Curriculum Handbook

Compiled by: District Curriculum Office
January 2011
 
 

Revised 8/2011
 
 
Houston Community College Curriculum Handbook 
Table of Contents 
 
 
Chapter 1:  Background and General Information 
 
...
 
C.  Creating/Revising Workforce Courses and Programs at HCC………………………………………. 
1. Process………………………………………………………………………………………...
 

Houston Community College (HCC)
Curriculum Handbook
Preface
Among the most important tasks for community college facult...
 

Chapter One: The Broad Context
Houston Community College (HCC) is a comprehensive community college tasked with
offerin...
 
Chapter One: The Broad Context
B.

HCC Board Policies
The Board of Trustees is the official governing body of the Housto...
 
Chapter One: The Broad Context
D. Commission on Colleges, Southern Association of Colleges and Schools (SACS)
The Southe...
 

Chapter Two: Academic Transfer Courses and Programs
A. Academic Degrees and Programs at HCC
HCC offers college-level fr...
 
Chapter Two: Academic Transfer Courses and Programs
university degree program. For general and specific degree requireme...
 
Chapter Two: Academic Transfer Courses and Programs
content descriptor (for example, “Environmental Science”) is listed....
 
Chapter Two: Academic Transfer Courses and Programs
5. The Academic Core Curriculum in Texas
All students seeking an AA,...
 
Chapter Two: Academic Transfer Courses and Programs
and to construct alternative strategies. Problem solving is one of t...
 
Chapter Two: Academic Transfer Courses and Programs
Exemplary Educational Objectives
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To understand and demo...
 
Chapter Two: Academic Transfer Courses and Programs

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these approaches and other methods of inquiry and to communi...
 
Chapter Two: Academic Transfer Courses and Programs

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contemporary social issues.
To analyze the effect...
 
Chapter Two: Academic Transfer Courses and Programs
It is the intent of the HCC Academic Deans’ Council to develop a CB ...
 
Chapter Two: Academic Transfer Courses and Programs
All academic program reviews and assessment/progress reports are pre...
 
Chapter Two: Academic Transfer Courses and Programs
As early as possible and before the proposal enters the electronic a...
 
Chapter Two: Academic Transfer Courses and Programs
It also contains a search function, enabling HCC users to examine th...
 
Chapter Two: Academic Transfer Courses and Programs
7. Members of the Academic Deans’ Council will be notified automatic...
 
Chapter Two: Academic Transfer Courses and Programs

It must be noted that, during the approval process, approvals must ...
 
Chapter Two: Academic Transfer Courses and Programs
4. Approval Process for Core Curriculum Course Addition
1. Academic ...
 
Chapter Two: Academic Transfer Courses and Programs

5. Approval Process for Unique Need Course
Approval for a course th...
 
Chapter Two: Academic Transfer Courses and Programs
1. Academic faculty member (s) proposing a Unique Need Course additi...
 
Chapter Two: Academic Transfer Courses and Programs

D. The Importance of Articulation
1. Dual Credit with High Schools
...
 

Chapter Two: Academic Transfer Courses and Programs
seventy workforce areas. For more information, please refer to the ...
 

Chapter Two: Academic Transfer Courses and Programs
HCC has developed specialized transfer plans for specific majors an...
 

Chapter Three: Workforce (Credit) Courses and Programs
A. Degrees and Programs at HCC
HCC offers a variety of instructi...
 
Chapter Three: Workforce (Credit) Courses and Programs
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A level two certificate (CERT 2) must consist of at least 43 S...
 
Chapter Three: Workforce (Credit) Courses and Programs
An institution must follow SACS guidelines when converting previo...
 
Chapter Three: Workforce (Credit) Courses and Programs
All Adult Education courses follow the Texas Adult Education Cont...
 
Chapter Three: Workforce (Credit) Courses and Programs
c) Corrections Programs
For over 30 years the Harris County Sheri...
 
Chapter Three: Workforce (Credit) Courses and Programs
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Leadership, Management, Supervisory tr...
 
Chapter Three: Workforce (Credit) Courses and Programs
e) School of Continuing Education
The School of Continuing Educat...
 
Public Safety   
The Public Safety Institute is a department within the School of Continuing Education that
focuses on t...
 
budget, monitoring the class schedule, hiring adjunct faculty, overseeing the curriculum and
convening the program’s adv...
 

Chapter Three: Workforce (Credit) Courses and Programs
C. Creating/Revising Workforce Courses and Programs at HCC
1. Pr...
 
and timeline for data entry into CurricUNET. It must be noted that, during the approval process,
approvals must be docum...
 

Chapter Three: Workforce (Credit) Courses and Programs
7. Members of the CTE Deans’ Council will be notified automatica...
 

Chapter Three: Workforce (Credit) Courses and Programs

Workforce Program Revisions
Once an AAS degree or certificate i...
Curriculum Handbook
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Transcript of "Curriculum Handbook"

  1. 1.     Curriculum Handbook Compiled by: District Curriculum Office January 2011     Revised 8/2011  
  2. 2.   Houston Community College Curriculum Handbook  Table of Contents      Chapter 1:  Background and General Information        A. HCC Mission, Vision, and Values…………………………………………………………………………….            Page 5    B. HCC Board Policies…………………………………………………………………………………………………..  Page 6  C. Texas Higher Education Coordinating Board…………………………………………………………..  Page 6  D. SACS………………………………………………………………………………………………………………………..  Page 7  Chapter 2: Academic Transfer Courses and Programs  A. Degrees and Programs at HCC……………………………………………………………………………………..  Page 8  1. Types – AA, AS, AAT………………………………………………………………………………………………  Page 8  2. Fields of Study……………………………………………………………………………………………………….  Page 8  3. Academic Courses for Transfer Success ……………………………………………………………….  Page 9  4. Academic Programs (CB rules)………………………………………………………………………………   Page 10  5. Academic  Core Curriculum in Texas……………………………………………………………………..  Page 11  6. Academic Core Curriculum at HCC……………………………………………………………………………  Page 11‐15  7. Academic Certificate Programs at HCC……………………………………………………………………….  age 15‐16  P B. Academic Structure/Organization at HCC…………………………………………………………………….  Page 16  1. Academic Departments/Divisions and Disciplines………………………………………………..   Page 16  2. Academic Deans’ Council ………………………………………………………………………………………  Page 16  3. HCC  Curriculum Committee………………………………………………………………………………….  Page 17  4. HCC Core Curriculum Committee…………………………………………………………………………..  Page 17  C. Creating/Revising Academic Courses and Programs at HCC…………………………………………  Page 17  1. Creation and Maintenance of HCC Syllabi and Course Guides………………………………  Page 18  2. CurricUNET…………………………………………………………………………………………………………….  Page 18  3. Process…………………………………………………………………………………………………………………..  Page 19‐24  4. Resources………………………………………………………………………………………………………………  Page 24  5. The Importance of Articulation………………………………………………………………………………  Page 25  6. Dual Credit with High Schools………………………………………………………………………………..  Page 25‐26  7. Articulation with other Colleges and Universities………………………………………………….  Page 26‐27  Chapter 3: Workforce Courses and Programs  A. Degrees and Programs at HCC……………………………………………………………………………………….  Page 28   1. AAS………………………………………………………………………………………………………………………….  Page 28  2. SCH Certificates……………………………………………………………………………………………………….  Page 28‐29  3.  Continuing Education (CEU) Certificates………………………………………………………………...  Page 29  B. Workforce Structure at HCC…………………………………………………………………………………………..  Page 30  1. Workforce Deans’ Council………………………………………………………………………………………..  Page 30  2.  Division of Extended Learning…………………………………………………………………………………  Page 30  a. Adult Education…………………………………………………………………………………………..  Page 30  b. Apprenticeship Programs……………………………………………………………………………  Page 31  c. Corrections Programs………………………………………………………………………………...  Page 32  d. Corporate College……………………………………………………………………………………….  Page 32‐33  e. School of Continuing Education………………………………………………………………….  Page 34‐35  3.  Workforce Program Committees……………………………………………………………………………   Page 35  4. Hub and Regional Structure of Programs at HCC…………………………………………………….  Page 35        HCC Curriculum Handbook, Jan., 2011   
  3. 3.   C.  Creating/Revising Workforce Courses and Programs at HCC……………………………………….  1. Process…………………………………………………………………………………………………………………..  2. Resources………………………………………………………………………………………………………………  3. CurricUNET…………………………………………………………………………………………………………….  D. Deactivation/Closure of Workforce Programs…………………………………………………………….  1. Program Viability Report………………………………………………………………………………………..  2. Process…………………………………………………………………………………………………………………..  Chapter Four: Curriculum Design and Development  A. Principles………………………………………………………………………………………………………………………  1. Learning‐Centered Instruction………………………………………………………………………………  2. Active and Collaborative Learning………………………………………………………………………….  B. Instructional Formats……………………………………………………………………………………………………  1. Web‐enhanced………………………………………………………………………………………………………  2. Hybrid…………………………………………………………………………………………………………………….  C.   Distance Education……………………………………………………………………………………………………….  1. Out‐of‐District………………………………………………………………………………………………………..  2. Study Abroad………………………………………………………………………………………………………….  3. Out‐of‐State and Out‐of‐Country………………………………………………………………………….  D.  Resources…………………………………………………………………………………………………………………….  1. Creating Student Learning Outcomes (SLO)………………………………………………………….  2. Creating Curriculum Maps……………………………………………………………………………………..  3. Center for Teaching and Learning Excellence……………………………………………………….   4. Instructional Media Center…………………………………………………………………………………..   5. Distance Education………………………………………………………………………………………………..  Chapter Five: Curriculum Related Topics  A. Assessment and Program Review……………………………………………………………………………….   B. Roles and Responsibilities for Faculty and Chairs………………………………………………………..   C. Maintenance of the HCC Catalog and Academic Calendars…………………………………………   D. Creation of HCC Course Schedules………………………………………………………………………………     Page 37  Page 38‐53  Page 53‐54  Page 55  Page 55  Page 55‐56  Page 55‐56  Page 57   Page 57  Page 57  Page 58  Page 58  Page 58  Page 59  Page 59‐63  Page 64‐65  Page 65‐66  Page 67  Page 67  Page 67  Page 68  Page 68  Page 68  Page 69‐71  Page 71  Page 72  Page 73    HCC Curriculum Handbook, Jan., 2011   
  4. 4.   Houston Community College (HCC) Curriculum Handbook Preface Among the most important tasks for community college faculty are the design, development, and delivery of the curriculum. In its broadest sense, a curriculum may refer to all of the courses offered at a college. Some colleges are dedicated to instruction in a particular field – e.g., aviation science, culinary arts, fashion and design, etc. As a community college, however, our role is comprehensive – to educate and prepare students in an array of fields and for a variety of purposes. This Handbook will define those fields and those purposes to help guide your tasks. In Chapter One, we introduce you to the bodies/agencies that create the broad parameters under which we develop our curriculum – the HCC Board of Trustees, the Texas Higher Education Coordinating Board, and the Southern Association of Colleges and Schools (SACS) Commission on Colleges. A curriculum may also refer to a defined and prescribed set of courses which students must complete in order to pass a certain level of education, one constituting a certificate or a degree. As a comprehensive community college, we offer different degrees for two broad purposes – (1) academic transfer for students who intend to pursue a baccalaureate degree and (2) workforce entry. Again, this Handbook will help you understand the similarities and differences in creating these degree programs. In Chapter Two, we outline the types of academic curricula, the process by which it is developed, resources for faculty, and the academic organizational structure at HCC. In Chapter Three, we outline the same information for our workforce curricula, including that which is offered for credit as well as for non-credit. Finally, the curriculum consists of the topics, the materials, and the activities that instructors utilize for an individual course. Although our faculty are individually well-trained in their particular fields of expertise, have obtained work experiences as required, and are protected by the principles of academic freedom, they do not work in a vacuum. They are required to work together with peers in academic departments or divisions, both within their colleges and across our district, to ensure that the curriculum developed will have quality, integrity, and consistency – that it will meet standards widely recognized as appropriate and necessary by their colleagues and peers across the nation, professional organizations, state agencies, and regional accrediting bodies. In Chapter Four, we address the principles and additional resources for curriculum development and delivery at HCC. In addition to the internal dialogues college peers and organizations, our faculty must also be mindful of the continuum of education through which our students progress. They must communicate and work with their counterparts in both the public schools as well as the baccalaureate-granting institutions to ensure articulation of subject matter and student learning outcomes (SLO) in such ways that students will both come to us as prepared as possible and leave us well-equipped to transition successfully to the next level of learning. In Chapter Five, we refer you to curriculum-related topics as assessment, program review, roles and responsibilities of faculty and chairs, and creation and maintenance of our HCC Catalog and Course Schedules.  
  5. 5.   Chapter One: The Broad Context Houston Community College (HCC) is a comprehensive community college tasked with offering a broad array of academic transfer courses and programs, workforce courses and programs, adult education, continuing education, and developmental education to the citizens of our taxing district and service area and via contract to clients around the world. Additionally, we offer these courses and programs in numerous formats: face to face in traditional classrooms and labs, with enhanced instruction via the web, in a hybrid form (half face to face and half web); distance education (total instruction via the web to desktop computers, laptops, smart phones, etc.), at work locations, at apprenticeship halls, at clinics and hospitals, at Early College High Schools, and at community agencies. Our guiding principles are established by our Board of Trustees as follows. A. HCC Mission, Vision, Values, and Goals Mission: Houston Community College (HCC) is an open-admission, public institution of higher education offering a high-quality, affordable education for academic advancement, workforce training, career development, and lifelong learning to prepare individuals in our diverse communities for life and work in a global and technological society. Vision: Houston Community College will be the most relevant community college in the country. We will be the opportunity institution for every student we serve – essential to our community’s success. Values: Freedom - The essence of education is the cultivation of an open environment that promotes a rigorous, untiring life-long pursuit and expression of truth, and free exchange of ideas. Accountability - A responsible individual is committed to doing one’s duty and taking the right actions. Community-Mindedness - The bonds of our community are care, open communication, cooperation, and shared governance. Integrity - Personal and community well being demands a commitment to honesty, mutual respect, fairness, and empathy in all situations. It means doing the right thing at all times. Excellence - Our will and spirit is to achieve the best in teaching, learning, community building, and stewardship. Goals: Our goals are those things that we must execute at a consistently high level to accomplish our vision. Our goals are associated with: • Effective Leadership • Student Success • Resource Development and Enhancement • Global Perspective • Effective Communication • Accountability and Strategic Decision-Making   HCC Curriculum Handbook, Jan., 2011   
  6. 6.   Chapter One: The Broad Context B. HCC Board Policies The Board of Trustees is the official governing body of the Houston Community College District (HCC). It is composed of nine members who are elected to staggered six-year terms from single-member districts. The Board has final authority to determine and interpret the policies that govern HCC. Additional duties and responsibilities of the Board are to:             Appoint, support and assess the performance of the chancellor Clarify the mission of the institution Approve long-range plans Approve the educational program Ensure the well being of faculty, students and staff Ensure strong financial management Ensure adequate financial resources Preserve institutional autonomy Interpret the campus to the community Interpret the needs of society to the campus Serve as court of appeal Assess their own performance The Board Policies relevant to the Curriculum Handbook are found in Section E: Instruction and may be accessed online at: http://www.hccs.edu/hccs/faculty-staff/policies-procedures-hcc C. The Texas Higher Education Coordinating Board The Texas Higher Education Coordinating Board provides leadership and coordination for the Texas higher education system. Since being created by the Texas Legislature in 1965, the Board has worked to achieve excellence for the college education of Texas students. The Coordinating Board is responsible for codifying state legislation into administrative rules and regulations with which all public institutions of higher education in Texas must comply to receive state funding. The Coordinating Board web site is located at: www.thecb.state.tx.us and contains an enormous amount of information related to the state’s plans for higher education, rules and regulations for operations, grant projects, reporting requirements, and statistical information. For purposes of Curriculum in Texas community colleges, the relevant Coordinating Board rules and regulations are contained in Chapter 5: Rules Applying To Public Universities, Health-Related Institutions, and/or Selected Public Colleges Of Higher Education In Texas; and Chapter 9: Program Development in Two-Year Colleges. The Coordinating Board has specific Guidelines and Manuals relevant to course and program development that will be specifically addressed in parts II and II of this Handbook.   HCC Curriculum Handbook, Jan., 2011   
  7. 7.   Chapter One: The Broad Context D. Commission on Colleges, Southern Association of Colleges and Schools (SACS) The Southern Association of Colleges and Schools (SACS) Commission on Colleges is the regional body for the accreditation of degree-granting higher education institutions in the Southern states. The Commission’s mission is the enhancement of educational quality throughout the region and it strives to improve the effectiveness of institutions by ensuring that institutions meet standards established by the higher education community that address the needs of society and students. It serves as the common denominator of shared values and practices among the diverse institutions in Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia and Latin America and other international sites approved by the Commission on Colleges that award associate, baccalaureate, master’s, or doctoral degrees. The Commission also accepts applications from other international institutions of higher education. HCC must maintain its regional accreditation to ensure the transferability for students of its credits and degrees to other institutions of higher education and to maintain the eligibility of HCC to receive federal funds, both in the form of financial aid grants to students and in the form of grant programs to the institution from federal agencies (e.g., National Science Foundation, Department of Labor, etc.) SACS requires that all institutions of higher education meet Core Requirements, Comprehensive Standards, and Federal Requirements. All of these are detailed in The Principles of Accreditation: Foundation for Quality Enhancement and may be accessed online at: http://www.sacscoc.org/pdf/PrinciplesOfAccreditation.PDF Of particular interest to faculty in developing curriculum are the following Comprehensive Standards:       3.3 Institutional Effectiveness 3.4 All Educational Programs 3.5 Undergraduate Programs 3.7 Faculty 3.8 Library and Other Learning Resources 3.9 Student Affairs and Services   HCC Curriculum Handbook, Jan., 2011   
  8. 8.   Chapter Two: Academic Transfer Courses and Programs A. Academic Degrees and Programs at HCC HCC offers college-level freshman and sophomore academic courses leading to two-year Associate in Arts (AA), Associate in Science (AS), and Associate of Arts in Teaching (AAT) degrees. All academic courses and degrees are designed to transfer to baccalaureate programs in four-year colleges and universities. The associate academic degrees provide students with a solid learning foundation through a traditional liberal arts education. Courses are offered in the broad areas of fine arts/humanities, social and behavioral sciences, mathematics and natural sciences. The liberal arts help students develop critical and analytical skills demanded by our constantly changing physical and social environments. 1. Types of Degrees  Associate in Arts (AA) Degree The Associate in Arts is intended primarily for students planning on transferring to a senior college or university to receive a baccalaureate degree in the following areas: business, communication, education, social/behavioral sciences, humanities, and fine arts. HCC, in conjunction with a number of four-year institutions, has developed specialized transfer plans for specific majors in these areas http://sites.hccs.edu/transfers.  Associate in Science (AS) Degree The Associate in Science is intended primarily for students planning on transferring to a senior college or university to receive a baccalaureate degree in the following areas: business, computer science, engineering, health and natural sciences, or mathematics. Just as with the AA degree above, HCC has worked with a number of four-year institutions to develop specialized transfer plans for specific majors in these areas.  Associate of Arts in Teaching (AAT) The Associate of Arts in Teaching is a state-approved collegiate degree program consisting of lower-division courses intended for transfer to baccalaureate programs that lead to initial Texas teacher certification. The AAT degrees can only be offered by Texas public community colleges, and are fully transferable to any Texas public university offering baccalaureate degree programs leading to initial teacher certification. 2. Fields of Study Starting fall of 1999, all AA and AS academic core courses taken at HCC are guaranteed to transfer and count as core courses at all Texas public institutions of higher education. In addition, if a student successfully completes any part of a field of study (FOS) curriculum developed by the Texas Higher Education Coordinating Board, the FOS courses will be transferred to a Texas public higher educational institution and must be substituted for that institution’s lower division requirements in the degree program containing the field of study. The student shall receive full academic credit for the transferred FOS courses in the related   HCC Curriculum Handbook, Jan., 2011   
  9. 9.   Chapter Two: Academic Transfer Courses and Programs university degree program. For general and specific degree requirements, please refer to the HCC Catalog, available on-line at http://www.hccs.cc.tx.us/catalog/hom.html. 3. Academic Courses for Transfer Success Curriculum, and Fields of Study. The rules state that “All successfully completed lower-division academic courses that are identified by the Texas Common Course Numbering System (TCCNS) and published in the Lower Division Academic Course Guide Manual (ACGM) shall be fully transferable among public institutions and shall be substituted for the equivalent course at the receiving institution. Except in the case of courses belonging to a Board-approved Field of Study Curriculum (FOSC), applicability of transferred courses to requirements for specific degree programs is determined by the receiving institution.” The Lower-Division Academic Course Guide Manual (ACGM), located on the web at: http://www.thecb.state.tx.us/AAR/UndergraduateEd/WorkforceEd/acgm.htm is the official list of approved courses for general academic transfer that may be offered (for state funding) by public community and technical colleges in Texas. The provisions for approval of general academic courses for state appropriations are outlined in the Coordinating Board's Rules and Regulations, Chapter 9, Subchapter D. Accordingly, the Coordinating Board established an Academic Course Guide Manual Advisory Committee with equal representation from public community colleges and public universities. This standing committee meets at least twice annually to recommend revision to the Coordinating Board staff. The fall 2010 edition of the ACGM incorporates new Classification of Instructional Programs (CIP) codes included in the migration to CIP 2010. Reporting officials should review the approval numbers carefully because some have changed. This edition of the ACGM lists alphabetically by discipline the academic courses that are funded by the state for public community and technical colleges and are transferable to public universities. (For information regarding workforce education courses, see the Workforce Education Course Manual.) Course additions include new courses incorporated into field-of-study curricula or otherwise needed to reflect new curriculum trends. If a community or technical college wishes to offer a course not listed here, or offer an ACGM course for more credit or contact hours than listed, it must request approval for such a course on a “unique need” basis. There are no provisions in this edition for special topics courses. A resulting inventory of Unique Need courses is the only academic inventory required of individual institutions. Colleges must continue to report academic courses according to instructions in the most recent edition of the Reporting and Procedures Manual for Public Community and Technical Colleges published by the Educational Data Center of the Coordinating Board. All edits of reports must be in accordance with the ACGM and the individual institutions’ Unique Need course inventories. The state will not fund academic courses at community and technical colleges that are not listed in the ACGM or on the college’s Academic Unique Need inventory. The 2010 edition of the ACGM is organized alphabetically by academic disciplines currently taught at community and technical colleges. All common courses listed in the ACGM have been numbered to correspond to course numbers assigned by the Texas Common Course Numbering System (TCCNS). Where available, each entry begins with a list of common course prefixes and numbers. For course descriptions with no common numbers currently assigned, a   HCC Curriculum Handbook, Jan., 2011   
  10. 10.   Chapter Two: Academic Transfer Courses and Programs content descriptor (for example, “Environmental Science”) is listed. Beneath the course list, a brief course description appears along with a line listing the 10-digit approval number for the course, the matching CIP descriptor, and information about maximum semester credit hours (SCH) per student, maximum SCH per course, and maximum contact hours per course. 4. Rules for Creation of Academic Associate Degree programs In 2009, the Coordinating Board approved the following rules for creation of Academic Associate Degree Programs: (1) The institution shall certify that the following criteria have been met: (A) (B) (C) (D) (E) (F) (G) (H) The program has institution and governing board approval. There is recent evidence of both short-term and long-term student demand for the program. Enrollment projections reflect student demand estimates to ensure the financial self-sufficiency of the program. The institution has an enrollment management plan for the program. If the program does not follow a Board-approved field of study curriculum or a Board-approved statewide articulation transfer curriculum, the institution has or will initiate a process to establish transfer of credit articulation agreements for the program with senior-level institutions. The program is designed to be consistent with the standards of the Commission on Colleges of the Southern Association of Colleges and Schools, other applicable accrediting agencies, and is in compliance with applicable licensing authority requirements. Adequate funding is available to cover all new costs to the institution over the first five years after the implementation of the program. The program complies with all applicable provisions contained in divisions of this subchapter and, adheres to the Standards for Academic Associate Degree Programs approved by the Board. (2) The Coordinating Board shall post the proposed program online for public comment for a period of 30 days. If no objections are received, the Coordinating Board staff shall update the institution's program inventory accordingly. If objections to the proposed program are received by the Coordinating Board staff, the proposed program shall not be implemented until all objections are resolved. The Coordinating Board reserves the right to audit a certificate or degree program at any time to ensure compliance with any of the criteria contained in paragraph (1)(A) - (H) of this section. (3) New Program Approval. The Board delegates to the Commissioner final approval authority for all certificate programs, applied associate degree programs, and academic associate degrees that meet Board policies for approval as outlined in the Guidelines for Instructional Programs in Workforce Education and this subchapter. The Commissioner may delegate this final authority.   HCC Curriculum Handbook, Jan., 2011   
  11. 11.   Chapter Two: Academic Transfer Courses and Programs 5. The Academic Core Curriculum in Texas All students seeking an AA, AS, or AAT degree are required to complete the core curriculum or a state-approved Field of Study Curriculum. In 1997, the 75th Texas Legislature passed Senate Bill 148, which required the Texas Higher Education Coordinating Board to adopt rules that include a statement of "the content, component areas, and objectives of the core curriculum." Every public institution of higher education was required by law to adopt and implement by Fall 1999 a core curriculum of no less than 42 semester hours that would be fully transferable and, if completed, would substitute for a receiving institution’s core curriculum. Currently, a new Undergraduate Education Advisory Committee has been working with the Coordinating Board to revise the Core Curriculum in Texas. It is expected that new rules for the Academic Core Curriculum will be issued sometime in 2011. 6. The Academic Core Curriculum at HCC The purpose of the HCC Core Curriculum is to provide the basic intellectual competencies and perspectives that help define the educated person. The exemplary educational objectives listed for the various core component areas form the basis for assessing student performance and the effectiveness of the HCC Core Curriculum. Basic Intellectual Competencies in the HCC Core Curriculum Essential to the learning process in any discipline are six basic intellectual competencies. These competencies should inform the components of the HCC Core Curriculum and should be woven into instructional practices throughout each course. Although certain courses address specific competencies, such as writing or speaking, the competencies of critical thinking or computer literacy may be included as specific objectives in many different courses. Reading: Reading material at the college level means having the ability to analyze and interpret a variety of printed materials, including books, articles, and documents. Writing: Writing at the college level means having the ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience. In addition to knowing correct grammar, spelling, and punctuation, students should also become familiar with the writing process, including how to discover a topic, how to develop and organize it, and how to phrase it effectively for their audience. These abilities are acquired through practice and reflection. Speaking: Effective speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience. Listening: Listening at the college level means the ability to analyze and interpret various forms of spoken communication. Critical Thinking: Critical thinking embraces methods for applying both qualitative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments   HCC Curriculum Handbook, Jan., 2011   
  12. 12.   Chapter Two: Academic Transfer Courses and Programs and to construct alternative strategies. Problem solving is one of the applications of critical thinking used to address an identified task. Computer Literacy: Computer literacy at the college level means having the ability to use computer-based technology in communicating, solving problems, and acquiring information. Core-educated students should have an understanding of the limits, problems, and possibilities associated with the use of technology and should have the tools necessary to evaluate and learn new technologies as they become available. Perspectives in the HCC Core Curriculum The HCC core curriculum will contain courses that help students: 1. Establish broad and multiple perspectives on the individual in relationship to the larger society and world in which he or she lives and to understand the responsibilities of living in a culturally and ethnically diversified world. 2. Stimulate a capacity to discuss and reflect upon individual, political, economic, and social aspects of life in order to understand ways in which to be a responsible member of society. 3. Recognize the importance of maintaining health and wellness. 4. Develop a capacity to use knowledge of how technology and science affect their lives. 5. Develop personal values for ethical behavior. 6. Develop the ability to make aesthetic judgments. 7. Use logical reasoning in problem solving. 8. Integrate knowledge and understanding of the interrelationships of the scholarly disciplines. Core Components and Related Exemplary Educational Objectives To complete the core curriculum, HCC students are required to take courses in each of the following component areas: Communication (6 SCH), Mathematics (6 SCH), Natural Sciences (7 SCH), Humanities, Visual/Performing Arts (6 SCH), Social/ Behavioral Sciences (15 SCH), and Cross/Multicultural Studies (3 SCH) for a total of 43 SCH. For each component area, there is a core objective and well-defined "exemplary educational objectives." There are also several designated course options for students to take to fulfill the core component area. Communication - The objective of communication in the core curriculum is to enable the student to communicate effectively in clear and correct prose in a style appropriate to the subject, occasion, and audience.   HCC Curriculum Handbook, Jan., 2011   
  13. 13.   Chapter Two: Academic Transfer Courses and Programs Exemplary Educational Objectives       To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation. To understand the importance of specifying audience and purpose and to select appropriate communication choices. To understand and appropriately apply modes of expression (descriptive, expositive, narrative, scientific, and self-expressive) in written, visual, and oral communication. To participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. To understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. To develop the ability to research and write a documented paper and/or to give an oral presentation. Mathematics - The objective of mathematics in the core curriculum is to develop a quantitatively literate college graduate. Every college graduate should be able to apply basic mathematical tools in the solution of real-world problems. Exemplary Educational Objectives        To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations. To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. To interpret mathematical models such as formulas, graphs, tables, and schematics and draw inferences from them. To recognize the limitations of mathematical and statistical models. To develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines. Natural Sciences - The objective of the natural sciences in the core curriculum is to enable the student to understand, construct, and evaluate relationships in the natural sciences and to enable the student to understand the basis for building and testing theories. Exemplary Educational Objectives   To understand and apply method and appropriate technology to the study of natural sciences. To recognize scientific and quantitative methods and the differences between   HCC Curriculum Handbook, Jan., 2011   
  14. 14.   Chapter Two: Academic Transfer Courses and Programs    these approaches and other methods of inquiry and to communicate findings, analyses, and interpretations both orally and in writing. To identify and recognize the differences among competing scientific theories. To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture. Humanities and Visual and Performing Arts - The objective of the humanities and visual and performing arts in a core curriculum is to expand students’ knowledge of the human condition and human cultures, especially in relation to behaviors, ideas, and values expressed in works of human imagination and thought. Through study in disciplines such as literature and the visual and performing arts, students will engage in critical analysis, form aesthetic judgments, and develop an appreciation of the arts and humanities as fundamental to the health and survival of any society. Students should have experiences in both the arts and humanities. Exemplary Educational Objectives        To demonstrate awareness of the scope and variety of works in the arts and humanities. To understand those works as expressions of individual and human values within an historical and social context. To respond critically to works in the arts and humanities. To engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. To articulate an informed personal reaction to works in the arts and humanities. To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts. To demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences. Social and Behavioral Sciences - The objective of social and behavioral science in the core curriculum is to increase students’ knowledge of how social and behavioral scientists discover, describe, and explain the behaviors and interactions among individuals, groups, institutions, events, and ideas. Such knowledge will better equip students to understand themselves and the roles they play in addressing the issues facing humanity. Exemplary Educational Objectives     To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. To examine social institutions and processes across a range of historical periods, social structures, and cultures. To use and critique alternative explanatory systems or theories. To develop and communicate alternative explanations or solutions for   HCC Curriculum Handbook, Jan., 2011   
  15. 15.   Chapter Two: Academic Transfer Courses and Programs         contemporary social issues. To analyze the effects of historical, social, political, economic, cultural, and global forces on the subject of study. To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights. To understand the evolution and current role of the U.S. in the world. To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. To analyze, critically assess, and develop creative solutions to public policy problems. To recognize and assume one’s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy. To identify and understand differences and commonalities with diverse cultures. Cross/Multi-Cultural Studies - The objective of cross/multi-cultural studies in the core curriculum is to introduce students to areas of study which enlarge their knowledge and appreciation of the multi-cultural and multi-racial world in which they live. Exemplary Educational Objectives       To establish broad and multiple perspectives in the individual in relationship to the larger society and world in which he or she lives and to understand the responsibilities of living in a culturally and ethnically diversified world. To demonstrate knowledge of those elements and processes that creates and defines culture. To understand and analyze the origin and function of values, beliefs, and practices found in human societies. To develop basic cross/multi-cultural understanding, empathy, and communication. To identify and understand underlying commonalities of diverse cultural practices. To analyze the effects of cultural forces on the area of study. 7. Academic Certificate Programs at HCC Although not formally approved as Coordinating Board programs as yet, HCC has developed and implemented the following Academic Certificate Programs:  Africana African-American Studies  Mexican-American/Latino Studies  Global Studies  Women and Gender Studies   HCC Curriculum Handbook, Jan., 2011   
  16. 16.   Chapter Two: Academic Transfer Courses and Programs It is the intent of the HCC Academic Deans’ Council to develop a CB approved AA degree program in Interdisciplinary Studies and incorporate all of the certificates above within the program. B. The Academic Structure/Organization at HCC 1. Academic Departments/Divisions and Disciplines HCC consists of six colleges – Central, Coleman, Northeast, Northwest, Southeast, and Southwest. Faculty are assigned to one of the colleges and work within academic departments (one discipline) or divisions (multiple disciplines) at the College. An Academic “discipline” is defined by the subject content as taught by HCC – e.g., English, history, government, sociology, etc. A discipline committee consists of all HCC full-time faculty teaching that particular discipline across the colleges and possibly closely-related disciplines – e.g., Physics and Astronomy constitute one discipline committee. Some disciplines are so large (as defined by the number of course sections taught, they are divided into sub-committees – e.g., Math and Developmental Math. There are currently 48 academic disciplines taught at HCC and 29 discipline committees. The current HCC discipline chairs are listed at: http://www.hccs.edu/hccs/academic-discipline-chairs. Since HCC full-time faculty are assigned to and supervised by the different Colleges within the district, it is important for all HCC full-time faculty within the disciplines to meet together at least twice a year to take actions to ensure curriculum consistency and instructional excellence across the district. Discipline committees are charged with the responsibilities of electing a Chair for district-wide leadership, creating/revising the discipline curriculum, selecting instructional materials, conducting periodic program reviews, and completing annual assessment/progress reports. For a detailed review, please refer to the Discipline Committee Guidelines at http://www.hccs.edu/hccs/discipline-committee-guidelines. 2. The Academic Deans’ Council The Academic Deans’ Council consists of all Instructional Deans from the Colleges who supervise academic instruction. The Academic Deans’ Council is chaired by the Vice Chancellor for Instruction or his designee and meets monthly to discuss issues of instructional qualify. All new or revised academic curriculum issues must be approved by the Academic Deans’ Council prior to presentation to the HCC Curriculum or Core Curriculum Committees. The members of the Academic Deans’ Council are listed on the following web site: http://hccs.edu/Academic-Deans-Council.   HCC Curriculum Handbook, Jan., 2011   
  17. 17.   Chapter Two: Academic Transfer Courses and Programs All academic program reviews and assessment/progress reports are presented to and reviewed by the Academic Deans’ Council. All agendas, minutes, and appropriate documents are posted on the Academic Deans’ Council SharePoint (Intranet). The current members and purposes of the Academic Deans’ Council is posted on line at : http://hccs.edu/AcademicDeans-Council.   3. The HCC Curriculum Committee The purpose of the HCC Curriculum Committee is to provide guidance, standards and oversight of the curriculum approval process at Houston Community College. The Curriculum Committee shall make recommendations to the Vice Chancellor for Instruction for approval of new courses and new instructional programs, for revisions of existing courses and programs, and for deactivation/closure of existing courses and programs. The Curriculum Committee shall meet at least once each long semester and be chaired by an administrator designated by the Vice Chancellor for Instruction at Houston Community College. The Administrative Chair will be responsible for calling routine meetings and preparing and distributing minutes to all full‐time faculty. The committee membership will consist of two appointed faculty representatives from each college. Appointed representatives will serve a three‐year term. The Vice Chancellor may appoint additional committee members from the administration, classified staff or student body. For more information, please refer to http://www.hccs.edu/hccs/faculty-staff/curriculum . 4. The HCC Core Curriculum Committee To purpose of the HCC Core Curriculum Committee is to review and recommend to the Vice Chancellor for Instruction approval all courses seeking inclusion in the HCC Core Curriculum. The Core Curriculum Committee is chaired by an Administrator as appointed by the Vice Chancellor for Instruction and shall meet at least once each long semester. The Chair will be responsible for calling the meetings and preparing and distributing agendas and minutes to all full-time faculty members. In addition to course approvals, the Core Curriculum Committee will periodically review the relevancy and efficacy of the HCC Core as a whole (including core objectives, perspectives, and competencies) and provide assessment data and analysis to the Vice Chancellor for Instruction for submission to the Texas Higher Education Coordinating Board as needed. For more information, please refer to http://www.hccs.edu/hccs/facultystaff/curriculum . C. Creating/Revising Academic Courses and Programs at HCC An academic course may be initiated on one or more campuses in the district. Any faculty, adjunct faculty and/or administrator can initiate a curriculum proposal. The process begins by discussing the idea with the discipline chair and other faculty in a district-wide discipline committee meeting. As a result of this dialogue, the curriculum proposal, may be aborted, postponed, modified or pursued. If the decision is to pursue the proposal, an Originator (individual or team responsible for full development) is appointed. The results of this determination should be documented in the Discipline Committee meeting minutes.   HCC Curriculum Handbook, Jan., 2011   
  18. 18.   Chapter Two: Academic Transfer Courses and Programs As early as possible and before the proposal enters the electronic approval process, implementation costs including staffing, equipment and resources needs as well as facility impact should be discussed with the academic dean(s) of the campuses involved. The curriculum proposal team is led by the proposal Originator, the individual who will ultimately be responsible for entering the proposal into the HCC CurricUNET system. The Originator convenes the team and facilitates the curriculum development process including the development of all curriculum guides. The curriculum proposal team can decide to table, postpone, modify or proceed. Upon review and favorable support by campus administration, the Originator will summarize the proposal and meet with the District Curriculum Office to determine any training needs, appropriate electronic approval process and necessary proposal attachments prior to beginning data entry into CurricUNET. 1. Creation and Maintenance of HCC Syllabi and Course Guides The Academic Discipline Chairs and Workforce Program Chairs are responsible for the creation and maintenance of the official HCC syllabi and course guides for all HCC courses. A team of HCC faculty and administrators worked throughout the 2009-2010 academic year to develop an HCC template for the official HCC Syllabus and Course Guide. The template is color coded: The orange boxes, coded (1), are those that are filled in by the Discipline or Program Chair and are to be consistent for ALL HCC faculty who teach the courses, both full-time as well as adjunct. The blue boxes, coded (2), are those that may be customized according to the needs and preferences of individual faculty members. The green boxes, coded (3), are to be filled in by the Discipline and Program Chairs as resources for all faculty that may or may not be required for their use – these are based upon HCC guidelines and discipline/program decisions. All official HCC syllabi and course guides are to be entered in HCC CurricUNET (see next section) by Discipline and Program Chairs. All individual full-time and adjunct faculty are required to download the official syllabi into a word file, from which they may customize those sections as needed. All individual full-time and adjunct faculty are required to post their individually customized course syllabi on the HCC Learning Web. If instructors need assistance, they may contact the Instructional Design Coordinators at their colleges David.Diehl@hccs.edu at the HCC Center for Teaching and Learning Excellence, or Lawrence.markey@hccs.edu at the HCC Curriculum Office. 2. Using HCC CurricUNET CurricUNET is intended to replace the various manually prepared forms and processes that are carried out by HCC personnel and provide a curriculum management capability on the Web for more accurate and expedient data entry, processing, review, and approval. CurricUNET is the warehouse and source for HCC curriculum course and program information, historical, active and proposed.   HCC Curriculum Handbook, Jan., 2011   
  19. 19.   Chapter Two: Academic Transfer Courses and Programs It also contains a search function, enabling HCC users to examine the courses and programs of other CurricUNET users (including such institutions as the San Diego Community College District, the City Colleges of Chicago, and the Miami Dade Community College District). To assist faculty in the curriculum modification process, a CurricUNET Handbook has been prepared http://www.curricunet.com/HCCS/help_docs/CurricUNETHandbook10212010.pdf  to assist faculty in getting started with entering and editing courses in CurricUNET and in printing a course syllabus. Additionally, two Quick Reference Guides are available as quick reminders on how to Print a Syllabus and How to Edit a Course. (1) Quick Reference Guide for Printing Your Syllabus (2) Quick Reference Guide for Editing Your Courses 3. Approval Process for Academic Course Addition/Revision 1. Academic faculty member or team proposing curriculum modification and/or addition (Originator) meets with appropriate academic Discipline Chair and faculty to analyze, modify, and approve proposed curriculum change. Please refer to the Lower-Division Academic Course Guide Manual (ACGM), the official list of courses approved for general academic transfer that may be offered by public community and technical colleges in Texas for state funding at http://www.thecb.state.tx.us/AAR/UndergraduateEd/WorkforceEd/acgm.htm. 2. Upon faculty approval of the proposal, the Discipline Chair will document concurrence in the Faculty Meeting Minutes with supporting documentation. Documentation includes the following: rational for change(s), courses being added (include lecture/lab), course(s) being deleted, courses changing semester credit hours and/or lecture/lab. 3. Discipline Chair (Originator) meets with the District Curriculum Office @ 8-8542 to review proposed curriculum modification proposal prior to submission into CurricUNET. 4. The Originator enters all new and/or revised courses into CurricUNET at www.CurricUNET.com/hccs and uploads the following files into CurricUNET as appropriate: SACS Prospectus or SACS Modified Prospectus, Faculty Meeting Minutes, and new or revised Curriculum Map. (Forms may be found at the following CurricUNET link: http://www.curricunet.com/HCCS/forms.cfm) 5. After completing proposal entry, the Originator indicates completion of course data entry by choosing the Submit option in CurricUNET which Launches the proposal into the HCC approval process. 6. The District Curriculum Office is automatically notified by the CurricUNET System that a proposal has been launched. The District Office reviews the proposal; if changes and/or additions are required, returns the proposal to the Originator. If the proposal is accepted, it will continue along the approval process.   HCC Curriculum Handbook, Jan., 2011   
  20. 20.   Chapter Two: Academic Transfer Courses and Programs 7. Members of the Academic Deans’ Council will be notified automatically by e-mail and asked to respond regarding the proposal within two weeks. If the Academic Deans’ Council accepts the proposal, the Chair of the Council will approve and forward the proposal to the District Curriculum Office. The Academic Deans’ Council may table the proposal, request clarification or return the proposal to the Originator for additional work. The approval process continues in the same way to the District-wide Curriculum Committee. 8. Members of the District-wide Curriculum Committee will be notified automatically by email and asked to respond within two weeks. If the Curriculum Committee accepts the proposal, the Chair of the Curriculum Committee will approve, document approval in meeting minutes and forward the proposal to the District Curriculum Office. The Districtwide Curriculum Committee may table the proposal, request clarification or return the proposal to the Originator for additional work. 9. The approval process continues in the same way to the Core Curriculum Committee if Core approval is being sought. Members of the District Core Curriculum Committee will be notified automatically by e-mail and asked to respond within two weeks. If the Core Curriculum Committee accepts the proposal, the Chair of the Core Curriculum Committee will approve and document approval in meeting minutes and forward the proposal to the District Curriculum Office. The Core Curriculum Committee may table the proposal, deny the request, request clarification or return the proposal to the Originator for additional work. 10. Upon approval, the District Curriculum Office forwards the proposal to the Vice Chancellor for Instruction. Once approved, the District Curriculum Office prepares the revised program for entry into the HCC Catalog, submits course additions, changes, and/or in-activations to PeopleSoft, and updates the counseling degree plan(s) as necessary.   HCC Curriculum Handbook, Jan., 2011   
  21. 21.   Chapter Two: Academic Transfer Courses and Programs It must be noted that, during the approval process, approvals must be documented in the meeting minutes of the following groups and that these minutes must be published and made available electronically:     Discipline/program meeting minutes Advisory Committee meeting minutes (workforce only) Academic or Workforce Deans’ Council District-wide Curriculum Committee Any decision may be appealed to the Chancellor’s Operational Team. In some instances, faculty may determine that they wish to have an academic course proposal approved for addition to the HCC Core Curriculum. In this case, the following process and flowchart exist and can be accessed electronically at the following location: http://www.curricunet.com/HCCS/curriculum_processes.cfm.   HCC Curriculum Handbook, Jan., 2011   
  22. 22.   Chapter Two: Academic Transfer Courses and Programs 4. Approval Process for Core Curriculum Course Addition 1. Academic faculty member (s) proposing course addition and/or change (Originator) meets with the appropriate discipline committee to analyze, modify, and approve proposed course addition/ change. When approved, the discipline chair documents concurrence in Discipline Chair Meeting Minutes. 2. The Originator enters all data into CurricUNET at www.CurricUNET.com/hccs and uploads the Discipline Committee Meeting Minutes. 3. When the proposal is complete, the Originator indicates completion of data entry by choosing the Finish option in CurricUNET which Launches the proposal into the approval process. 4. The District Curriculum Office is automatically notified by the CurricUNET System that a proposal has been launched. The District Office reviews the proposal; if changes and/or additions are required, returns the proposal to the Originator. If the proposal is accepted, it will continue along the approval process. 5. Members of the Academic Deans’ Council will be notified automatically by e-mail and asked to respond within two weeks. If the Academic Deans’ Council accepts the proposal, the Chair of the Council will approve, document the approval in the Council meeting minutes and forward the proposal to the District Curriculum Office. The approval process continues in the same way to the District-wide Curriculum Committee. 6. Members of the District-Wide Curriculum Committee will be notified automatically by email and asked to respond within two weeks. If the Curriculum Committee accepts the proposal, the Chair of the Curriculum Committee will approve, document the approval in the minutes of the meeting and forward the proposal to the District Curriculum Office. 7. Members of the Core Curriculum Committee will be notified automatically by email and asked to respond within two weeks. Since the proposal entails a change to the HCC Core Curriculum, approval for admission to the Core must be documented in the Core Curriculum meeting minutes. 8. Upon approval from the Vice Chancellor for Instruction, the District Curriculum Office prepares the new course for entry into the HCC Catalog course inventory and HCC Core listing as well as into PeopleSoft.   HCC Curriculum Handbook, Jan., 2011   
  23. 23.   Chapter Two: Academic Transfer Courses and Programs 5. Approval Process for Unique Need Course Approval for a course that is not available under an approval number in the Academic Course Guide Manual (ACGM) or a course with credit and/or contact hours in excess of the limits prescribed in ACGM must be approved by the THECB according to THECB Rules and Regulations, Section 5.172. These may be found in the ACGM and should be reviewed prior to developing a unique need course. When applying for a unique need course, a request for approval must be submitted to the THECB. This form is available at the following CurricUNET site and is part of the submission process: http://www.curricunet.com/HCCS/unique%20needs%20request.doc. The electronic flowchart and process may be accessed at the following site: http://www.curricunet.com/HCCS/curriculum_processes.cfm.     HCC Curriculum Handbook, Jan., 2011   
  24. 24.   Chapter Two: Academic Transfer Courses and Programs 1. Academic faculty member (s) proposing a Unique Need Course addition and/or change (Originator) meets with the appropriate discipline committee to analyze, modify, and approve proposed Unique Need Course addition/ change. When approved, the discipline chair documents concurrence in Discipline Chair Meeting Minutes. (see Unique Need Course criteria in CurricUNET at http://www.curricunet.com/HCCS/forms.cfm) 2. The Originator enters all data into CurricUNET at www.CurricUNET.com/hccs and uploads the Discipline Committee Meeting Minutes.When the proposal is complete, the Originator indicates completion of data entry by choosing the Finish option in CurricUNET which Launches the proposal into the approval process. 3. The District Curriculum Office is automatically notified by the CurricUNET System that a proposal has been launched. The District Office reviews the proposal; if changes and/or additions are required, returns the proposal to the Originator. If the proposal is accepted, it will continue along the approval process. 4. Members of the Academic Deans’ Council will be notified automatically by e-mail and asked to respond within two weeks. If the Academic Deans’ Council accepts the proposal, the Chair of the Council will approve and document approval in the meeting minutes and forward the proposal to the District Curriculum Office. The approval process continues in the same way to the District-Wide Curriculum Committee. 5. Members of the District-Wide Curriculum Committee will be notified automatically by email and asked to respond within two weeks. If the Curriculum Committee accepts the proposal, the Chair of the Curriculum Committee will approve and document approval in the meeting minutes and forward the proposal to the District Curriculum Office. 6. Upon approval from the Vice Chancellor for Instruction, the District Curriculum Office prepares and submits the Unique Need Course Addition form to the Texas Higher Education Coordinating Board and prepares the new course for entry into the HCC Catalog and PeopleSoft.   HCC Curriculum Handbook, Jan., 2011   
  25. 25.   Chapter Two: Academic Transfer Courses and Programs D. The Importance of Articulation 1. Dual Credit with High Schools Dual credit is part of the Houston Community College admissions program, designed specifically for high school juniors and seniors ready for college-level instruction Students who demonstrate college readiness on a placement exam can earn college and high school credits simultaneously by attending classes at their high school or through a Houston Community College campus. Many of the classes are transferable to public colleges or universities in Texas, and some are accepted by out-of-state and private colleges. Dual credit courses are typically taught at high schools. In theory, any course taught by HCC could be taught for dual credit as long as students have the prerequisites skills and abilities. HCC offers courses and programs in over thirty academic subject areas and over   HCC Curriculum Handbook, Jan., 2011   
  26. 26.   Chapter Two: Academic Transfer Courses and Programs seventy workforce areas. For more information, please refer to the HCC Dual Credit Handbook at: http://www.hccs.edu/hccs/dual-credit-handbook. To be eligible for any dual credit courses, high school students must have passed all sections of the high school exit-level Texas Assessment of Academic Skills (TAAS) test. Also to be eligible for dual credit courses that count toward an associate degree or a level two certificate (those of 42 SCH or longer), high school students must either pass the Texas Academic Skills Program (TASP) test or those section(s) of the ASSET exam (reading, writing, mathematics) deemed applicable by the college for the intended course. As authorized by Texas Education Code, Section 130.008 and approved by HCC Board of Trustees, eligible in-district students may register for one or two dual credit courses per semester at no charge. Eligible out-of-district students may register for one or two dual credit courses per semester at no tuition charge, but must pay the current out-of-district fee per course. All dual credit students are responsible for purchasing their own textbooks and other required course materials. All instructors of dual credit courses must meet the minimal requirements as specified by the Commission on Colleges of the Southern Association of Colleges and Schools. HCC is responsible for maintaining a dual credit student’s college transcript. All courses will e identified on the college transcript as the regular college-level course. The high school is responsible for maintain the student’s high school transcript. The state funding for dual credit courses will be available to both public school districts and HCC based upon the current agreement between Commissioner of Education and the Commissioner of Higher Education. For more information, please refer to the website at: http://www.hccs.edu/hccs/dual-credit-partnership-agreement.   2. Articulation with other Colleges and Universities The academic associate degrees (Associate in Arts, Associate in Science, Associate of Arts in Teaching) are intended primarily for students planning on transferring to a senior college or university to receive a baccalaureate degree in the area of the student’s major. Commencing the fall of 1999, all academic associate degrees (AA, AS, AAT) core curriculum courses taken at HCC are guaranteed to transfer and count toward the core curriculum at all Texas public higher educational institutions. In addition, if a student successfully completes any part of a field of study (FOS) curriculum developed by the Coordinating Board, the FOS courses will be transferred to a Texas public higher educational institution and must be substituted for that institution’s lower division requirements in the degree program containing the field of study. The student shall receive full academic credit for the transferred FOS courses in the related university degree program.   HCC Curriculum Handbook, Jan., 2011   
  27. 27.   Chapter Two: Academic Transfer Courses and Programs HCC has developed specialized transfer plans for specific majors and for specific universities. Students should obtain appropriate transfer plans including FOS courses from a counselor. Students also need to be aware that universities often have limitations on the amount of credit that can transfer from community colleges to universities. That limit is usually around sixty-six semester hours taken at community colleges. See Transfer Office website for additional details at: http://sites.hccs.edu/transfers/.   HCC Curriculum Handbook, Jan., 2011   
  28. 28.   Chapter Three: Workforce (Credit) Courses and Programs A. Degrees and Programs at HCC HCC offers a variety of instructional options to prepare students for the workforce, including twoyear degree programs with college semester credit hours (SCH) that may be transferable to baccalaureate programs in four-year colleges and universities; certificate programs of one-year or less with SCH that may serve as stepping-stones to the associate and/or baccalaureate degrees; institutional certificates with either SCH or Continuing Education Units (CEU) that may qualify the student as a "marketable skills achiever;" and courses that offer CEU for students to explore new career options or upgrade skills in their current career fields. The Guidelines for Instructional Programs in Workforce Education (GIPWE) is the Texas Higher Education Coordinating Board’s policy manual for both credit and non-credit workforce education programs offered at public higher education institutions in Texas. Texas Workforce Education Program Elements – AAS, SCH Certificates and Continuing Education (CEU) Certificates are all spelled out in Chapter 3 of the GIPWE: http://www.thecb.state.tx.us/AAR/UndergraduateEd/WorkforceEd/GIPWE2010/GIPWE2010.pdf 1. Associate in Applied Science (AAS) Degree Designed primarily for students seeking applied skills, knowledge, and training leading to employment in a specific field, the Associate in Applied Science (AAS) degree is offered by HCC in 13 workforce clusters: Agriculture, Food & Natural Resources, Architecture & Construction, Arts; Audio/Video Technology & Communications; Business; Education and Schools; Government and Public Service; Health and Medical Sciences; Hospitality and Tourism; Human Services and Social Sciences; Information Technology; Manufacturing; Science, Technology, Engineering and Mathematics; and Transportation, Distribution & Logistics. Rather than the 43 SCH core curriculum required in the AA and AS degrees, the AAS degree requires students to take a 15-SCH academic core curriculum. This reduced core curriculum contains at least one course in each of the following three areas: humanities/fine arts, social/behavioral sciences, and mathematics/natural sciences. The remaining hours (from 45 to 57) are technical core courses and technical specialty courses depending upon the program area. 2. SCH Certificates A workforce credit certificate should constitute progression toward an AAS degree. At least 50 percent of course credits should be drawn from the technical specialty. Remaining courses may be technical or academic. Credit certificates are approved in the following four different levels:  A level one certificate (CERT 1) can be completed in one calendar year or less and consists of at least 15 and no more than 42 SCH. As a rule, the curriculum for a level one certificate is limited to one Special Topics course.   HCC Curriculum Handbook, Jan., 2011   
  29. 29.   Chapter Three: Workforce (Credit) Courses and Programs  A level two certificate (CERT 2) must consist of at least 43 SCH and no more that 59 SCH. Students in level two certificates are subject to the TSI requirements. As a rule, the curriculum for a level two certificate is limited to no more than two special Topics courses.  An Enhanced Skills Certificate (CERT 3) is a certificate associated with an AAS. In most cases, a baccalaureate degree or junior-level standing in a baccalaureate degree program may be a prerequisite. It must consist of at least 6 SCH and no more than 15 SCH. A CERT 3 may extend an AAS to an overall total that may not exceed 87 SCH. It is intended to provide skills beyond career entry or where external mandates make it impossible for a program to meet the 72 SCH limit.  An Advanced Technical Certificate (ATC) is a certificate that has a defined associate or baccalaureate degree (or junior-level standing) as a prerequisite. It must consist of at least 16 and no more than 50 SCH. As a rule, the curriculum for an advanced technical certificate together with the prerequisite AAS degree is limited to no more than three Special Topics courses.  A Marketable Skills Achievement Award (MSA) is a sequence of credit courses totaling 9-14 SCH or workforce continuing education courses of 144-359 contact hours. These awards meet the standard for program length established by the Texas Workforce Commission for the federal Workforce Investment Act (WIA). An MSA does not require approval from the Coordinating Board and is TSI-waived. These awards must be recommended by an external workforce advisory committee or it must appear on the Local Workforce Development Board’s Targeted Occupation’s List (Houston-Galveston Area Council). The awards are generally made up of WECM courses only and prepare students for employment in accordance with WIA guidelines. 3. Continuing Education (CEU) Certificates A coherent sequence of continuing education courses which total 360 or more contact hours must be submitted as a workforce education certificate program. Courses shall be considered part of a coherent sequence if they meet one of the following requirements:     include required and/or recommended prerequisites or co-requisites; lead to an external credential (license, certification, or registration); or are taken by a majority of students in sequence to meet occupational qualifications. These certificate programs may award continuing education units (CEU) according to the guidelines in this manual. All Continuing Education certificate programs must be listed on the college’s approved inventory of programs and must be transcripted. Workforce education programs of 780 contact hours or more must be offered for SCH only. An exception is made for Emergency Medical Technology/Paramedic continuing education programs, CIP 51.0904, which may have a maximum of 800 contact hours.   HCC Curriculum Handbook, Jan., 2011   
  30. 30.   Chapter Three: Workforce (Credit) Courses and Programs An institution must follow SACS guidelines when converting previously awarded CEU credits to students that wish to have them as college credit. (See “Advanced Standing” Chapter 3 of the GIPWE.) If the college converts CEU to SCH, it must have a policy and maintain documentation that the continuing education courses have met the same objectives, rigor, evaluation process, and faculty qualifications as the analogous credit courses. The documentation must demonstrate that individual continuing education students have met the same competencies as the successful credit students prior to the granting of SCH retroactively for courses taken as continuing education. B. Workforce Structure at HCC 1. Workforce Deans’ Council The Workforce (Career and Technology Education) Deans’ Council consists of all Instructional Deans from the Colleges who supervise workforce instruction. The Workforce Deans’ Council is chaired by the Associate-Vice Chancellor for Workforce Instruction or his or her designee and meets twice each month to discuss issues of instructional quality. All new or revised workforce curriculum issues must be approved by a program’s faculty and Advisory Committee prior to presentation to the Workforce Deans’ Council. Once approved by the Workforce Deans’ Council, the new or revised workforce curriculum is presented to the HCC Curriculum Committee. If approved, the changes are submitted to the Texas Higher Education Coordinating Board. All agendas, minutes, and appropriate documents are posted on the CTE Deans’ Council Sharepoint (Intranet). The current members and purposes of the Workforce Deans’ Council is posted on line at: http://hccs.edu/workforcecouncil. 2. Division of Extended Learning a) Adult Education Courses / Programs Adult Basic Education is grant supported literacy education offered to the community through non-CEU courses. Class offerings occur at all college sites and in over fifty community partner locations in Houston. Students are eligible for the Adult Education and Literacy Programs if they are 18* years or older, have a picture ID and a Social Security card and have one of the following as a general goal: To obtain a high school credential (GED); To improve basic skills; or To learn English or improve fluency. Following the vision of the division of taking people “where they are at,” the Division of Extended Learning Recruiter works under the Outreach Director and provides recruitment and advisement to GED and ESL students in the ABE and Corrections classes as well as outreach activities. A full-time Counselor provides career counseling services to the inmates and provides orientations of educational opportunities and career pathways to college. The Recruiter works closely with each college and district recruiters to expand the services of the DEL instructional programs to prospective students.   HCC Curriculum Handbook, Jan., 2011   
  31. 31.   Chapter Three: Workforce (Credit) Courses and Programs All Adult Education courses follow the Texas Adult Education Content Standards & Benchmarks for ABE/ASE (GED) & ESL Learners. A complete guide to the ABE Operational procedures including copies of the Lesson Plan forms is located at: http://www.hccs.edu/hccs/delresources/abe-operations. For more information about the HCC Adult Education Program, visit the program’s website at the following address: http://hccs.edu/Adult-Education. b) Apprenticeship Training Programs An Apprentice Training Program requires at least 2,000 hours of on-the- job training per year, supervised by a certified journeyman, and at least 144 hours of related classroom training per year. The related instruction is provided through HCC and may include math, blueprint reading, computer aided drafting, welding, estimating, material and equipment processes, safety, and special laboratory courses. All applications must be made through the various training directors and joint apprenticeship committees. Apprentices are employed and work in the trade of their indenture for three to five years. Upon completion of on-the-job training and related classroom instruction, apprentices are compensated through an increase in their wages every six months. Upon completion of the program, apprentices receive a Certificate of Completion as a certified journeyman. HCC is working with all of the apprenticeship programs to provide students the option of obtaining credit toward a college certificate or associate degree for their classroom training and on-the-job training. HCC currently works with the following Apprenticeship Programs. For more information contact the Apprenticeship Program at the following address: http://hccs.edu/Apprenticeship-Programs.  Asbestos Workers  Painters  Bricklayers  Glaziers  Carpenters  Floorlayers  Cement Masons  Pipefitters  Electricians  Plumbers  Independent Electrical Contractors  Sheet metal  Ironworkers  Stationary Engineers  Operating Engineers  Tool and Die     HCC Curriculum Handbook, Jan., 2011   
  32. 32.   Chapter Three: Workforce (Credit) Courses and Programs c) Corrections Programs For over 30 years the Harris County Sheriff’s Office and Houston Community College have provided educational classes to all inmates in the Harris County jail facilities. HCC Correctional Education instructors provide job training, literacy, and trade classes to an average of 456 male and female inmates per day at five jail facilities. http://hccs.edu/Corrections-Program. This educational system has grown to be one of the largest and most successful county jail inmate educational programs in the United States. In July 2004, Houston Community College received certification from the Correctional Education Association. Standards set by the CEA were passed with a 100% rating. This program was the first county jail nationally certified in the nation. The purpose of the Correctional Education Program is to provide needed education to a specific population of students exemplifying, if not magnifying, the definition of “at risk student”. The program’s purpose encompasses not only the delivery of educational programs but also provides the needed counseling and guidance to keep these students in a life-learning atmosphere. This program provides the first taste of achievement and success to students who have never known that particular experience. Crime and the promise of easy money is all they know, and with a 6th grade reading level as the average for their group, jail and prison will more than likely be their home without the benefit of the correctional education classes to help rehabilitate them to help them become employable productive citizens. The jail educational programs are administratively under the Support Services Bureau, Harris County Sheriff's Office, and the Division of Extended Learning at Houston Community College. On a daily basis, the programs are administered and coordinated by the Director and Assistant Director of Education, HCSO, and the Director of Correctional Education (HCC).   d) Corporate College Programs The HCC Corporate College http://www.hccs.edu/hccs/business-community/about-corporatecollege curriculum is defined by customer needs, corporate trainer capabilities and available curriculum. The HCC Corporate College provides the following product and training service solutions:    Training Needs Assessment Training Design, Development, and Delivery Foreign Language and English as a Second Language with an emphasis in occupational specific programs   HCC Curriculum Handbook, Jan., 2011   
  33. 33.   Chapter Three: Workforce (Credit) Courses and Programs              Leadership, Management, Supervisory training Employee Development Desktop PC and IT Applications Customer Service Basic Business and Specific Technical Skills Customized courses in collaboration with other HCC or external partners Course and Program Evaluation (Return on Investment Analysis) Online Learning (through the ACT Center) State-of-the-art meeting or training facilities can be rented to clients Training and Development Consulting Research grant funding opportunities WorkKeys Job Analysis / Employee Testing Executive coaching To meet business and industry quick turn-around customized training the Corporate College has partnered with several national instructional curriculum vendors. The content is licensed and provides Corporate College to customize to individual companies needs while having access to national recognized professional development curriculum. Following is a list of these curriculum partnerships: Command Spanish Llicensed the Command Spanish® curriculum and will teach basic workplace Spanish for over 55 unique occupations. Target occupations include medical professionals, bank tellers, police and fire officials, etc. HRD Training Solutions The HCC Corporate College has licenses the Ultimate Trainers Resource library from HRD Training Solutions. The 5 CD set contains more than 100 soft skill training courses and many other instructor and participant materials. We will use these materials to create and customize training to meet our customer’s unique training needs. Element K Element K offers a broad range of Microsoft courseware including MS Office and MS Project training courses. As our capabilities grow, we will offer courses in more advanced IT subjects. AchieveGlobal A partnership with AchieveGlobal will offer HCC Corporate College curriculum in two competency areas: Leadership and Customer Service. Development Dimensions International (DDI) We have partnered with DDI to procure additional courses in the areas of Leadership, Management and Supervisory training.     HCC Curriculum Handbook, Jan., 2011   
  34. 34.   Chapter Three: Workforce (Credit) Courses and Programs e) School of Continuing Education The School of Continuing Education offers short term workforce courses and seminars to help students develop the professional skills and training needed in today’s work environment. Our goal is to take the student from the classroom to the workplace in less than a year. The area job market has many exciting opportunities for individuals with the right training. HCC can help a student to explore a new career, sharpen personal or technological skills, or help complete professional licensure continuing education requirements. SCE adheres to standards and performance measures as set by the Texas Higher Education Coordinating Board and the Southern Association of Colleges and Schools’ (SACS) continuing education guidelines. We offer courses in the following areas: Business Business and Career Development at the School of Continuing Education is at the forefront of providing business professional development solutions that meet the needs of the current market. Whether one is a working executive or a person seeking a career change, the Business program offers an array of exciting and innovative programs that provide opportunities for career advancement, career change, personal enrichment and skill building. Construction/Building Trades The Construction and Trades Department offers a wide variety of courses for people who wish to become skilled in the field of construction science. Whether it’s air conditioning, residential wiring, machining, or green jobs training, the Construction and Trades department offers fasttrack, first-class training. Health SCE offers state-of-the-art training in the health field. Programs include telemetry, phlebotomy, EKG, certified nurse aide, medical billing and coding, electronic medical records, and breast imaging. Many of the programs lead to national or state certification, and most programs include a clinical assignment offering workplace experience. Languages/ESL The languages department offers a placement assessment and introductory, intermediate, and advanced courses to improve English-language learning and communication (listening, speaking reading, and writing). The courses are organized to follow successful completion from one level to another. Workplace English courses are also offered in technical areas such as Health, HVAC, Drafting, Auto Repair, Safety and others.         HCC Curriculum Handbook, Jan., 2011   
  35. 35.   Public Safety    The Public Safety Institute is a department within the School of Continuing Education that focuses on three areas of instruction: Peace Officer, Fire Fighter, and Emergency Medical Technician (EMT). The department goals are to educate and train practitioners in the public safety community, prepare individuals to enter careers in criminal justice, fire service or emergency medicine, and to provide information to the public about safety and security. Technology The Information Technology department offers a variety of courses in the IT field that range from beginner to advanced courses. From a basic Microsoft Windows class to an advanced Network Engineering course, the IT department offers a range of state-of-the-art IT programs. Transportation This program prepares students for the written and driving skills needed for a Commercial Drivers License. The School of Continuing Education continues to re-evaluate content areas and programs to meet the need of the community. SCE is committed to improving processes to improve customer service while offering relevant courses. 3. Workforce Program Committees A Workforce “program” is defined by the subject content as taught by HCC – e.g., accounting, cosmetology, nursing, petroleum engineering technology, etc. A workforce program committee consists of all HCC full-time faculty teaching that particular program. Many workforce programs are “hubbed” at a single HCC college. Some programs are so large (as defined by the number of course sections taught), they are “regionalized” or expanded to additional HCC Colleges – e.g., accounting, computer science and business technology. There are currently 101 AAS degree awards, 144 Certificates, 2 Advanced Technical Certificates, 5 Enhanced Skill Certificates and 46 Marketable Skill Achievement Certificates in 70 HCC workforce programs with 59 program committees. Since HCC full-time faculty are assigned to and supervised by the different Colleges within the District, it is important for all HCC full-time faculty within the program to meet together at least twice a year to take actions to ensure curriculum consistency and instructional excellence across the district. A list of the current Workforce Program and Regional Chairs is listed at: http://hccs.edu/evaluation-of-instruction. .4. Hub and Regional Structure of Programs at HCC  Each Workforce Program is either a “hubbed’’ program or a” regionalized” program. A hubbed program is operated out of a single HCC college and is one whose courses and awards may be limited exclusively to that college or may be offered at a limited number of HCC locations. All hubbed programs have a Program Chair who reports to the Workforce Dean at the college where the program is housed. The Program Chair is responsible for overseeing the department   HCC Curriculum Handbook, Jan., 2011   
  36. 36.   budget, monitoring the class schedule, hiring adjunct faculty, overseeing the curriculum and convening the program’s advisory committee. Regionalized Chairs, on-the-other-hand, report to the Workforce Dean at the college where the Regionalized Chair is housed. The Regionalized Chair is responsible for coordinating the class schedule with the regional colleges, certifying adjunct faculty, hiring adjunct faculty at the college where the Regionalized Chair is housed, overseeing the curriculum, maintaining accreditation and/or licensure, completing Program Review and/or the Annual Assessment and Progress Report and convening the program’s advisory committee. The Regionalized Chair oversees the budget at the college where he or she is housed. Associate Chairs are housed at their respective colleges and are responsible for overseeing the budget, hiring adjunct faculty and negotiating the college’s course schedule with the Regionalized Chair. Until a program is completely regionalized, the program budget, the full-time faculty, and the scheduling of program courses (including dual credit) remains in the hands of the original, hubbed college. The “enrollments,” however, should go to the host college, the college at where the students are actually taught.   HCC Curriculum Handbook, Jan., 2011   
  37. 37.   Chapter Three: Workforce (Credit) Courses and Programs C. Creating/Revising Workforce Courses and Programs at HCC 1. Process Houston Community College must submit a New Program Certification form under the following circumstances:  To create a certificate, including an advanced technical certificate, or an AAS in a program for which the college has no current offerings on its inventory or in a program which has been deactivated for over three years.  To create an AAS degree in a program in which the college has only certificate offerings.  To offer a sequence of workforce continuing education courses for which the total number of contact hours for the sequence is 360 or more. For a detailed description of this process see Chapter 5 of http://www.thecb.state.tx.us/AAR/UndergraduateEd/WorkforceEd/gipwe.htm the GIPWE at A new workforce course or program may be initiated on one or more colleges in the district. Any faculty, adjunct faculty and/or administrator can initiate a curriculum proposal. The process begins by discussing the idea with the program chair and other faculty in a college/district-wide faculty committee meeting. As a result of this dialogue, the curriculum proposal, may be tabled, postponed, modified or pursued. If the decision is to pursue the proposal, an Originator (individual or team responsible for full development) is appointed. The results of this determination should be documented in the program Faculty Committee meeting minutes. Once approved by faculty, the program chair and/or Originator present(s) the proposal to the program’s Business and Industry Advisory Committee which votes to table, modify, reject or approve. Once approved and documented in the Business and Industry Advisory Committee meeting minutes, the new program proposal may be entered into CurricUNET. A curriculum proposal to create a new program, a new AAS, ATC or certificate award or to regionalize an existing program, requires a Business Plan. The Business Plan must be signed by the college president or presidents involved prior to its presentation to the Workforce Deans’ Council. Once approved, the Business Plan must be signed by the Vice Chancellor for Instruction who presents the plan to the Chancellor’s Cabinet. The creation of a Business Plan requires the rationale for the new award, a review of current program statistics, input from an Advisory Committee, a budget detailing the costs of staffing, equipment, materials and supplies, marketing, travel, and preparation of a recruitment/retention plan. Once approval is granted for start-up, the curriculum development process begins. The curriculum proposal team is lead by the proposal Originator, the individual who will ultimately be responsible for entering the proposal into the HCC CurricUNET system. The Originator convenes the team (one or more faculty members) and facilitates the curriculum development process including the development of all curriculum guides. Upon review and favorable support by District/College administration, the curriculum proposal team (Originator) meets with the District Curriculum Office to determine training needs, process   HCC Curriculum Handbook, Jan., 2011   
  38. 38.   and timeline for data entry into CurricUNET. It must be noted that, during the approval process, approvals must be documented in the meeting minutes of the following groups and that these minutes must be published and made available electronically:     Program meeting minutes Advisory Committee meeting minutes (workforce only) Workforce Deans’ Council District-wide Curriculum Committee Any committee decision may be appealed to the Chancellor’s Operational Team. Approval Process for New Career and Technical Education (Workforce) Program This approval process and accompanying flowchart may be accessed electronically at the following address: http://www.curricunet.com/HCCS/curriculum_processes.cfm 1. Career and Technical Program (CTE) faculty member/chair/dean (Originator) proposing a new CTE program, a new AAS within an existing program or an Advanced Technical Certificate must submit a new program application to the Texas Higher Education Coordinating Board. (See Chapter 5 of the Guide to Instructional Programs in Workforce education [GIPWE]: http://www.thecb.state.tx.us/AAR/UndergraduateEd/WorkforceEd/gipwe.htm 2. If the new award is part of an existing program with a standing faculty and advisory committee, the initial process is the same as if making a Revision to a Career and Technical Education Program: http://www.curricunet.com/HCCS/curriculum_processes.cfm 3. If the new program is a “stand-alone” program (new CIP Code), the Originator works with the District Curriculum Office and an appointed business Industry steering committee to gather the necessary documentation on program need (labor market projections, etc.) and to draft the proposed curriculum. 4. The Originator works with District Curriculum Office staff to enter all course and program information into CurricUNET and to upload the following required files to the Program “File Upload” Screen: SACS Full Prospectus or Modified Prospectus, Faculty and Advisory Committee Meeting Minutes, or Steering Committee minutes. 5. When the proposal is complete, the Originator indicates completion of data entry by choosing the Finish option in CurricUNET which Launches the new program into the approval process. 6. The District Curriculum Office is automatically notified by the CurricUNET System that a proposal has been launched. The District Office reviews the proposal; if changes and/or additions are required, returns the proposal to the Originator. If the proposal is accepted, it will continue along the approval process.   HCC Curriculum Handbook, Jan., 2011   
  39. 39.   Chapter Three: Workforce (Credit) Courses and Programs 7. Members of the CTE Deans’ Council will be notified automatically by e-mail and asked to respond within two weeks. If the Deans’ Council accepts the proposal, the Chair of the Council will approve and document approval in meeting minutes and forward the proposal to the District Curriculum Office. The approval process continues in the same way to the District-Wide Curriculum Committee. 8. Members of the District-Wide Curriculum Committee will be notified automatically by Email and asked to respond within two weeks. If the Curriculum Committee accepts the proposal, the Chair of the Curriculum Committee will approve the proposal, document approval in committee meeting minutes and forward the proposal to the District Curriculum Office. 9. The District Curriculum Office works with the Vice Chancellor for Instruction to prepare the Agenda Item for the next meeting of the HCC Board of Trustees. 10. Upon approval by the HCC Board of Trustees, the District Curriculum Office prepares the Statement of Assurances (Texas Higher Education Coordinating Board) for the Chancellor’s signature. 11. Upon receipt of the signed Statement of Assurances, the District Curriculum Office works with the proposal Originator to complete the required New Program Application for submission to the Texas Higher Education Coordinating Board. 12. Upon notification of THECB approval, the District Curriculum Office prepares the new program for entry into the HCC Catalog, enters all new courses into PeopleSoft, and prepares the counseling degree plan(s). Assumptions 1. All appropriate personnel (presidents, deans, program chairs and faculty) have an opportunity for input into the new program development process. 2. All proposals for new workforce programs will be brought before the Chancellor’s Operational Team. 3. The prioritization of new program development will be reviewed annually by the Chancellor’s Operation Team and modified in accordance with emerging employment and market trends - high skill, high wage and high growth criteria. 4. The program development process may result in recommendation of either credit or noncredit delivery of training.   HCC Curriculum Handbook, Jan., 2011   
  40. 40.   Chapter Three: Workforce (Credit) Courses and Programs Workforce Program Revisions Once an AAS degree or certificate is placed on the HCC program inventory, changing it requires a formal program revision. All applications for revisions must be submitted electronically through the WECM website: http://www.thecb.state.tx.us/AAR/UndergraduatedED/WorkforceEd/inventory/. A program revision is required for the following changes in a program as defined in Chapter 6 of the GIPWE: http://www.thecb.state.tx.us/AAR/UndergraduateEd/WorkforceEd/wecm2000/WECMProtocolMc   To change the name of an AAS degree or certificate. To request a change in the CIP code of a degree or certificate to a different CIP code in the same program.   HCC Curriculum Handbook, Jan., 2011   

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