Berta Cuaron
Pamela Deegan
Janet Fulks
Pat Mosteller
Wheeler North
Curriculum must drive the
• Course and program curriculum is
the contract between the college,
the student and the community
• All college activities exist solely to
ensure effective course, program
and services delivery leading to
student success
• Effectiveness requires assessment
Definitions and purpose
• What are some of the planning
parts and why?
• Process
• Program planning and review
• Enrollment planning
• Academic Master plan
• Accreditation
• Consultation structure, information and
decision-making flow
• The purpose of planning is to prepare
the stage in a way that will effectively
guide the actors with some flexibility
• Consultation structures are the physical
sets (committees)
• Process is the choreography of how the
actors (decisions) move across the
Program Review and
• Program review is the process by which
programs assess their current state of affairs
• Is the curriculum current and viable
• Are students successful
• Are community and industry needs being met
• Program planning is the process by which
programs move forward based upon review
• What new curriculum, or changes are needed
• Is program expansion/contraction desired
• How can unmet goals be achieved
Enrollment Planning
• Comprehensive Balance
• Program curricular balance accommodates;
Balanced enrollments (large offsetting small)
Diverse learning needs and styles
A variety of learning environments
Enrollment swings (growth and decline)
Funding swings
Retention and persistence
• Timing is everything
• Plan B – to cancel or not to cancel that is the question
• Is a strong indicator that planning could be improved
Academic Master plan
• The Big Picture
• The Academic Master Plan is a
compilation of all program plans,
division plans and a summary of any
college-wide academic timelines and
• Course and program curriculum is the
foundation of this plan.
• The Accountability Cycle
• How do we measure our
effectiveness in the above through
a process of self-assessment and
peer review?
Three Main Reasons for
• Program Review
• Institutional Planning
• Governance
ACCJC Rubrics
• Planning
• Program Review
• Student Learning Outcomes
Integrating the planning
• How does the curriculum drive the
• What decision-making needs to
occur to deliver classroom
• What can we do to integrate the
What Must Be Planned?
• What program, department,
division, and college
determinations (review) and
decisions (planning) need to be
made to develop, approve and
implement/deliver curriculum?
• Audience Participation
Integrating the planning
• For each of these decision-making
areas how do we integrate these
so that they are being made based
upon both curricular needs and the
context of improving student
learning in the classroom?
Closing the Loop
• Positive Feedback
A key accreditation concern is how does our
review, curriculum development, planning and
assessment process close into a positive
feedback loop?
• What are the characteristics and qualities of
meaningful, well utilized planning?
• What is the balance between keeping it simple and
detailing documentation?
• How do process and structure functionally align and
can this be improved?
• What operational improvements can be made?
• Are there examples of any of the above?