC 173* Government and Not-For-Profit Accounting (Sp) ............ 3

AJS 101 Introduction to Administration of Justice Systems (F-Sp-S)3

PAD 221 Health, Human Services, and Public Management (n/o)

or 105 Introduction to Public Administration (F-Sp) ............. 3

POS 202 Introduction to International Relations (F-Sp-S) ......... 3


† Core or support course(s) fulfill this requirement.

¥ AGEC requires 35 credits. This subtotal shows the AGEC credits not fulfilled by core,

support, or second language courses.


section.

§ ECN 200 may be substituted for ECN 201 or 202. (See an advisor)


2012/2013 Page 68

Appendix G-5: Printed Catalog Program Display Format – Associate of General Studies Degree

General Studies — Associate of General Studies Degree

This degree allows students to uniquely design an associate’s degree in

collaboration with a faculty member, advisor or counselor. Courses may be chosen

from a variety of subject areas. Students should meet with an advisor or counselor

before beginning this degree. Engineering students who plan to transfer to a

university should follow courses outlined in the engineering concentration.

Complete this program exclusively on weekdays, exclusively on evenings/weekends, or

in a combination of daytime, evening and weekend classes.


Career Options: Design courses to fit careers of your choice.

Academic Options: Continue taking classes toward a transfer degree.

Locations: All campuses

Department/Contact Information: Division Dean: 206-7046 (Downtown);

206-6809 (Desert Vista);

206-7661 (East);

206-2294 (Northwest);

206-6996 (West);

206-6476 (Community)

Program Identification Code: AGSGENRSTUDY





on page 56.

Communication Requirement ............................................. 6

Analysis and Critical Thinking Requirement ............................. 6

Humanities and Social Science Requirement .............................. 6

Computer and Information Literacy Requirement ........................ 1-3

Special Requirement

The C or G requirement should be fulfilled by completing an appropriate course in

the above categories.

Subtotal ................................................................................................................................... 19-21



Electives .............................................................. 39 - 41

Complete courses numbered 100 or better. See an advisor to develop an education

plan.

Subtotal ................................................................................................................................... 39-41

Total credits as displayed ........................................................................................................... 60


2012/2013 Page 69

Appendix H-1: CDAC E-mail Template (general enrollment credit course or program action) From: name_of_coordinator , name_of_campus Curriculum Coordinator To: name_of_CDAC CDAC Members DESCRIBE_PROPOSED_ACTION. (i.e. new courses, modified course description, modified outlines, program modifications etc. Please list the courses/programs by prefix and number). The course description(s)/outline(s) are in your CDAC folder file:\\CO-Auger\DCO-CDAC* and in the your newly created CDAC folder in MyPima*. Please follow the steps below to access your CDAC folder in MyPima.

1. Go to the MyPima page (http://mypima.pima.edu/cp/home/loginf) 2. Log in using your username and password 3. Click the "groups" icon in the upper right-hand side of the screen (it’s between

the “calendar” and “logout” icons) 4. Click on the "CDACs - Curriculum" link and it will take you to the parent group

homepage 5. Click on "Sub-Groups" under "Group Tools" on the left side of the screen 6. Select a CDAC by clicking on its name from the list of sub-groups 7. Click on “Files” under “Group Tools” on the left side of the screen 8. Select the folder for the upcoming CCC meeting from the list 9. Items up for vote will appear just to the right of the CCC folders 10. Click on the item you wish to view and it will open in your default word-

processing or document-viewing software

*We will be eventually exclusively use the CDAC folders in MyPima to give faculty and administrators, as well as curriculum support staff, access to the folders from off-campus locations. You may use either folder for now, but please familiarize yourself with the MyPima location, so when the other folder location is discontinued, you will be able to access your CDAC folder. Please review the curriculum and mail your response to the faculty co-chair XXXXXXXXX, [email protected] by WEEKDAYNAME, MONTH, DATE so (s)he can fill out the CDAC review form and submit your votes to the CCC for approval. Thank you.

http://mypima.pima.edu/cp/home/loginf

mailto:[email protected]


2012/2013 Page 70

Appendix H-2: CDAC E-mail Template (topics/pilot course) From: name_of_coordinator , name_of_campus Curriculum Coordinator To: name_of_CDAC CDAC Members DESCRIBE_PROPOSED_ACTION for Special Topics courses (i.e. new courses, modified course description, modified outlines, program modifications etc. Please list the courses/programs by prefix and number). The approval process is slightly different than for permanent courses. According to established curriculum procedures for Special Topics courses, formal CDAC votes are not necessary; however, comments are welcome. Comments and concerns are taken into consideration by the District Curriculum Office and the Provost in deciding whether or not to approve Special Topics courses. The course description(s)/outline(s) are in your CDAC folder file:\\CO-Auger\DCO-CDAC* and in the your newly created CDAC folder in MyPima*. Please follow the steps below to access your CDAC folder in MyPima.

1. Go to the MyPima page (http://mypima.pima.edu/cp/home/loginf) 2. Log in using your username and password 3. Click the "groups" icon in the upper right-hand side of the screen (it’s between

the “calendar” and “logout” icons) 4. Click on the "CDACs - Curriculum" link and it will take you to the parent group

homepage 5. Click on "Sub-Groups" under "Group Tools" on the left side of the screen 6. Select a CDAC by clicking on its name from the list of sub-groups 7. Click on “Files” under “Group Tools” on the left side of the screen 8. Select the folder for the upcoming CCC meeting from the list 9. Items up for vote will appear just to the right of the CCC folders 10. Click on the item you wish to view and it will open in your default word-

processing or document-viewing software

*We will be eventually use the CDAC folders in MyPima exclusively to give faculty and administrators, as well as curriculum support staff, access to the folders from off-campus locations. You may use either folder for now, but please familiarize yourself with the MyPima location, so when the other folder location is discontinued, you will be able to access your CDAC folder. Please review the curriculum and mail your response to the faculty co-chair XXXXXXXXX, [email protected] by WEEKDAYNAME, MONTH, DATE so (s)he can fill out the CDAC review form and submit your comments to the District Curriculum Office for consideration. Thank you.

http://mypima.pima.edu/cp/home/loginf

mailto:[email protected]


2012/2013 Page 71

Appendix I: CDAC Review Form

CDAC Review Form

PIMA COMMUNITY COLLEGE

This form must be completed (Printed or Typed) and then sent to the Curriculum Services Office in

one of four ways:

1. Fax to 520-206-4952 2. Mail to the Curriculum Services Office (Mail Code 1125) 3. E-mail attachment to the Curriculum Services Office. (E-mailed forms may have the signature typed. E-Mail: [email protected]). Note: The curriculum will not be processed without the following information

CDAC Chair/Phone: CDAC Name: Date: List each Curriculum item separately or in groups as appropriate

Curriculum Item

Total YES Votes

Total NO

Votes

Total Abstaining

Total Did Not

Respond

Total Votes in CDAC

Chair Recommends

Yes (x)

Chair Recommends

No (x)

CDAC Faculty Chair Date

CDAC Chair Comments:


2012/2013 Page 72

Appendix J-1: Reviewing Entities – District Curriculum Services (DCS) District Curriculum Services (DCS) performs a technical review of each curriculum proposal and presents it to each of the subsequent approving committees. Overall Responsibilities of District Curriculum Services: 1. Coordination of the monthly district-wide curriculum process.

2. Evaluation of impacts of curriculum proposals submitted within deadlines, to include:

Course or program is educationally sound and appropriate to be offered for community college students.

Course does not unnecessarily duplicate existing courses or course content in other disciplines offered by the campus.

Course or program is compatible with the PCC Mission Statement and College Plan.

Implications for facilities and equipment, qualified staff, budget and other necessary resources have been considered.

Instructor load is appropriate and can be supported by campus resources.

Development or modification or course or program does not adversely impact existing courses or programs offered by the campus by competing for students and resources.

3. Technical review of all curriculum proposals submitted within deadlines, to include:

Form completeness.

Prefix – consistency with overall system.

Number – appropriate for level of the course; accuracy of current number or availability of new number; consistency with overall numbering and House Numbering systems.

Course title/Banner title – consistency with overall system, review for “readability” and reflection of course content.

Course data – classification, calculation of lab/lecture/workload/contact hours, credits appropriate for content covered.

Course description – meets required standards, has no typographical and grammatical errors, accurately reflects course content.

Course Outline/Objectives – measurable objectives, format consistency, free of typographical and grammatical errors, outline identifies key content headings to cover topic and to meet objectives adequately.

Prerequisites and/or co-requisites are appropriate for content covered.

Program Actions – evaluate reasons for program modification (if applicable), effect on existing programs; verify completion of New Program Request Form and Chancellor’s Cabinet approval date (new programs); proofread for errors.

Program Displays – verify specification of all graduation requirements in accordance with PCC policies; review for format consistency and credit calculation accuracy; verify that narrative describes the purposes of the program and the transfer and/or employment opportunities.

Effective Date – evaluate impact on students and faculty.




2012/2013 Page 73

Initiator, Discipline, and Signatures – review for appropriate initiator, discipline area appropriate for prefix, complete and appropriate campus signatures.

Verify proposal adequately documents the need for the curriculum action and addresses all appropriate concerns.

4. Development of the College Curriculum Council meeting agenda, including:

Minutes of the previous CCC meeting

All curriculum proposals received by the current deadline

Proposed new regular credit program displays

All curriculum information items processed since the previous CCC meeting

Discussion, action, or information items submitted by CCC members to CCC co-chairs or the Director of Curriculum and Articulation Services.

5. Identification of curriculum issues, development of recommendations, and submission of recommendations to the CCC for discussion and approval.

6. Submission of approved curriculum proposals to the Assistant Vice Chancellor of Academic Services and Vice Provost and Provost and Executive Vice Chancellor of Academic and Student Services.

7. On behalf of the Assistant Vice Chancellor for Academic Services and Vice Provost and Provost Executive Vice Chancellor of Academic and Student Services, development of reports for new programs to the Board of Governors for approval.

8. Maintenance, review, and refinement of curriculum information in Banner.

9. Regular updates of College curriculum information to the statewide transfer and articulation system.

10. Maintenance of the College Curriculum Council schedule, curriculum-related Board Policies, Regulations and SPG’s, Curriculum Procedures Manual, curriculum-related portions of the College catalog, and Curriculum Classification System.


2012/2013 Page 74

Appendix J-2: Reviewing Entities – College Discipline Area Committee (CDAC) College Discipline Area Committees (CDACs) are college-wide committees of faculty and an assigned administrator which initiate, review, comment, and vote on curriculum developed and modified within their subject areas. An assigned administrator and an elected faculty member serve as co-chairs. All full-time faculty in the discipline area are members. Adjunct faculty or others may attend the CDAC meetings and provide input but not considered official members. When a campus has no full-time faculty represented on the CDAC, the Vice President of Instruction may appoint an adjunct faculty teaching in the discipline to the CDAC as a voting member.

Voting Members: Faculty Co-Chair Administrative Co-Chair Faculty Members

Advisory Members (Non-Voting) Curriculum Coordinator Librarian Counselor/Advisor

It is required that a voting discipline faculty CDAC member co-initiate all curriculum (including Topics, new, modified, and inactivated courses, certificates, and degrees, excluding Workforce courses, certificates, and degrees) on the appropriate curriculum forms to insure the involvement of all discipline faculty. Faculty within a specific discipline may be a subgroup of the CDAC when the CDAC is composed of multiple related disciplines (prefixes). If a sub-CDAC votes exclusively on a curricular item, their sub-CDAC chair forwards the vote results to the CDAC chair who will then submit the votes to the College Curriculum Office. The role of the Curriculum Coordinator is to assist and explain the curriculum process to faculty and administrators at any stage of the curriculum process. Curriculum Responsibilities of CDACs

Participate in the development and approval of curriculum within the disciplines including additions, modifications, and inactivations of courses and programs.

Review student learning outcomes and student assessments for the purpose of curricular improvement

Serve as the formal communications network within the discipline area.

Serve as the formal recommending body to the College Curriculum Council in the College’s curriculum approval process.

Participate in the program review self-study and process


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Appendix J-3: Reviewing Entities – College Curriculum Council (CCC) The College Curriculum Council (CCC) is a standing committee that meets once per month, September through May (except January), to review curriculum proposals. The committee votes upon credit course and program proposals, and reviews all other proposals as information items. The CCC recommends curriculum proposals to the Assistant Vice Chancellor for Academic Services/Vice Provost and the Provost/Executive Vice Chancellor, who in turn make recommendations to the Pima County Community College District Board of Governors for final approval. Membership: Assistant Vice Chancellor of Academic Services/Vice Provost and a Faculty member serve as Co-Chairs. Faculty membership is for a 2 or 3-year rotating term.

Voting Members:

Assistant Vice Chancellor, Academic Services (Co-Chair) Vice Presidents of Instruction (6) Faculty representatives (6; one per campus) Faculty Senate Representatives (6)

Advisory Members (Non-Voting): Director of Curriculum and Articulation Services Campus Curriculum Coordinators

District Curriculum Coordinators Attendance by other College personnel, including the General Education Committee Co-Chair, Director of Web Systems, Executive Director of Planning and Institutional Research, and curriculum initiator(s), is recommended.

CCC Responsibilities:

1. Evaluate curriculum proposals to ensure each: A. Is educationally sound and positively affects course or program offerings within

the District. B. Does not unnecessarily duplicate existing courses or course content in other

disciplines offered throughout the District. C. Does not adversely impact existing courses or programs offered throughout the

District by competing for students and resources. D. Is compatible with the PCC Mission Statement and the College Plan.

2. Attend College Curriculum Council meetings on a monthly basis. 3. Recommend the approval, modification, or further development of curriculum proposals. 4. Review and develop recommendations regarding the curriculum-related portions of the

College catalog. 5. Participate in the annual review & update of the Curriculum Procedures Manual. 6. Participate in the annual review and update of the Curriculum Classification System. 7. Participate on subcommittees, as assigned. 8. Review and approve the next academic year’s CCC schedule.