Section 2: Program Content

Outline

A. Definition of program

1. For whom is it intended
2. Criteria for admission to program (if any)

B. Curriculum or coursework

1. Service courses for general education core
2. Stand-alone programs
3. Degrees, certificates, diplomas
4. Distance Learning Courses available – (% of programs)
5. Other

C. External accreditation – the process, what is involved and status

D. Innovations, new programs, new courses, state-wide or national efforts, diversity applied to curriculum

E. Testing and remedial coursework

F. Evaluate Instructional Modalities

G. Funding for curricular changes or offerings

H. Analysis

Detailed Description

Units can define their “program.” Some will be degree-granting programs and others will be a set of courses taken for training purposes or as core courses toward general education. Programs have freedom to explain themselves in terms of “function.” The introduction should include a summary of the current curriculum, not a listing of courses, which can be found in the catalog.

A. Definition of the program

B. Curriculum or coursework – This has more to do with the department/program’s offerings. Some items that might be included are:

1. Service courses for general education core
2. Stand-alone programs (set of courses that don’t lead to a degree)
3. Degrees, certificates, diplomas
4. Other

C. External accreditation – the process, what is involved and status

• Accreditation by whom and the process
• Date of last accreditation review
• Recommendations from the most recent review

D. Innovations, new programs, new courses, state-wide or national efforts, diversity applied to curriculum

• The application of diversity to the curriculum
• Curricular changes (innovations, new courses, recognized efforts)

E. Testing and remedial coursework

• What test scores must students submit for program admission?
• What remediation strategies are available to struggling students?

F. Evaluate Instructional Modes (click here for an example)

Describe the various instructional modalities that students experience in your program or discipline. Highlight or showcase those that have been particularly effective in producing student learning (e.g., online courses, clinical experiences). Describe how you know that these modalities were effective in producing student learning. Consider how you meet the differing learning styles of students in your program. Describe how the instructional modalities are appropriate to the purpose of the program and the goals of the program or discipline. If students have access to your courses through various distance learning opportunities and instructional delivery systems such as web-based courses or computer-based courses describe how student learning is assessed in these courses. If the program includes distance courses from the other colleges, describe those.

G. Funding for curricular changes or offerings – Funds received to meet curricular needs

H. Analysis (click here for an example)

Things to consider while analyzing Section Two:

• Make sure the courses are logically sequenced
• No duplicate content except as needed for reinforcement
• Take into consideration emerging issues in your field or discipline
• Curriculum comprehensive enough to meet goals of the program, general education goals including core competencies mandated by NCCCS
• Changes in curriculum should be recommended at this time but refrain from revising the curriculum until outcomes assessments are defined
• Degrees & specializations – describe whether or not the program has an optimal mix of degree, specializations and certificates
• Strengths and weaknesses of the curriculum
• Courses that support programs other than the one being evaluated
• Relationships with Carteret County schools (e.g., dual enrollment) and other colleges (specific articulation agreements)
• A description of your current students based on IE data
• Are strategies for remediation adequate and effective