COMPREHENSIVE STANDARD CS P1:

a. The institution demonstrates that each educational program for which academic credit is awarded (a) is approved by the faculty and the administration, and (b) establishes and evaluates program and learning outcomes.

The Collin County Community College District (CCCCD) faculty and administration share in the responsibility of curricular development for the District. The CCCCD Board of Trustees and the Texas Higher Education Coordinating Board (THECB) have responsibility for program approval (Reference 1). Identification of possible new academic and technical programs and courses lies primarily with the Vice Presidents, Campus Provosts, Deans, and Department Chairs, as described in the Curriculum Development Manual (Reference 2).

To ensure that the curriculum is current and relevant to the knowledge and skills needed by employees to be successful in the workforce, College faculty and administrators work closely with universities, area businesses, and employment leaders serving on advisory committees (Reference 3).

Needs assessments are conducted prior to all new program development. For credit technical programs, an industry-based advisory committee is also utilized for the development and evaluation of program curriculum, long-range program planning, and the development of capstone experiences and employment opportunities for students.

Proposed changes to the credit curriculum at CCCCD are reviewed by the Curriculum Advisory Board (CAB) (Reference 4). The CAB is comprised of faculty representatives from each division, who are appointed to serve 3-year rotating terms. The CAB is charged with reviewing all changes in curricula or Catalog listings, including the addition of new courses and programs in any division, and making recommendations to the Vice President of Academic Affairs.

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b. As a part of the curriculum development process, learning outcomes are established for each program and course, in accordance with Texas Higher Education Coordinating Board (THECB) guidelines, CCCCD Curriculum Advisory Board (CAB) procedures, and the Curriculum Development Manual (References 1, 2, 3). This planning takes place through the course and program development process, described in Comprehensive Standard CS P1a and detailed in the CAB Curriculum Development Manual. Specific requirements are listed on the Request for New Program form (Reference 4). Workforce education programs and courses adhere to the learning outcomes stipulated in the THECB Guidelines for Instructional Programs (GIPWE) (Reference 5). In addition, learning outcomes are evaluated at the program level by each student’s participation in a capstone course or experience, which demonstrates the student’s achievement of learning outcomes in the program.

All expected learning outcomes and learning assessment methods are clearly identified in each course syllabus (Reference 6). These generic syllabi outline the general expected learning outcomes of each course. Faculty may also provide instructor syllabi, which provide greater course-section specifics. Faculty engage in regular evaluation of learning outcomes and of teaching and assessment methodologies to ensure that the needs of students, disciplines, transfer institutions, and the job market are met. This activity results in course revisions. Course syllabi are reviewed, and outcomes are updated as needed.

The General Education Outcomes (GEO) Forum (Reference 7) has conducted a comprehensive review of the CCCCD general education core curriculum and has recommended changes regarding the inclusion of specific core courses, as well as course and program learning outcomes. These recommendations are scheduled to take effect Fall 2004.

In addition, each academic program also undergoes a formal evaluation process every five years. These reports, assessments, evaluations, and formal evaluation processes enable the faculty and administration to adjust the program and learning outcomes in each academic program to best suit the needs of students and the community (Reference 8).

Annually the Institutional Research Office (IRO) reports to the Texas Legislative Budget Board the numbers of degrees and certificates awarded, the number of students who transfer to other institutions, licensure pass rates, course completion rates, percentage of contact hours taught by full-time and part-time faculty members, percentage of total expenditures comprised by administrative costs, percentage of students who pass the Texas Academic Skills Program Test after undergoing developmental education, percentages of students served who are academically or economically disadvantaged, and percentage of students served who come from ethnic minority backgrounds. This information is shared with the College community through the Deans’ Council and the IRO Web site (Reference 9)

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