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GRCC Curriculum Model Proposal

GRCC Curriculum Model Proposal. C ontext. Degree requirements have not been reviewed in recent history Through program review it was discovered that the purpose of the program (transfer/work) was not always clear Some degrees have never had institutional definitions or requirements

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GRCC Curriculum Model Proposal

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  1. GRCC Curriculum ModelProposal

  2. Context Degree requirements have not been reviewed in recent history Through program review it was discovered that the purpose of the program (transfer/work) was not always clear Some degrees have never had institutional definitions or requirements In some cases there are no common expectations for developing curriculum and conferring degrees Issues and concerns have been raised with students being awarding multiple degrees Lack of institutional definitions for curricular components (types of courses, etc.)

  3. Purpose Update definitions to align with current educational environment Better serve students by aligning curriculum with the purpose of the credential Lay the foundations to be able to create pathways for students for their current and future educational needs Create institutional definitions for common curricular components (types of courses, etc.)

  4. Process In summer 2012 the curriculum team developed a curriculum model for the college Reviewed the curriculum models of other community colleges Received feedback and recommendations from school leadership Received feedback and guidance from the Registrar’s Office and Counseling Office Received approval from Dean’s Council Meetings with each academic department to review the model and identify any implications for the programs

  5. The Model Design teaching and learning experiences that prepare students for their goals Define the expectations for degree and program curricula based on the goal of the student (work or transfer) Create program curricula that explicitly reflects the goal of the student, and purpose of the program Embrace the curriculum development practices of “develop backwards- deliver forward” WORK OR TRANSFER OR WORK + TRANSFER

  6. Curriculum Development (Learner-Centered Assessment on College Campuses: shifting the focus from teaching to learning by Huba and Freed 2000)

  7. The model….. Defines the purpose (transfer/work/both) of each degree “type” and certificate currently offered at GRCC Defines the various kinds of academic programs associated with each degree and certificate based on the stated purpose Defines the curricular content expectations for each kind of program (including minimum general education requirements) Defines the various components of curriculum Degree offerings remain the same, with some definition changes One new offering: Advanced Certificate- These programs are designed to enhance the skills of those who already have a degree.

  8. Current Degrees- Work or Transfer? *Articulated A.A.A.S. is for transfer

  9. Current Degrees & Proposed Programs

  10. Building programs within degrees

  11. Next Steps…. Finish meeting with departments to introduce the model and receive feedback, suggestions, etc. We will present to AGC for the second time in February Please send any feedback or recommendations to Patti and Katie via email by January 25th

  12. Questions & Discussion….. Questions, concerns, and issues?

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