1. Curriculum PreSession: New Curriculum Administrators
Karen Daar, Los Angeles Valley College
Michelle Grimes-Hillman, Long Beach City College
Virginia Guleff, Butte College
Michael Wyly, Solano College
Presenters introduce themselves and make brief comments on their experience with curriculum processes.

2. Student Learning Outcomes: By the end of this session, participants will be able to:
Mitigate initiative fatigue
Discuss the implications of the new certification process
Adapt internal processes for the new Chancellor’s Office Curriculum Inventory
Navigate through the Curriculum World

3. Who are we? Why are we here?
What’s going on at your home college?

4. Local Decisions or legal compliance: What do you know?
What is the difference between, credit, noncredit, and not-for credit courses?
What are the requirements for a CDCP certificate?
Can there ever be too many General Education course choices?
When should Colleges create 12 units or below CTE certificates that do not require Chancellor’s Office approval?
Should there be local degrees that are neither CTE or intended for transfer?
Should life long learning be the primary mission of the CCCs?

5. Local Decisions or legal compliance: What do you know?
Who signs off on the Chancellor’s Office Credit Course Certification Form? Is it required?
What kind of training is considered sufficient for those involved in curriculum processes?
What are some effective practices for Local Curriculum Approval recommended by the Streamlining Curriculum Processes in the CCC System White Paper?

6. Scenario 1: Ensure local procedures are compliant
Your faculty would like to create a new degree that is a smattering of general education courses without a clear major or area of emphasis
What do you ask?
What do you do?
Who should be included in the discussion

7. Scenario 2: Integrated Planning Processes
The basic skills committee, the equity committee, and student success committee cannot agree on how to integrate budget allocation.
What do you ask?
What do you do?
Who should be included in the discussion

8. Scenario 3: Program Development
Your Work Force Development area wants to create a new credit program in electric vehicles but you have no faculty in this area. The program will be costly and the labor market data is not clear.
What do you ask?
What do you do?
Who should be included in the discussion

9. Scenario 4: Acceleration and Adult Education
Local data show that your basic skills sequences takes students over 40 units to complete. You have Adult Education funds to serve the needs of the community and your faculty do not wish to move the lowest levels of basic skills out of the credit area.
What do you ask?
What do you do?
Who should be included in the discussion

10. Scenario 5: Curriculum Inventory
Your curriculum chair and curriculum analyst do not get along. Each believe that it is the others’ responsibility to ensure data is accurately entered into the new curriculum inventory. It is now time to migrate your data to the new inventory.
What do you ask?
What do you do?
Who should be included in the discussion

11. Scenario 6: Completion Agenda
Data shows that several CTE programs are not showing any completions in the last five years. The faculty are struggling to modify degrees and certificates to serve industry needs.
What do you ask?
What do you do?
Who should be included in the discussion

12. Scenario 7: Unit Creep
The science faculty believe that they need more contact time with students and want to add ½ unit to the introductory science courses.
What do you ask?
What do you do?
Who should be included in the discussion

13. Scenario 8: Scheduling
Faculty complain that their students can’t complete the programs because the capstone course is cancelled due to low enrollment.
What do you do?
Who should be included?

14. Scenario 9: Guided Pathways
You have had some early adopters for guided pathways but there seems to be a lag in getting all faculty on board.
What do you ask?
What do you do?
Who should be included in the discussion

15. “
Questions?