Course Syllabus
Course Number: CCL 826
Course Title: Community College Curriculum and Program Development
Course Sequencing and Prerequisites: None
Selected Wednesdays 4:20 p.m. - 7:00 p.m. (see Course Planner)
ADOBE CONNECT: http://connect.odu.edu/ccl826
NOTE: Students need to contact the instructor to arrange an individual meeting meeting to check out their equipment PRIOR to the first day of class.
Summer 2011
Course Description:
Lecture and discussion; 3 hours; 3 credits. Doctoral seminar with emphasis on independent reading and project work. Development and management of the community college curriculum will be discussed, focusing on curriculum purposes, structures, and trends.Some emphasis will be placed on issues in quality assurance, program review, and student outcomes assessment.
Course Purpose:
The purpose of this course is to provide a general understanding of curricular issues facing administrative leaders in the community college in a rapidly changing environment. Emphasis will be given to the development, management, and assessment of the community college curriculum.Students will have the opportunity to explore individual interests in the subject of community college curriculum through independent research and readings.
Course Objectives: Upon the successful completion of this course and its activities, the learner should
| 1. Understand the current context of historical, social, and philosophical perspectives that shape the community college curriculum. |
| 2. Understand and define the meaning of comprehensive community college as the label relates to the integrated and separate curricular functions of a) academic transfer and general education, b) vocational-technical education, c) continuing education, d) developmental (remedial) education, and e) community service. |
| 3. Cite and evaluate current research related to community college curriculum issues. |
| 4. Understand the value and significance of both internal and external curriculum advisory functions. |
| 5. Have a basic knowledge of processes for successful approaches to curriculum management, including the development and implementation of new programs, changes in existing programs, and phasing out of programs that are no longer viable. |
| 6. Understand the roles and the relationships of teaching and administrative faculty in curriculum management. |
| 7. Understand the impact of regional accrediting agencies, other external controls, politics, financial resources, and assessment of program and learner outcomes on curriculum management. |
| 8. Understand how various units and structures of the college (academic services, distance learning, workforce development, developmental education, institutional effectiveness, learning resources, student services, administrative services, buildings and grounds, safety and security, institutional advancement) functionally relate to curriculum management. |
| 9. Be knowledgeable of specific issues for community college curriculum planning, development, and implementation in the context of provocative global cultures, economics, and environments. |
Course texts:
Jones, E. A. (2002). Transforming the Curriculum: Preparing Students for a Changing World. (ASHE-ERIC Higher Education Report, 29). San Francisco, CA:Jossey Bass.
Vaughan, G. (2000). The Community College Story.Washington, DC: American Association of Community Colleges.
Friedman, T. (2005). The World is Flat (3rd ed. [2007 paperback]) New York: Picador / Farrar, Straus and Giroux.
Gottleib, K., & Robinson, G. (2006). A Practical Guide fo Integrating Civility into the Curriculum (2nd. ed.). Washington, DC: American Association of Community Colleges.
All students are to use the 6th edition of the Publication Manual of the American Psychological Association.
Suggested Reading:
Friere, P. (200). Pedagogy of the Oppressed. (30th Anniversary Edition). London and New York: Continuum International Publishing Group.
Required Class Materials: Students will need a webcam/microphone system on their computers to participate in ADOBE CONNECT class meetings and to attend office hours. A headet is mandatory to reduce feedback. Students may NOT share a computer for this course but must have individual access. (NOTE: Be sure to purchase a webcam and headset that are compatible with your computer's Operating System.) Students will also need Broadband IP connection (LAN, DSL or Cable - minimum 128kbps upstream for internet connection). WI-FI WILL NOT WORK. Those wishing to attend class while in their offices may need to work with their office computer personnel to arrange course access. NOTE: ADOBE CONNECT IS FREE.
Course Requirements: Students enrolled in this course will be expected to meet the following requirements:
E-Mail and Blackboard Account: Students must activate and use their ODU student e-mail accounts. Emails sent from non-ODU accounts will not be accepted. You will be responsible for checking your ODU account regularly during the semester and checking Blackboard at least twice a week for posted announcements and handouts. All students must have an activated ODU e-mail account and must appear on Blackboard no later than the first day of the semester. Since all class handouts are only available through Blackboard, it is imperative that each student confirms that his or her Blackboard account is working. It is the student's responsibility to work with OCCS in correcting any problem as the instructor is unable to correct these errors for the student. Students with problems activating their Blackboard account should immediately send an e-mail to OCCS at: occshelp@odu.edu. Blackboard can be accessed at: http://blackboard.odu.edu.
Discussion Forums in Blackboard. Using directions posted in BB, students are to introduce themselves to one another by responding to two discussion forums. Due week 1.
On-line Discussions: Students cannot pass this class without participating in the online discussion forums. Periodically the instructor will facilitate a class discussion on the week's topic. You are expected to post a substantive contribution to the discussion at that time. Simply saying "hello" or "I agree" is not considered to be a substantive contribution. Students must support their positions or begin a related topic or somehow add to the discussion when responding to each other's facilitations.
Class Attendance and Participation: In this course, students will become important resources for each other. Therefore, full class participation and completion of each reading assignment are required. Students are expected to arrive on time; attend entire class meetings; contribute to class discussions; and actively participate in activities, exercises, demonstrations, and practice sessions.
Individual video-conferences with instructor: Studnets are required to meet with the course instructor to discuss thier research projects. These meetings will be held using Adobe Connect. at the office hours url noted above. All students must meet with the course instructor using ADOBE CONNECT to test their equipment prior to the first day of class.
Introductory Essay: Short, initial writing sample, a personal essay introducing the student to the seminar and addressing his or her career goals and objectives and the expected benefit of this class. Due week 2.
Abstracts: Three written abstracts of current articles related to the student's literature review topic. Due weeks 3, 6, and 8.
Literature Review: Formal literature review on a limited, focused topic related to community college curriculum.(The first class session will include a detailed discussion of the requirements and expectations for the literature review, with more details later in the semester.) Due Week 10.
Final Project: Designing a new Curriculum fro your Community College: In June the instructor will provided details on this project. Due Week 13.
Assignments/Grading Criteria:
|
Assignment |
Percentage |
|
Introductory Essay |
5 % |
|
Abstracts |
15 % |
|
Literature Review |
30 % |
|
Final Project |
35 % |
|
Class attendance and participation |
15 % |
|
Total |
100% |
Grading Scale: Grades will be based upon the following scale:
| 92.5 - 100 |
A |
| 90 - 92.4 |
A- |
| 87.5 - 89.9 |
B+ |
| 82.5 - 87.4 |
B |
| 80 - 82.4 |
B- |
| 77.5 - 79.9 |
C+ |
| 72.5 - 77.4 |
C |
| 70 - 72.4 |
C- |
| below 69.9 |
F |
Late work: Late work is not accepted.
Accommodating Students with Special Learning Needs: In accordance with university policy, students with documented sensory and/or learning disabilities should inform the instructor so that special needs may be accommodated.
Honor pledge and plagiarism:
By attending ODU you have accepted the responsibility to abide by this code. This is an institutional policy approved by the Board of Visitors. Violations of these standards may results in administrative action or disciplinary actions. (See handbook for more detailed information.)
Honor pledge:"I pledge to support the Honor System of Old Dominion University. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member of the academic community, it is my responsibility to turn in all suspected violators of the honor system." (p. 2)
Plagiarism: "A student will have committed plagiarism if he or she reproduces someone else's work without acknowledging its source; or if a source is cited which the student has not cited or used." (p. 77) You may refer to the handbook for examples of plagiarism.
Office Hours: Instructor available by e-mail and by appointment.
Professional Information and Background Statement: Dr. Molly H. Duggan
Specialties: career development, workforce development, use of animated pedagogical agents in online instruction, dislocated workers, program assessment & evaluation, homeschooling, and transfer student retention. Member American Association of Community Colleges (AACC), Member Council for the Study of Community Colleges (CSCC), Member American Educational Research Association (AERA), Member American College Personnel Association (ACPA), Member National Council for Research & Planning (NCPA), HUman Services Information Technology Applications (HUSITA), and Member University Transfer Student Retention Committee.
Selected publications include "Program Evaluation in Human Service Education: Applying a Chain of Objectives Model" with Schwitzer (Human Service Education), " Barriers to Transfer Student Academic Success and Retention" with Pickering (Journal of College Student Retention), "Creating a Web-based Environment to Enhance Helping Skills" with Adcock, (Human Service Education), "Teaching Effective Helping Skills at a Distance: The Development of Project CATHIE" with Adcock (Quarterly Review of Distance Education), "Distance Learners - Welcome to Campus" with Schwitzer (About Campus), "Career Counseling in Women's Groups: A Relational Approach" with Jurgens (VCA Journal), and "STD 105: Process Groups as an Instructional Medium for Re-entry Women at Paul D. Camp Community College" with Creamer and Kidd (Inquiry). Lead author of Career Interventions and Techniques: A Complete Guide for Human Service Professionals.
The instructor reserves the right to adjust this syllabus as necessary.
