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Chair Howard reviewed Page 2 of a memo to AIC
Chairs from Gail Levy, Accreditation Liaison Officer, Re: Self-Study Recommendations and Action
Plans, dated November 26, 2001.
Items #1-4 have to
be accomplished by this Curriculum Revision and Review AIC Committee.
Item #4 includes a
Draft Curriculum Revision and Review LCC Policy #______ (http://www.lcc.hawaii.edu/ac2006/crr-policy040002.html)
which may be edited to include an oversight committee as Item #8. The oversight committee may be the Faculty
Senate's Program Review Committee or some other body that would review course
outlines across divisions. One of the
tasks for this committee may be to randomly compare course outlines among
disciplines to see if outlines are complete and relate to the LCC mission.
Item #5 was
already done due to system-wide articulation.
Item
#6--Bernadette Howard will check on the feasibility of completing this task.
Item
#7--Bernadette Howard will follow up with Banner experts to see if the "N"
grade will continue to be a grade choice for faculty to use.
Item
#8--Bernadette Howard will follow up on the feasibility of completing this
task.
Item #9--addressed
by the Leeward Community College Strategic Plan of 2002-2007.
Item
#10--Bernadette Howard will follow up on this task.
Curriculum
Revision and Review (from memo of 11/26/01)
1. Make curriculum review and revision a
systematic and cyclical process with the goal of assuring academic rigor and
integrity in all courses and programs.
2. Describe critical curriculum
information consistently in the Core Outlines on Curriculum Central.
3. Establish a formalized and
institutionalized process to periodically review established Core Outlines to
assure the currency and continued appropriateness of curriculum content,
instructional methods, course activities and objectives, and student
competencies.
4. Regularly compare all Course Outlines
and syllabi with their relevant Core Outlines to provide assurance that the
objectives and student competencies for all sections of a given course,
wherever and by whomever offered, are consistent with the outline of record
for that course.
5. Gather random samples of Course
Outlines and syllabi for specific courses taught at the College and at other
institutions in the System, compare them, and determine if they show the same
academic rigor.
6. Give instructors the final grades of
all sections of the courses they teach so that they can compare the grades
they give with the aggregate grades of all the other sections of the same
course.
7. Determine how the F and N grades
should be used across all courses and clearly communicate their meanings to
faculty and students.
8. Identify the minimum passing letter
grade for each prerequisite and state it in the description of the affected
courses in the Catalog.
9. Evaluate the long-term need for
alternative delivery systems, e.g., distance education, learning communities,
cooperative education, and provide funding for those deemed important to the
College's mission.
10. Resolve the credit-non-credit
differences and integrate various evaluation components and processes into
its overall institutional evaluation and planning.
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