CURRICULUM COMMITTEE HANDBOOK€¦ · 5 MEETINGS 2020-2021 All in-person Curriculum Committee...
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DUTCHESS COMMUNITY COLLEGE Poughkeepsie, New York CURRICULUM COMMITTEE HANDBOOK 2020-2021
Transcript of CURRICULUM COMMITTEE HANDBOOK€¦ · 5 MEETINGS 2020-2021 All in-person Curriculum Committee...
DUTCHESS COMMUNITY COLLEGE Poughkeepsie, New York
CURRICULUM COMMITTEE HANDBOOK
2020-2021
2020-2021 Curriculum Committee Handbook Sub-Committee Tommy Costello Tim Decker Irene Hughes Susan Moore Gail Ouimet Susan Rogers
TABLE OF CONTENTS
Schedule of Meetings ............................................................................................................. 5-6
Deadline Dates ....................................................................................................................... 7-8
Curriculum Committee Members 2020-2021 ............................................................................... 9
SECTION 1: CURRICULUM COMMITTEE POLICIES AND PROCEDURES
Introduction ......................................................................................................................... 13
Authority of Committee ........................................................................................................ 13
Committee Membership ................................................................................................. 13-17
Voting Members ....................................................................................................... 13-14
Non-Voting Members..................................................................................................... 14
Officers .............................................................................................................. …...14-16
Quorum ......................................................................................................................... 16
Subcommittees.............................................................................................................. 17
General Information ....................................................................................................... 17-18
General Curriculum Committee Procedures ................................................................... 18-19
Curriculum Committee Glossary of Terms ..................................................................... 19-20
Procedures for Submitting Proposals to the Committee ................................................. 20-21
Committee Procedures Following Proposal Submission ..................................................... 22
Procedures Following Committee Action ........................................................................ 23-24
Other Committee Policies and Procedures ..................................................................... 24-26
Program Registration Procedures ....................................................................................... 26
SECTION 2: GENERAL ACADEMIC REQUIREMENTS
External and Internal Requirements for DCC Programs ...................................................... 29
DCC Institutional Student Learning Outcomes (ISLOs) .................................................. 29-30
DCC Free Elective Requirement ......................................................................................... 30
Requirements of Dutchess Community College General Education .................................... 31
DCC Degree Program Requirements ............................................................................. 32-37
Checklist for A.S. and A.A. Programs ............................................................................ 33
Checklist for A.A.S. Programs ....................................................................................... 34
Checklist for Academic Certificate Programs................................................................. 35
Checklist for Applied Academic Certificate Programs .................................................... 36
Applied Academic Credential (Microcredential) ............................................................. 37
Minor ............................................................................................................................. 37
SECTION 3: COURSE POLICIES
Introduction ......................................................................................................................... 41
Courses Applicable in Designated Programs ...................................................................... 42
Definition of Terms Used for Applied Learning Experiences ........................................... 42-44
Dual Designation (Cross-Listed) Courses ........................................................................... 44
Special Studies Courses ..................................................................................................... 44
Experimental Courses ......................................................................................................... 45
Courses Involving Overseas and Domestic Travel .............................................................. 45
External Learning Courses .................................................................................................. 46
Introductory Seminar Courses ............................................................................................. 46
Credit Hour/Contact Hour Relationship ............................................................................... 47
APPENDIX A
List of Curriculum Committee Forms and Information on myDCC ....................................... 51
Guidelines for Use of Forms
General Information .............................................................................................. 53-54
Overview of Curriculum Committee Forms ........................................................... 55-56
Guidelines for Part III of the Form to Modify a Program ............................................. 57
Guidelines for Extended Course Outlines ............................................................. 59-62
Designing and Implementing a New Program at DCC .................................................... 63-64
Quick Outline of Steps for Designing and Implementing a New Program ............................ 65
Directions for Completing the New Program Proposal Form .......................................... 67-68
Quick Guidelines on DCC Course Titles .............................................................................. 69
APPENDIX B
Sample Curriculum Committee Alert ................................................................................... 73
Sample Curriculum Committee Bulletin ............................................................................... 74
Sample Curriculum Committee PSO Resolution ................................................................. 75
APPENDIX C
Checklist for Evaluating Proposals ................................................................................. 79-80
APPENDIX D
SUNY General Education Requirements ........................................................................ 83-84
SUNY Seamless Transfer Policy ......................................................................................... 85
Middle States General Education Standards ....................................................................... 85
NYSED Policy on Liberal Arts and Sciences .................................................................. 87-88
APPENDIX E
Flowchart Outlining Curriculum Committee Procedure and Process .............................. 91-93
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MEETINGS 2020-2021
All in-person Curriculum Committee Meetings held in Taconic Conference Room (T209)
Fall 2020 Semester
DEPARTMENT MEETINGS FRIDAY, AUGUST 21, 2020 2:30 P.M. – 4:30 P.M.
CURRICULUM COMMITTEE TUESDAY, AUGUST 25, 2020 12:40 P.M. – 1:45 P.M.
PSO MEETING THURSDAY, AUGUST 27, 2020 12:30 P.M. – 1:45 P.M.
DEPARTMENT MEETINGS TUESDAY, SEPTEMBER 8, 2020 12:30 P.M. – 1:45 P.M.
ASC MEETING TUESDAY, SEPTEMBER 8, 2020 2:30 P.M. – 4:30 P.M.
CURRICULUM COMMITTEE TUESDAY, SEPTEMBER 15, 2020 12:40 P.M. – 1:45 P.M.
PSO MEETING TUESDAY, SEPTEMBER 22, 2020 12:30 P.M. – 1:45 P.M.
DEPARTMENT MEETINGS TUESDAY, SEPTEMBER 29 2020 12:30 P.M. – 1:45 P.M.
ASC MEETING TUESDAY, SEPTEMBER 29, 2020 2:30 P.M. – 4:30 P.M.
CURRICULUM COMMITTEE FRIDAY, OCTOBER 2, 2020 12:00 P.M. – 12:50 P.M.
PSO MEETING TUESDAY, OCTOBER 6, 2020 12:30 P.M. – 1:45 P.M.
CURRICULUM COMMITTEE TUESDAY, OCTOBER 20, 2020 12:40 P.M.-1:45 P.M.
DEPARTMENT MEETINGS TUESDAY, OCTOBER 27, 2020 12:30 P.M. – 1:45 P.M.
ASC MEETING TUESDAY, OCTOBER 27, 2020 2:30 P.M. – 4:30 P.M.
CURRICULUM COMMITTEE THURSDAY, NOVEMBER 5, 2020 12:40 P.M. - 1:45 P.M.
PSO MEETING TUESDAY, NOVEMBER 10, 2020 12:30 P.M. – 1:45 P.M.
DEPARTMENT MEETINGS TUESDAY, NOVEMBER 17, 2020 12:30 P.M. – 1:45 P.M.
ASC MEETING TUESDAY, NOVEMBER 17, 2020 2:30 P.M. – 4:30 P.M.
CURRICULUM COMMITTEE FRIDAY, NOVEMBER 20, 2020 12:00 P.M.-12:50 P.M.
PSO MEETING TUESDAY, DECEMBER 1, 2020 12:30 P.M. – 1:45 P.M.
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Spring 2021 Semester
DEPARTMENT MEETINGS TBA – WEEK OF JANUARY 11, 2021
ASC MEETING TBA – WEEK OF JANUARY 11, 2021 2:30 P.M. – 4:30 P.M.
CURRICULUM COMMITTEE TUESDAY, JANUARY 19, 2021 12:40 P.M. – 1:45 P.M.
PSO MEETING THURSDAY, JANUARY 21, 2021 12:30 P.M. – 1:45 P.M.
DEPARTMENT MEETINGS TUESDAY, FEBRUARY 2, 2021 12:30 P.M. – 1:45 P.M.
ASC MEETING TUESDAY, FEBRUARY 2, 2021 2:30 P.M. – 4:30 P.M.
CURRICULUM COMMITTEE FRIDAY, FEBRUARY 5, 2021 12:00 P.M.-12:50 P.M.
PSO MEETING THURSDAY, FEBRUARY 18, 2021 12:30 P.M. – 1:45 P.M.
CURRICULUM COMMITTEE TUESDAY, FEBRUARY 23, 2021 12:40 P.M. – 1:45 P.M.
DEPARTMENT MEETINGS TUESDAY, MARCH 2, 2021 12:30 P.M. – 1:45 P.M.
ASC MEETING TUESDAY, MARCH 2, 2021 2:30 P.M. – 4:30 P.M.
CURRICULUM COMMITTEE TUESDAY, MARCH 9, 2021 12:40 P.M. – 1:45 P.M.
CURRICULUM COMMITTEE FRIDAY, MARCH 26, 2021 12:00 P.M.–12:50 P.M.
DEPARTMENT MEETINGS TUESDAY, MARCH 30, 2021 12:30 P.M. – 1:45 P.M.
ASC MEETING TUESDAY, MARCH 30, 2021 2:30 P.M. – 4:30 P.M.
PSO MEETING THURSDAY, APRIL 1, 2021 12:30 P.M. – 1:45 P.M.
CURRICULUM COMMITTEE THURSDAY, APRIL 15, 2021 12:40 P.M. – 1:45 P.M.
(LAST DATE FOR PRESENTATIONS)
PSO MEETING TUESDAY, APRIL 20, 2021 12:30 P.M. – 1:45 P.M.
DEPARTMENT MEETINGS TUESDAY, APRIL 27, 2021 12:30 P.M. – 1:45 P.M.
ASC MEETING TUESDAY, APRIL 27, 2021 2:30 P.M. – 4:30 P.M.
CURRICULUM COMMITTEE FRIDAY, APRIL 30, 2021 12:00 P.M.–12:50 P.M.
(LAST DATE FOR VOTES)
DEPARTMENT MEETINGS TBA – WEEK OF MAY 17, 2021
CURRICULUM COMMITTEE TBA – WEEK OF MAY 17, 2021
PSO MEETING THURSDAY, MAY 20, 2021
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Deadlines and Other Important Dates
Tuesday, August 25, 2020 Deadline for submission of proposals for course modifications to
Academic Affairs for review and consultation for possible
inclusion in the Spring 2021 Tentative Master Schedule
Tuesday, August 25, 2020 Deadline for submission of proposals for program modifications
to Academic Affairs for review and consultation for possible
inclusion in the 2021-2022 Catalog and the Fall 2021 and Spring
2022 Tentative Master Schedules
Friday, September 18, 2020 Deadline for non-substantive course description, title, or
prerequisite changes for Spring 2021 Tentative Master Schedule
Tuesday, October 13, 2020 Spring 2021 Master Schedule available on web
Monday, October 26, 2020 Registration for Spring 2021 begins
Friday, October 30, 2020 Deadline for Experimental Course Requests for Fall 2021
Tuesday, January 19, 2021 Deadline for submission of proposals for course modifications to
Academic Affairs for review and consultation for possible
inclusion in the Fall 2021 Tentative Master Schedule
Friday, February 26, 2021 Deadline for non-substantive course description, title, or
prerequisite changes for Fall 2021 Tentative Master Schedule
Monday, March 22, 2021 Fall 2021 Master Schedule available on web
Monday, March 29, 2021 Registration for Fall 2021 begins
Friday, April 9, 2021 Deadline for Experimental Course Requests for Spring 2022
Thursday, April 15, 2021 Last date for Curriculum Committee presentations
Friday, April 30, 2021 No Curriculum Committee presentations on this date. Last date
for 2020-2021 Curriculum Committee votes.
Wednesday, May 19, 2021 Deadline for copy for printed 2021-2022 College Catalog,
including program descriptions and program learning outcomes.
Tuesday, August 24, 2021 Deadline for submission of proposals for program or course
modifications to Academic Affairs for review and consultation, for
possible inclusion in the 2022-2023 Catalog and the Fall 2022
and Spring 2023 Tentative Master Schedules
FAILURE TO ADHERE TO DEADLINES MAY RESULT IN THE DELAY OF MODIFICATION
IMPLEMENTATION FOR AS MUCH AS ONE YEAR OR MORE.
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IMPORTANT INFORMATION ABOUT DEADLINES AND IMPLEMENTATION DATES
Note: Course modifications (other than non-substantive title or non-substantive
course description changes) will not become effective in a semester for which registration has already begun.
Course modifications that become effective in the spring semester will not be reflected in the College Catalog until the subsequent fall semester. They will, however, be reflected in the online catalog.
Program modifications become effective in the fall semester only and are phased in over the course of two years
If a department wishes to propose an experimental course after course planning has occurred, the department chair must indicate what planned course the Experimental Course will replace or must be able to defend the addition of the Experimental Course without any deletion of another course.
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CURRICULUM COMMITTEE
2020-2021
Department Representatives
Allied Health and Biological Sciences ........................................................................... Elizabeth Justin (’22)
Behavioral Science ................................................................................................... Cathleen Greenan (’22)
Business, Aviation & Construction Professions .......................................... Chairperson, Irene Hughes (’21)
English & Humanities ........................................................................................................ Craig Stokes (‘22)
History, Government & Economics ......................................................... Vice-Chairperson, Karin Riedl (‘21)
Mathematics and Computer Sciences ................................................................................. Sara Taylor (’21)
Nursing ...................................................................................................................... Nancy Moskowitz (’21)
Performing, Visual Arts & Communications................................................................. Tommy Costello (’21)
Physical Sciences, Engineering and Technology .................................................... Samantha Langton (’22)
Administrative Staff Council Representatives
Representative .................................................................................................................... Tim Decker (’22)
Representative ............................................................................................................... Marta Newkirk (’22)
Representative .............................................................................................................. Michelle Hamel (‘21)
Ex-Officio Members
Acting Dean of Academic Affairs ............................................................................................... Maria Boada
Associate Dean of Academic Affairs for Curriculum and Assessment ................................... Susan Rogers
Non-Voting Members
Registrar’s Office Representative ......................................................................................... Angela Romano
ACT Center Representative ................................................................................................. Jennifer Aponte
Scheduling Office Representative ............................................................................... Danielle Williams-Bell
Secondary & Post-Secondary Partnerships Representative ........................................... Roza Makhmudova
Library Representative ....................................................................................................... Bonnie Gallagher
Student Representative .......................................................................................................................... TBA
Recording Secretary ....................................................................................................................Gail Ouimet
Year that term expires is indicated in parentheses.
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DUTCHESS COMMUNITY COLLEGE
THE CURRICULUM COMMITTEE HANDBOOK REVISED 2020
SECTION 1
CURRICULUM COMMITTEE POLICIES AND PROCEDURES
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I. INTRODUCTION
The Curriculum Committee Handbook was developed by a subcommittee of the
Curriculum Committee to codify its procedures and policies in a single volume available
to the entire professional staff. It is, then, a review of how courses, curricula, and
programs are added, modified and deactivated, and what procedures of the Committee
are relevant to the established academic policies of the College and the State University
of New York. The Handbook is a facilitating device for faculty, staff and academic
departments. Conformity to the procedures and policies contained in this volume will
help ensure that the initiator(s) of a proposal will follow established guidelines for
curriculum and that the Committee will be able to judge each proposal in an objective
fashion. The Handbook will be revised annually.
II. AUTHORITY OF COMMITTEE
The Curriculum Committee is an advisory and consultative body to the Professional Staff
Organization and, through the PSO, to the President of the College. It makes
recommendations to the PSO regarding curriculum policy, the core curriculum, and also
development, establishment, evaluation and revision of new and existing curricula and
programs. Curriculum Committee recommendations for new programs, program
deletions, and policy changes that are approved by the PSO are forwarded by the PSO
Chairperson to the President of the College for appropriate action. Curriculum
Committee recommendations regarding program revisions, course revisions, and course
additions and deletions do not require PSO approval. They are announced to the PSO
and are forwarded by the Associate Dean of Academic Affairs for Curriculum and
Assessment to the President unless five (5) members of the PSO request a vote on
these recommendations. If there is such a request, the PSO will act upon the
recommendations before they are forwarded to the President of the College.
III. COMMITTEE MEMBERSHIP
A. Voting Members
The Curriculum Committee shall be composed of one member of each academic
department and five (5) representatives of the Administrative Staff Council (ASC), subject
to the following limitations:
Faculty members shall be elected by their departments before the end of the spring
semester.
Three (3) administrators shall be elected by the Administrative Staff Council prior to
the end of the spring semester. The two additional administrators shall be the Acting
Dean of Academic Affairs and the Associate Dean of Academic Affairs for Curriculum
and Assessment who shall serve as ex officio members of the Curriculum Committee
as noted in their job descriptions.
Elected members shall serve for a two-year period with one-half of the membership
elected each year.
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The following departments shall elect their representatives in even-numbered years:
Allied Health and Biological Sciences; Behavioral Sciences; English & Humanities;
and Physical Sciences, Engineering and Technology.
The following departments shall elect their representatives in odd-numbered years:
Business, Aviation & Construction Professions; History, Government & Economics;
Mathematics and Computer Sciences; Nursing; and Performing, Visual Arts &
Communications.
B. Non-Voting Members
1. The following administrative offices shall each have a non-voting representative
on the Curriculum Committee:
Registrar’s Office
ACT Center
Scheduling Office
Secondary and Post-Secondary Partnerships Office
Library
2. The student government may designate one (1) non-voting student member to
serve on the Committee. The term for each student member will be designated
by the student government.
3. The Office of Academic Affairs shall appoint an administrative assistant to serve
as recording secretary. The recording secretary is responsible for the minutes
and records of all committee activities.
C. Officers
The officers of the Committee shall consist of a chairperson and a vice-chairperson
to be elected before the end of the spring semester.
Duties of the Officers:
Chairperson
The Chairperson of the Curriculum Committee will:
Conduct meetings and see that all proper administrative procedures, as outlined
in this Handbook, are adhered to
Read all proposals, determine if the proposals meet the necessary
requirements, and offer feedback before the item is placed on the CC agenda
Set the Curriculum Committee agenda, in conjunction with the Associate Dean
of Academic Affairs for Curriculum and Assessment
Be available whenever necessary to answer questions and offer guidance to
departments considering curriculum revision
Write the annual report to be submitted to the PSO chair at the end of the year.
The report will include all actions and activities of the CC during the academic
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year and the status of all recommendations at the time of the report. This report
must be submitted to the Chairperson of the PSO, who will include it in the
annual report of the PSO, which is forwarded to the President, all PSO
members, and members of the Curriculum Committee.
Work with the Associate Dean of Academic Affairs for Curriculum and
Assessment to oversee subcommittee activity
Vice-Chairperson
The Vice-Chairperson of the Curriculum Committee will:
Serve as Chairperson in his/her absence
Oversee subcommittee activity
Serve as liaison to the PSO
The specific duties of the Vice-Chairperson are listed below:
1. Following presentation of a new program or changes to a program to the
Curriculum Committee, the Vice-Chairperson shall prepare a Curriculum
Committee Alert, which is a summary of the proposal(s) presented. With the
exception of a Proposal for a New Applied Academic Credential (Microcredential)
the Alert will consist of PART III (A & B) of the proposal (see sample “Curriculum
Committee Alert” in Appendix B). For a Proposal for a New Applied Academic
Credential (Microcredential) the Alert will consist of PART III (A) of the proposal.
The Alert is sent to the Associate Dean of Academic Affairs for Curriculum and
Assessment at least 4 business days in advance of department meetings for
approval and for electronic distribution to all members of the Professional Staff at
least 3 business days in advance of department meetings.
2. Following Curriculum Committee action on a proposal, and at least 7 business
days before the next PSO meeting, the Vice Chairperson shall prepare and
send a Curriculum Committee Bulletin to the Associate Dean of Academic Affairs
for Curriculum and Assessment for review and electronic distribution. The
Bulletin includes a synopsis of all actions taken by the Curriculum Committee.
Bulletins for new programs must include all proposal forms that were approved by
the Committee, reflecting any modifications that were made. The Bulletins are
numbered, with the first Bulletin prepared in the fall semester of an academic
year labeled “Number One.” Each Bulletin must also include a statement at the
bottom including information regarding the acceptance of Curriculum Committee
actions by the PSO. The “request due date” that must be included is five (5)
working days from the circulation of the Curriculum Committee Bulletin. The
Bulletin must be distributed to the membership of the PSO at least seven
business days before the next PSO meeting. (See sample Curriculum
Committee Bulletin in Appendix B.)
3. Three business days before the PSO meeting, the Curriculum Committee
Vice-Chairperson must notify the PSO Chairperson and PSO secretary if she or
he will need to be included on the agenda at the PSO meeting (PSO Handbook,
4.1.5). This notification should also be copied to the Curriculum Committee
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Chairperson. At the PSO meeting, the Vice-Chairperson will present items
approved at the most recent meetings of the Curriculum Committee. In general,
course additions/deactivations or modifications and minor changes to programs
are presented simply as a report. All new programs, deactivation of programs,
and curriculum policy change must be voted on by the PSO. In those cases, the
Vice-Chairperson will prepare and present resolutions for action by the PSO.
(See sample Curriculum Committee PSO Resolution in Appendix B.)
Secretary
The Secretary of the Curriculum Committee will:
Be appointed by the Office of Academic Affairs
Prepare complete minutes of each Curriculum Committee meeting, which will
include a listing of members and guests present, details of proceedings, and the
actual vote on all motions
Distribute minutes to all Committee members prior to the next Committee
meeting
Forward approved minutes to the "Committee Minutes" campus email
distribution list within one (1) week of being approved by the Curriculum
Committee
Provide draft minutes to the Associate Dean of Academic Affairs for Curriculum
and Assessment and the Curriculum Committee Chair within one (1) week of the
meeting
Ensure that approved minutes are kept electronically and in hard-copy form in
the Office of Academic Affairs
Maintain the myDCC Curriculum Committee group
Associate Dean of Academic Affairs for Curriculum and Assessment
The Associate Dean of Academic Affairs for Curriculum and Assessment will:
Work with the Curriculum Committee Chair to create the agenda and prepare
minutes
Read all proposals, determine if the proposals meet the necessary
requirements, and offer feedback before the item is placed on the CC agenda
Send out draft minutes, agenda, and Internal Announcements to CC members
at least one (1) week in advance of CC meetings
Approve all CC Alerts that are prepared by the Vice-Chairperson and distribute
them electronically to all members of the Professional Staff at least 3 business
days in advance of department and ASC meetings
Approve all CC Bulletins that are prepared by the Vice-Chairperson and
distribute them electronically to all members of the Professional Staff at least 5
business days before the next PSO meeting
D. Quorum - 9 Voting Members
A quorum for meetings shall consist of 60% of the voting membership, which is nine
(9) voting members (Professional Staff Handbook 2016, 4.1H).
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E. Subcommittees
1. The Subcommittee on General Education was formed in response to SUNY
mandates, and it convenes as necessary. The subcommittee shall consist of
three members, two of whom must have served on the previous year’s
Curriculum Committee. The subcommittee should be chaired by a returning
member appointed by the Curriculum Committee Chairperson. The
subcommittee chairperson may keep the minutes or appoint a secretary, as
appropriate.
2. The Subcommittee on Curriculum Committee Procedures and Handbook
shall consist of three members with a carryover of two members each year. The
members shall consist of both faculty and Academic Affairs representatives.
This subcommittee is responsible for updating the Curriculum Committee
Handbook annually and making recommendations to the Curriculum Committee
on policy change that will be reflected in major additions or deletions to the
Handbook. The subcommittee receives input and approval from the Curriculum
Committee on changes made to the Handbook with the goal of representing the
most current information and policies/practices related to curriculum within the
Handbook. Review that results in recommendation of policy change, upon
approval by the Curriculum Committee, will be voted on by the PSO.
All formal subcommittee reports shall become part of the annual Curriculum
Committee Report.
IV. GENERAL INFORMATION
Departments or individuals wishing to add, deactivate, or modify course or curricular
offerings requiring a change in the College Catalog should complete the identifying data
on the cover sheet of the appropriate form, attach required supplemental information, and
submit one copy to the Associate Dean of Academic Affairs for Curriculum and
Assessment as well as the Curriculum Committee Chairperson. Forms are available on the myDCC Curriculum Committee and Institutional Effectiveness webpages. Proposals must adhere to the procedures and deadlines outlined in the Curriculum
Committee Handbook.
The initiator, or another appropriate member of the proposing department, is required to
make a presentation explaining the proposal and responding to questions from the
Curriculum Committee. The presentation will be scheduled by the Associate Dean of
Academic Affairs for Curriculum and Assessment in conjunction with the Curriculum
Committee chairperson and be open to all members of the college community. The
Associate Dean of Academic Affairs for Curriculum and Assessment will inform presenters
and department heads that they are on the Curriculum Committee agenda for the next
meeting. The disposition of proposals approved by the Curriculum Committee is explained
on pages 22-23 of the Curriculum Committee Handbook.
Proposals should be submitted by the deadlines specified on page 7, in order to be
implemented at the earliest possible date. Although academic departments should specify
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a desired date for implementation of a curriculum proposal, the implementation date will be
set by the Office of Academic Affairs in consultation with the academic department and the
Office of Scheduling.
To facilitate the review process and to assure sound proposals, the Curriculum Committee
requires that:
A. proposals be well prepared, carefully organized, complete and submitted in
electronic form. For guidance, initiators should review previous proposals on file
in the Office of Academic Affairs.
B. proposals be approved by the academic department before the formal proposal
copy is submitted to the Office of Academic Affairs and Curriculum Committee
Chairperson.
C. the financial implications of any changes be examined carefully.
D. proposals be justified in terms of developments in academic or occupational field
or in terms of societal need.
V. GENERAL CURRICULUM COMMITTEE PROCEDURES
A. A list of regular committee meeting dates, times and locations is included in the
Academic Year Handbook, which is available to all members of the Professional Staff
Organization at the beginning of the academic year. The list will also be included in
the Curriculum Committee Handbook.
B. The Curriculum Committee Handbook shall be distributed to members of the
committee and department chairs prior to the second meeting of the fall semester.
C. Items brought before the Curriculum Committee will be discussed in meetings open
to the entire College community.
D. Agenda items shall be submitted to the Committee Chairperson and the Associate
Dean of Academic Affairs for Curriculum and Assessment at least two (2) weeks in
advance of the meeting at which the item is to be discussed.
E. The setting of the Curriculum Committee agenda shall be the responsibility of the
Committee Chairperson and the Associate Dean of Academic Affairs for Curriculum
and Assessment.
F. The order of business will provide that votes on proposals and presentation of new
proposals shall precede all other business.
G. Upon request of a member of the Committee, a written ballot shall be used. For
remote meetings, written ballots will be submitted electronically.
H. Sturgis Standard Code of Parliamentary Conduct (3rd edition) shall be used as a
reference in conducting all meetings, except where current Committee policies and
procedures shall take precedence.
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I. A voting member of the Curriculum Committee who is unable to attend a meeting
should designate a departmental or ASC substitute. The substitute may participate
in all portions of the meeting and will have full voting rights. No proxy votes will be
allowed.
J. When necessary, Curriculum Committee meetings may be held remotely. The link to
access the meeting will be sent to the Curriculum Committee and all members of the
college community.
VI. GENERAL CURRICULUM GLOSSARY OF TERMS
A. CURRICULUM COMMITTEE ALERT: Document prepared by the Curriculum Committee
Vice Chairperson that provides a summary of all course and program proposals that were
presented to the Curriculum Committee at the most recent meeting. At least 4 business days
in advance of department meetings, the Alert is submitted by the Vice Chairperson to the
Associate Dean of Academic Affairs for Curriculum and Assessment, who will review and
distribute it at least 3 business days in advance of department meetings to all members of the
Professional Staff.
B. CURRICULUM COMMITTEE BULLETIN: Document prepared by the Curriculum Committee
Vice Chairperson including a synopsis of all actions taken by the Curriculum Committee after
the most recent meeting. At least 8 business days in advance of the next Professional Staff
Organization meeting, the Bulletin is submitted by the Vice Chairperson to the Associate
Dean of Academic Affairs for Curriculum and Assessment, who will review and distribute it at
least seven days before the next Professional Staff Organization meeting.
C. CURRICULUM COMMITTEE INTERNAL ANNOUNCEMENT: A document prepared by the
Associate Dean of Academic Affairs for Curriculum and Assessment that lists all non-
substantive course and program changes received since the previous Curriculum Committee
meeting. Some examples of non-substantive changes are: Course title changes;
rearrangement of courses in a program, changes in pre-requisites, changes in course
descriptions. Non-credit courses and programs may also be included in this document.
Members of the Curriculum Committee may decide that an announced non-substantive
change is, in fact, a substantive change and may request a presentation to the committee. If
the Curriculum Committee requests a presentation to the committee, the process will proceed
as for all presentations (i.e., submission of a proposal, presentation to the Curriculum
Committee, and discussion by departments and the ASC before a vote is taken by the
Curriculum Committee).
D. DEACTIVATION (Program): When the campus makes a decision not to admit any more
students to a program but to maintain the program registration. The deactivation date is the
first regular admission date as of which new students will no longer be permitted to enroll in
the program. A program is often deactivated to allow time for a campus to determine whether
to continue the program offering or to reorganize the program structure and/or resources.
Deactivation of a program requires submission of a proposal, presentation to the Curriculum
Committee, and discussion by departments and the ASC before a vote is taken by the
Curriculum Committee. If approved by the Curriculum Committee, the proposal must be
presented to the PSO in resolution form.
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E. DEACTIVATION (Course): When the campus makes a decision not to offer a course, but to
maintain the course parameters in Banner (i.e. placed in an “Inactive” status). Deactivation of
a course requires submission of a proposal, presentation to the Curriculum Committee, and
discussion by departments and the ASC before a vote is taken by the Curriculum Committee.
F. DELETE (Course and/or Program): See Deactivation and Discontinuance. There is no
official SUNY or NYSED definition or special consideration for the term “Delete” as relates to
course or program actions.
G. DISCONTINUANCE (Program): When a campus decides to remove a program from its
complement of registered programs so that credentials will no longer be awarded for its
completion. The discontinuance date is the last graduation date for which credentials will be
awarded for program completion.
H. GENERAL EDUCATION: An undergraduate curriculum of broad, high-quality courses that
provides students with a set of non-specialized, coherent and focused educational
experiences aimed at enabling students to acquire knowledge and skills that are useful and
important for all educated persons regardless of their jobs or professions. (Source: SUNY
Trustees Resolution 2010-006)
SUNY GENERAL EDUCATION REQUIREMENT (SUNY-GER): The 30-credit
requirement for SUNY baccalaureate degree recipients, which supports academic
excellence as well as student choice, mobility and degree attainment by expecting
students to demonstrate achievement of University-wide learning outcomes in seven of
ten knowledge and skill areas (two of which are required) and two required competency
areas. (See pages 83-84)
I. LIBERAL ARTS COURSES / LIBERAL ARTS AND SCIENCES: The New York State
Education Department (NYSED) requires a minimum number of credits in liberal arts and
sciences courses in each registered undergraduate degree program. For examples of course
types that are generally considered liberal arts and sciences courses, see page 87-88.
Minimum Amount of Liberal Arts Content Required
Minimum Minimum
Degree Proportion # of Credits
Associate in Arts (AA) 3/4 45
Associate in Science (AS) 1/2 30
Associate in Applied Science (AAS) 1/3 20
VII. PROCEDURES FOR SUBMITTING PROPOSALS TO THE COMMITTEE
A. Proposals for course or curriculum changes (additions, deletions, modifications or
experimental course offerings) must be submitted through the Office of Academic
Affairs and then to the Curriculum Committee. All proposals must follow the
format described in the Request for Course or Curriculum Addition, Deletion,
Modification or Experimental Course offering (see Appendix B). ELECTRONIC FILES
MUST HAVE .DOC OR .DOCX OR .RTF EXTENSIONS. PDF FILES WILL NOT BE ACCEPTED. .
21
These forms are available at myDCC Curriculum Committee and Institutional Effectiveness webpages.
Individuals submitting proposals should be certain to use the most recent
version of Curriculum Committee proposal forms.
B. Whenever a department of the College anticipates the development of a new
curriculum, the department should work with the Office of Academic Affairs to notify
the Curriculum Committee (by notifying the Chair and the departmental
representative) and all affected departments of the initiative. In those situations in
which federal or state funds are being sought to support such curriculum
development, the Curriculum Committee shall be notified before the proposal is
submitted for such funding.
C. Whenever a department of the College, in cooperation with the Office of Academic
Affairs, anticipates significant changes to an existing curriculum, the department
should work with the Office of Academic Affairs to notify the Curriculum Committee
(by notifying the Chair and the departmental representative) and all affected
departments of the initiative.
D. In the development of a new curriculum or the modification of an existing curriculum,
whenever another department is affected, inter-departmental consultation must
occur. It is strongly suggested that this be done in person or remotely, by making a
presentation to the department in question. If done by email or other written
communication, there must be a response from the department in question.
E. Those individuals wishing to modify course or curricular offerings must submit a
completed proposal to the Office of Academic Affairs, the Curriculum Committee
Chair, and the departmental representative.
F Deadlines for submitting proposals are listed on page 7 of the Handbook. The
professional staff shall be notified as soon as possible of any changes in the
schedule of dates. Special note should be made of the due dates for proposals
to be considered for implementation in upcoming semesters. Proposals
submitted after the established deadline dates will be considered; however,
implementation may be delayed.
G. Proposals shall clearly indicate the date the proposal was submitted.
Proposals involving modification of an existing course or program shall clearly
indicate, via highlighting, underlining, or some other method, what the specific
modifications are. Especially note the following: Revised proposals must be
resubmitted in their entirety with the original date of submission, the date of
revision, and a brief description of the revision clearly indicated
H. Once proposals are submitted to the Office of Academic Affairs, the Curriculum
Committee Chair and the departmental representative, the Associate Dean of
Academic Affairs for Curriculum and Assessment shall review the proposals and
make comments. The Acting Dean of Academic Affairs shall then review the
proposal and the comments and may also make comments. The Associate Dean will
22
notify the proposing department of these comments and suggestions. Proposals that
are incomplete or need revision will be returned to the proposing department and will
not be placed on the Curriculum Committee agenda until the proposal has been
completed and/or revised.
I. A department wishing to reactivate a deactivated course must submit a written
request, accompanied by an Extended Course Outline, to the Associate Dean of
Academic Affairs for Curriculum and Assessment, the Curriculum Committee Chair
and the department representative. The Curriculum Committee shall vote upon the
request at a scheduled meeting.
VIII. COMMITTEE PROCEDURES FOLLOWING PROPOSAL SUBMISSION
A. At least five (5) business days in advance of each meeting, the Office of Academic
Affairs will distribute the meeting agenda and copies of all proposals specified in the
agenda to all members of the Committee and to all academic department chairs.
B. Representatives of the department making a proposal are required to appear before
the Committee to make a presentation and be available to respond to questions.
C. Minutes shall clearly reflect all changes to be made to proposals. Proposals must be
updated with all changes/additions/deletions suggested by the Curriculum
Committee. Until an updated proposal is received, the proposal will not go to
departments or be included in a Curriculum Committee Alert.
D. Following presentation of a new program or changes to a program to the Curriculum
Committee, the Vice-Chairperson shall prepare a Curriculum Committee Alert, which
is a summary of the proposal(s) presented. With the exception of a Proposal for a
New Applied Academic Credential (Microcredential) the Alert will consist of PART III
(A & B) of the proposal (see sample “Curriculum Committee Alert” in Appendix B).
For a Proposal for a New Applied Academic Credential (Microcredential) the Alert will
consist of PART III (A) of the proposal. The Alert is sent to the Associate Dean of
Academic Affairs for Curriculum and Assessment at least 4 business days in
advance of department meetings for approval and for electronic distribution to all
members of the Professional Staff at least 3 business days in advance of
department meetings. This differs from the Curriculum Committee Bulletin, which is
the document prepared and distributed following committee action.
E. Committee members representing departments will discuss the proposal with their
respective departments at the first department meeting following the Curriculum
Committee meeting at which the proposal is presented. The ASC representatives
will discuss the proposal with the members of the ASC at the first ASC meeting
following the Curriculum Committee meeting at which the proposal is presented.
F. No vote may be taken until scheduled department and ASC meetings have been
held. If an additional department or ASC meeting is needed for discussion, the
proposal will not be acted upon until after those subsequent meetings. This is
designed to ensure that Committee members have an opportunity to discuss the
proposal with their respective departments and with the members of the ASC.
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G. If subsequent changes are made to the proposal by the Curriculum Committee,
another department meeting may be required before a vote may be taken by the
Committee. This is designed to allow Committee members a full opportunity to
discuss the modified proposal with their respective departments.
H. It is suggested that the proposer, or designee, attend the Curriculum Committee
meeting at which a vote will be taken on the proposal, in order to answer questions if
necessary.
I. Proposals must be updated to reflect any modifications approved by the Curriculum
Committee. Until such updated proposals are received, the proposal will not go to
the PSO for final approval, nor will it be included in a Curriculum Committee Bulletin.
IX. PROCEDURES FOLLOWING COMMITTEE ACTION
A. There must be a minimum of seven (7) business days between the Curriculum
Committee action and the PSO meeting at which it is presented.
B. The proposer, or designee, must be present at the PSO meeting to answer questions
in order for the PSO to act upon the resolution.
C. Committee recommendations for the following changes are sent to the PSO in
resolution form for action:
Policy changes (that is, recommendations that affect the entire curriculum)
To establish a new program
To deactivate an existing program
D. All Curriculum Committee actions are announced by a Curriculum Bulletin (see
page15). The Bulletin is prepared by the Vice Chairperson of the Curriculum
Committee and sent to the PSO members immediately following Committee action.
In addition, all Curriculum Committee actions are announced at the PSO meeting
following the action.
E. To have a curriculum proposal, other than a new program, program deactivation, or
policy proposal, presented to the PSO for action, five (5) members of the PSO must
notify the PSO and Curriculum Committee chairpersons, in writing. The notification
must be received within five (5) working days of the circulation of the Curriculum
Bulletin.
F Curriculum recommendations approved by the PSO are forwarded to the College
President by the PSO Chairperson. The Associate Dean of Academic Affairs for
Curriculum and Assessment will provide the supporting materials that will accompany
the recommendations. Those recommendations not approved by the PSO are not
forwarded to the President.
G. Procedures for curriculum recommendations after approval by the College President:
24
1. New programs must be submitted for approval by SUNY. Upon SUNY
approval, it is forwarded to NYSED (see Program Registration Procedures on
page 25).
Approval and registration are both required before a new program can be promoted or advertised, or can enroll students.
2. Program modifications that require SUNY and NYSED approval include the
following:
Modifications in which the cumulative changes equate to one-third of
the minimum credits required for the award. To count credits for
revision purposes, each replacement of one course for another is
considered to be one change.
Adding or eliminating one or more options, concentrations or tracks
Altering the liberal arts and sciences (LAS) content in a way that
changes the degree classification as defined in Section 3.47(c)(1-4) of
Regents Rules.
Adding or altering the mode of delivery
A change in the total number of credits of a certificate program
Program modifications cannot take effect until the approval process is completed.
3. SUNY and the New York State Education Department (NYSED) must be
notified of the deactivation of a program.
PLEASE NOTE THAT APPROVAL BY SUNY AND SED IS A VERY LENGTHY PROCESS, ESPECIALLY FOR NEW PROGRAMS.
For additional information, see the SUNY Guide to Academic Program Planning found at the myDCC Curriculum Committee webpage.
X. OTHER COMMITTEE POLICIES AND PROCEDURES
A. A copy of the current Curriculum Committee Handbook shall be available to all professional staff members at the myDCC Curriculum Committee webpage. A printed copy will be given to each department.
B. Committee Information sources:
1) Curriculum Committee members have access to archived committee documents through the myDCC Curriculum Committee Meeting Minutes webpage.
25
2) Members can also receive electronic copies of departmental and PSO Minutes by
becoming a member of the global email group called Committee Minutes.
Contact the Office of Academic Affairs to be added to the group list.
3) Appendix D contains a checklist of important points to consider when evaluating
proposals.
C. The names of the Committee members and Committee meeting dates will be
provided to PSO members in the Academic Year Handbook that is distributed at the
start of the fall semester.
D. A complete file of records of the Committee will be maintained in the Office of
Academic Affairs. These files will be available for use by any member of the PSO.
E. The Chairperson of the Committee must prepare a summary report of Curriculum
Committee actions and activities during the academic year. The status of all
recommendations at the time of the report must be included. This report must be
presented to the Curriculum Committee for approval. Once approved, it is submitted
to the Chairperson of the PSO, who will include it in the annual report of the PSO,
which is forwarded to the President.
F. The policy of the Curriculum Committee will be that all existing and approved
associate degree programs shall fulfill the requirements of the Regents Rules as
described in Administrative Policies for Associate Degrees, which is available in the
Office of Academic Affairs.
G. Substantive vs. Non-Substantive Changes
Substantive changes are content-related and must be approved by the Curriculum
Committee. Some examples of substantive changes are:
A change in course credits
A change in course requirements for a program
Significant changes in course content
A change in course code (e.g., ACC, ENG, HIS, etc.)
A department may submit course and curriculum matters that are considered "non-
substantive" to the Associate Dean of Academic Affairs. If the Acting Dean of
Academic Affairs, the Associate Dean of Academic Affairs for Curriculum and
Assessment, and the Chairperson of the Curriculum Committee agree that any such
item does not essentially alter a course or program, and is therefore "non-
substantive," the Associate Dean of Academic Affairs for Curriculum and
Assessment will announce the change to the Curriculum Committee. Some
examples of non-substantive changes are:
A title change
Rearrangement of courses in a program
The Curriculum Committee may decide that an announced non-substantive change
is, in fact, a substantive change. In such cases, the change must be presented as a
26
proposal and approved by the Curriculum Committee, following regular procedures.
Some examples of changes that may be either substantive or non-substantive are:
A change in prerequisite
A change in course description
Removing optional courses that have been deactivated from an Academic
Program
Changing optional courses that have been re-numbered within an Academic
Program
H. In the event of any change to a course, a new Extended Course Outline (EXO) is
required. Extended Course Outlines must be reviewed and updated at least every
three (3) years. Departments must submit signed, hard copies of all updated EXOs,
as well as Word versions of the document, to the Office of Academic Affairs.
I. Changes to the Catalog text describing a program and/or to the Program Learning
Outcomes that are listed in the Catalog are considered Catalog Edits and do not
require Curriculum Committee attention. Such changes must, however, be submitted
to the Associate Dean of Academic Affairs for Curriculum and Assessment.
XI. PROGRAM REGISTRATION PROCEDURES
When a proposal for a new program at Dutchess Community College has been
recommended by the Professional Staff Organization and approved by the President and
the Board of Trustees, an application for a new program must be submitted to the State
University of New York’s Office of College and University Evaluation. The application
process requires completion of a series of documents describing the program’s purpose,
structure, and requirements. For A.A.S. programs, there is an expectation that there is
evidence of a need and a demand for the program’s graduates. For A.A. and A.S.
programs, the ability to articulate with programs at the baccalaureate level must be
demonstrated. For an application to be considered, the college must demonstrate the
availability of faculty expertise for the program as well as a commitment of adequate
physical resources and facilities at the college. Please consult the Associate Dean of
Academic Affairs for Curriculum and Assessment for more information.
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SECTION 2
GENERAL ACADEMIC REQUIREMENTS
28
29
External and Internal Requirements for DCC Programs
Dutchess Community College is a SUNY school, and therefore DCC degree programs must uphold
the SUNY General Education requirements as well as the SUNY Seamless Transfer requirements.
Additionally, after being approved by SUNY, DCC’s programs must also be approved by the NYS
Department of Education. Furthermore, DCC is accredited by Middle States Association of
Colleges and Schools, and therefore DCC is mandated to uphold certain requirements from Middle
States. DCC also has Institutional Student Learning Outcomes (ISLOs) that must be satisfied by
all DCC programs. The following pages detail the most updated requirements from SUNY and
Middle States for which each DCC program is required to comply, as well as the DCC ISLOs.
It should also be noted that many DCC programs have additional requirements imposed upon
them by other external entities such as articulation agreements with other colleges and
professional licensing organizations.
Please consult Appendix D to find copies of the SUNY, NYSED, and Middle States requirements
as well as web addresses for each.
DCC Institutional Student Learning Outcomes (ISLOs)
Institutional Student Learning Outcomes, as affirmed by the Professional Staff Organization on
May 21, 2015 and revised on April 13, 2017, are included in the Academic Assessment Plan that
is posted at https://www.sunydutchess.edu/campusdocuments/departments/supporting.html.
The institution-level student learning outcomes that all associate degree graduates are expected
to meet are as follows:
1. Oral Communication: Students will demonstrate oral communication skills in a clear
and organized manner using appropriate verbal and nonverbal communication
techniques with regard to subject, purpose and audience.
2. Written Communication: Students will produce writing that is well organized, well
developed, and clear.
3. Scientific Reasoning: Students will apply the scientific method, develop hypotheses,
analyze results and draw conclusions.
4. Quantitative Reasoning: Students will work with graphical, numerical or symbolic
models to solve problems and interpret results.
30
5. Information Literacy and Technological Competency: Students will be able to identify
the need for more information, locate electronic media using appropriate technology
including but not limited to the internet, evaluate the credibility of information thus
obtained, use information effectively to accomplish a specific purpose, and properly
use and cite sources of information.
6. Critical Analysis and Reasoning: Students will formulate or evaluate arguments,
problems or opinions and arrive at a solution, position or hypothesis based on carefully
considered evidence.
DCC Free Elective Requirement
In May 2014, the PSO affirmed its support of continuing to require the free elective in all
programs by defeating a motion that would have eliminated that requirement.
The free elective provides each student with the opportunity to select a course that might
not otherwise be applicable to his or her degree. Its aim is to broaden the educational
experience at Dutchess Community College or to meet a particular interest or need. To
achieve the aim of the free elective, the course chosen should be outside the subject
area of the student’s degree program.
The free elective course should be chosen thoughtfully with the assistance of an ACT
Center advisor. A student may choose for the free elective a course that is either
applicable or non-applicable to his or her program. A student may not choose a course
that is a prerequisite for a required course in his or her program.
If the free elective course chosen is applicable to the student’s program, the grade and
credit earned for the course will automatically count in the semester in which the course
was taken.
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Requirements of Dutchess Community College General Education
The A.A. and A.S. curricula at Dutchess Community College include a minimum of 30 of the
SUNY-mandated 30 General Education credit hours. The A.A.S. curricula include a minimum of
20 General Education credit hours. The SUNY General Education Appendices are included in the
College Catalog and list the courses that satisfy the General Education requirement in each of 10
designated knowledge and skill areas.
DCC General Education requirements for A.A. and A.S programs:
A.A. and A.S. programs require ENG101 (Appendix J)
A.A. and A.S. programs require ENG102 (Appendix G)
A.A. and A.S. programs require BHS103 (Appendix C)
A.A. and A.S. programs require MAT course (Appendix A)
A.A. and A.S. programs require Science course (Appendix B)
A.A. and A.S. programs require American History course (Appendix D)
At least one course from one of the following four SUNY Appendices:
Other World Civilizations OPTIONAL (Appendix F)
Foreign Language OPTIONAL (Appendix I)
The Arts OPTIONAL (Appendix H)
Western Civilization OPTIONAL (Appendix E)
All A.A. and A.S. programs except AVM, EDM, EDS, EDX, EED, ENR, FIR, and GSP
require a free elective course.
DCC General Education requirements for A.A.S. programs:
A.A.S. programs require ENG101 (Appendix J)
A.A.S. programs require ENG102 (Appendix G)
A.A.S. programs require BHS103 (Appendix C)
A.A.S. programs require MAT course OR Science course (Appendix A or Appendix B)
At least one course from one of the following SUNY Appendices so that all students have taken
at least one course from five different appendices:
American History course OPTIONAL (Appendix D)
Other World Civilizations OPTIONAL (Appendix F)
Foreign Language OPTIONAL (Appendix I)
The Arts OPTIONAL (Appendix H)
Western Civilization OPTIONAL (Appendix E)
MAT course OPTIONAL* (Appendix A)
Science course OPTIONAL* (Appendix B)
*NOTE: if an MAT course was already required, then MAT cannot be selected to
satisfy this requirement. If a Science course was already required, then a Science
course cannot be selected to satisfy this requirement. All students must take at least
one course from five different appendices.
All A.A.S. programs except ARC, CNS, and NUR require a free elective course.
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DCC Degree Program Requirements
DCC offers three associate's degree options: The Associate in Science (A.S.) degree, the
Associate in Arts (A.A.) degree, and the Associate in Applied Science (A.A.S.) degree. The
following pages detail the DCC requirements for each program.
The A.S. degree program is designed for students planning to transfer upon completion of the
requirements for this degree. Programs of study requiring a broad background in liberal arts,
sciences, and mathematics, as well as for foundation studies in various applied areas, are served
by this degree. The A.S. degree requires that a minimum of 30 credits be in the Liberal Arts and
Sciences. In addition, a minimum of 7 of the 10 Knowledge and Skill areas of the SUNY-mandated
General Education requirement must be completed prior to conferring the degree. For transfer to
upper division SUNY schools, it is generally desirable for the student to attempt to satisfy as many
of the courses in the SUNY General Education requirement as is possible, to ensure that the
baccalaureate degree can be completed in two years of additional full-time study. The specific
requirements for each Dutchess Community College A.S. degree program are given in the
following pages.
The A.A. degree program is also designed for the student planning to transfer upon completion of
the degree. In addition to the core courses common to all of the associate degree programs, the
College and SUNY require exposure to Mathematics, Science, and upper-level English courses.
The A.A. degree option is frequently chosen by students for its broad-based exposure to the liberal
arts. The emphasis on the humanities, the social sciences and the arts, and the flexibility to
include a number of mathematics and science courses makes this degree appropriate for entry into
a wide range of baccalaureate areas of study. The A.A. degree requires that a minimum of 45
credits be in the Liberal Arts and Sciences. A minimum of 7 of the 10 Knowledge and Skill areas of
the SUNY-mandated General Education requirement must be completed prior to conferring the
degree. For transfer to upper division SUNY schools, it is generally desirable for the student to
attempt to satisfy as many of the courses in the SUNY General Education requirement as is
possible to ensure that the baccalaureate degree can be completed in two years of additional full-
time study. The specific requirements for each Dutchess Community College A.A. degree program
are given in the following pages.
The A.A.S. degree program is intended for students planning to seek immediate employment
upon graduation. While it is possible to transfer with this degree, normally more than two
additional years of full time study are needed to complete the requirements for the baccalaureate
degree. The A.A.S. degree requires that a minimum of 20 credits be in the Liberal Arts and
Sciences. A minimum of 5 of the 10 Knowledge and Skill areas of the SUNY-mandated General
Education requirements must be completed prior to conferring the degree. The specific
requirements for each Dutchess Community College A.A.S. degree program are given in the
following pages.
The Academic Certificate, the Applied Academic Certificate, and the Applied Academic
Credential (Microcredential) are also offered by DCC. Specific requirements for the Certificates
and Credential are given in the following pages.
33
Checklist for A.S. and A.A. programs
1) The program's overall credits are 60, 61, 62, 63 or 64.
2) The program shall identify the appropriate SUNY transfer path(s), if applicable, and the transfer path(s)
foundational major courses, as well as associated cognate courses.
3) The program requires at least one course from 7 of the 10 SUNY General Education Appendices.
4) The program requires ENG101.
5) The program requires ENG102.
6) The program requires BHS103.
7) The program requires at least one MAT course from SUNY General Education Appendix A.
8) The program requires at least one Natural Science course from SUNY General Education Appendix B.
9) The program requires at least one American History course from SUNY General Education Appendix D.
10) The program requires at least one more course from one of the following SUNY General Education
Appendices, to ensure that 7 appendices have been required by the program:
Western Civilization (Appendix E)
Other World Civilizations (Appendix F)
The Arts (Appendix H)
Foreign Languages (Appendix I)
11) With the exception of the AVM, EDM, EDS, EDX, EED, ENR, FIR, and GSP programs, the program
requires a free elective.
12) The program satisfies NYS Department of Education requirements for Liberal Arts and Science credits:
A.S. programs must require a total of 30 or more credits of Liberal Arts and Science courses.
A.A. programs must require a total of 45 or more credits of Liberal Arts and Science courses.
13) The program shall address Information Literacy and Technological Competency appropriate to the
discipline.
14) The program shall address Oral Communication appropriate to the discipline.
15) The program shall address Critical Thinking appropriate to the discipline.
Note: There may be additional program requirements from external entities.
Note: Some programs work with OAA and SUNY to apply for a waiver from SUNY requirements. If a waiver
is granted by SUNY, DCC will automatically grant the waiver as well.
Degree
NYSED Required
Minimum
Proportion of
Liberal Arts
Content
NYSED Required
Minimum Number
of Liberal Arts
Credits
Minimum Number of
SUNY General
Education Appendices
Coursework and
Credits
Associate in Arts (AA)
3/4
45
7 appendices;
30 credits
Associate in Science (AS)
1/2 30
7 appendices;
30 credits30 credits
34
Checklist for A.A.S. programs
1) The program's overall credits are 60, 61, 62, 63 or 64.
2) The program shall identify the appropriate SUNY transfer path(s), if applicable, and the transfer path(s)
foundational major courses, as well as associated cognate courses.
3) The program requires at least one course from 5 of the 10 SUNY General Education Appendices.
4) The program requires ENG101.
5) The program requires ENG102.
6) The program requires BHS103.
7) The program requires at least:
One MAT course from SUNY General Education Appendix A
OR
One Natural Science course from SUNY General Education Appendix B
8) A.A.S. programs must ensure that 5 SUNY General Education Appendices have been required by the
program. Some programs will satisfy this requirement by satisfying checklist items #1 through #7 above.
Any program that still needs a fifth appendix must require at least one course from the following
appendices:
American History (Appendix D) strongly recommended
Western Civilization (Appendix E)
Other World Civilizations (Appendix F)
The Arts (Appendix H)
Foreign Languages (Appendix I)
Natural Science** (Appendix B)
Math** (Appendix A)
**NOTE: If a math course was already required, then math cannot be selected to satisfy this
requirement. If a Science course was already required, then a Science course cannot be selected to
satisfy this requirement. All students must take at least one course from five different appendices.
9) With the exception of ARC, CNS, and NUR, all A.A.S. programs require a free elective.
10) The program satisfies NYS Department of Education requirements for Liberal Arts and Science credits:
A.A.S. programs must require a total of 20 or more credits of Liberal Arts and Science courses.
11) Identify how the program addresses Scientific Reasoning and Quantitative Reasoning within the program.
12) The program shall address Information Literacy and Technological Competency appropriate to the discipline.
13) The program shall address Oral Communication appropriate to the discipline.
14) The program shall address Critical Thinking appropriate to the discipline.
Note: There may be additional program requirements from external entities.
Note: Some programs work with OAA and SUNY to apply for a waiver from SUNY requirements. If a waiver
is granted by SUNY, DCC will automatically grant the waiver as well.
Degree
NYSED Required
Minimum Proportion
of Liberal Arts
Content
NYSED Required
Minimum Number of
Liberal Arts Credits
Minimum Number of SUNY
General Education
Appendices Coursework
and Credits
Associate in Applied Science (AAS) 1/3 20 5 appendices
20 credits
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Checklist for Academic Certificate Programs
1) Certificate programs consist of courses that lead directly to employment after a one-year
program of study.
2) All coursework required for completion of the certificate program must be applicable to a
currently registered degree program at the institution.
3) The Academic Certificate programs require a minimum of 9-10 credit hours of credits from the
SUNY General Education appendices.
4) The Academic Certificate programs require ENG101.
5) The Academic Certificate programs require 3 credits of BHS or history/government/economics
courses from the SUNY General Education appendices.
6) The Academic Certificate programs require 3-4 credits of Laboratory Science or Mathematics
from the SUNY General Education appendices.
7) Certificates must be sponsored by an academic department.
8) The number of credits in a Certificate may vary, depending on community or student needs and
the academic judgment of the sponsoring department in consultation with the Office of
Academic Affairs.
9) Certificates will follow the same approval process for degree programs which includes
preparation of the proposal, consultation with appropriate academic departments, presentation
to the Curriculum Committee, academic department discussions, Curriculum Committee
approval, PSO approval, DCC Board of Trustees approval and, finally, SUNY and State
Education Department approval.
10) Students enrolled in a Certificate Program must meet the prerequisites for all courses in that
program. Prerequisites must be clearly indicated in the narrative description, in footnotes, or by
including prerequisites within the program plan.
11) Upon satisfactory completion of a Certificate Program, students will be eligible to participate in
graduation ceremonies, and names will be listed in the appropriate credential category.
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Checklist for Applied Academic Certificate Programs
1) Certificate programs consist of courses that lead directly to employment after a one-year
program of study.
2) The Applied Academic Certificate offers courses for credit to meet specific needs of an applied
nature.
3) The minimum General Education requirement will be ENG 101 (3 credits).
4) Certificates must be sponsored by an academic department.
5) The number of credits in a Certificate may vary, depending on community or student needs and
the academic judgment of the sponsoring department in consultation with the Office of
Academic Affairs.
6) Certificates will follow the same approval process for degree programs which includes
preparation of the proposal, consultation with appropriate academic departments, presentation
to the Curriculum Committee, academic department discussions, Curriculum Committee
approval, PSO approval, DCC Board of Trustees approval and, finally, SUNY and State
Education Department approval.
7) Students enrolled in a Certificate Program must meet the prerequisites for all courses in that
program. Prerequisites must be clearly indicated in the narrative description, in footnotes, or by
including prerequisites within the program plan.
8) Upon satisfactory completion of a Certificate Program, students will be eligible to participate in
graduation ceremonies and names will be listed in the appropriate credential category.
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Applied Academic Credential (Microcredential)
The Applied Academic Credential (Microcredential) is a local award that is presented to students
who complete a predetermined series of courses that relate to having demonstrated proficiency in
knowledge and/or skill areas tied to a particular vocational or occupational area. The
Microcredential is developed by an academic department, based on a current or anticipated,
workplace need.
It is reviewed and discussed by the sponsoring department and is announced to the Curriculum
Committee. Microcredentials may be advertised, similarly to other registered certificates and
programs.
The Microcredential is not a registered certificate or degree and is normally composed of
existing courses. It enables a rapid response to changes, whether based on DCC’s course
offerings, or to the needs of the field for which the credential is relevant. Normally, a
Microcredential carries 6-15 credits. Upon completion of the courses, a student is issued a
certificate/digital badge that lists the credential’s name, and the courses that comprise the
credential.
Since the credential is based on existing credit courses, the student has a record of successful
completion of the courses on her/his transcript. There will also be a notation on the transcript
indicating the Microcredential has been granted. It is expected that for employment, or such other
purposes for which a student might use the Microcredential, it could appear on a resume, and/or
could be copied and shared with an employer as needed.
Since instituted in the early 1990’s there have been nine Microcredentials developed and offered.
Minors
A minor is a local, supplemental program designed for students who wish to focus on an area
outside of their major program of study. Minors are designed to be broad and complementary.
Students must be matriculated in a degree program in order to declare a Minor.
Minors at a community college are rare and have the potential to extend a student’s time-to-
completion. Currently, DCC only offers one Minor, in Honor Studies. This broad, multi-disciplinary
complement is a good example of what a Minor can offer to students. A Minor is not a scaled-down
degree program and must offer benefits to students commensurate with the potential extension in
time-to-degree.
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SECTION 3
COURSE POLICIES
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COURSE POLICIES
INTRODUCTION
Credit courses can “look” very different. Depending upon its discipline, design and level, the
course’s specific objectives may be expected to vary in order to reflect the structure and goals of
the field of study. Despite this, there are some commonalities that all courses share.
First, credit courses represent an extended consideration of an academic discipline. Entry level
courses generally provide the students with an overview of the field. In such courses, often
referred to as “Intro” courses, the outcomes are centered upon building the knowledge base for the
discipline. This often includes specific vocabulary, the tools used for analysis, and opportunities for
the students to begin to use and to apply important concepts. Effective entry level courses
encourage more than rote memory and serve to anchor the further development and exploration of
concepts at higher levels. Regardless of the level of the course, opportunities for practice and
feedback are essential. Rather than the sheer amount of work, effective courses include thoughtful
assignments that encourage students to be active in applying the information to which they are
being exposed to real world contexts. Different types of assignments and interactive opportunities
make for enduring learning that is embedded meaningfully in the student’s system of usable
knowledge.
College level courses are rigorous in terms of the expectation that students will demonstrate
changes in their ability to address progressively advancing levels of skills and/or analysis as they
progress through the particular course. “Realistically challenging” is one phrase that best
describes the balance between using what is known and stretching to what is possible for the
individual learner. The phrase also suggests that the student needs to become a partner in the
learning process and sees the feedback as an indication of the level of mastery or ability to use
and to apply what is being learned. In designing the course, both a mapping of the content and
explicit statements of intended learning outcomes provide clear information concerning the roles of
all of the participants.
Non-credit (or equivalent credit) courses generally signify courses whose content is necessary to
bring the student’s skills and /or comprehension of basic concepts up to speed, before s/he can
perform successfully in a course offered for credit that can be applied toward a degree or
certificate. These courses, too, can be designed to help the student to consolidate earlier learning,
to backfill missed or partially learned and understood concepts, and to gain a sense of efficacy in
the particular discipline. Participation in such courses support further growth in understanding as
the student achieves the levels of competency necessary to move into the credit-bearing course.
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COURSES APPLICABLE IN DESIGNATED PROGRAMS
For a course to be applicable in designated programs, it must meet at least two of the following
criteria:
1. The course has traditionally been considered a liberal arts or science course.
2. The purpose of the course is to provide the knowledge and skills necessary for a
foundation in a subject area.
3. The course is generally transferable and applicable to a variety of liberal arts and
science programs.
The designated programs are: CIS, CPS, CRJ, LAH, LAM, LAX.
Exceptions:
A course may be made non-applicable to a specific program when:
1. The course presents material covered at the same level in a program-required course.
2. The course material is at a level below the minimum level required in that subject for the
program.
Exception may be made at the time:
1. A new course is proposed to the Curriculum Committee.
2. A new program is proposed to the Curriculum Committee.
3. The Department Chair, on behalf of the Department, makes a written request to the
Curriculum Committee. Prior to voting on the request, the Department Chair may be
requested to present supporting information to the Curriculum Committee. In addition,
the Curriculum Committee may be provided with background information by the Office
of Academic Affairs.
DEFINITION OF TERMS USED FOR APPLIED LEARNING EXPERIENCES
DEFINITION OF APPLIED LEARNING:
Applied learning refers to an educational approach whereby students learn by engaging in direct
application of skills, theories and models. Students apply knowledge and skills gained from traditional
classroom learning to hands-on and/or real-world settings, creative projects or independent or directed
research, and in turn apply what is gained from the applied experience to academic learning. The
applied learning activity can occur outside of the traditional classroom experience and/or be embedded
as part of a course.
SIRIS (SUNY INSTITUTIONAL RESEARCH INFORMATION SYSTEM) DATA DICTIONARY
DEFINITIONS OF APPLIED LEARNING EXPERIENCES:
COOPERATIVE EDUCATION:
An applied learning experience that alternates classroom learning and productive paid work
experiences in a field related to a student’s academic and career goals. Co-ops are formal
partnerships between an educational institution, an employer, and one or more students, and
typically provide meaningful work experiences for students. Co-ops are off-campus and full-time
or part-time.
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INTERNSHIP—CREDIT BEARING/NON-CREDIT:
Applied learning experiences for which a student may earn academic credit in an agreed-upon,
short-term, supervised workplace activity, which may be related to a student’s major field or area
of interest. The work can be full- or part-time, on- or off-campus, paid or unpaid. Some
institutions offer both credit and non-credit bearing internships. Internships integrate classroom
knowledge and theory with practical application and skills developed in professional or
community settings. This definition does not include internships that are required components of
a registered program leading to NYS licensure or certification (e.g., teacher preparation, social
work, dental hygiene). An internship is distinct from community service or service learning.
CLINICAL PLACEMENT:
Students rotate through a variety of health care agencies with faculty supervision focusing on the
health care field process, with individual patients or groups reflecting diverse settings, across the
lifespan. Emphasis is on mastering theoretical concepts, improving skill competency, and
developing clinical reasoning skills with a focus on evidence-based practice..
PRACTICUM:
A period of practical experience undertaken in academic, professional or community
settings/agencies/organizations as part of an academic course. This approach is grounded in
application and practice of theoretical/technical concepts/skills and cultural competency relevant
to the course or to a profession.
SERVICE-LEARNING:
A credit-bearing educational strategy that integrates meaningful community service with
instruction and reflection to enrich the learning experience and strengthen communities.
COMMUNITY SERVICE:
Volunteerism and community service performed by students for community benefit. This service
can be, but is not necessarily, integrated with a particular program of study. This may include
structured projects (days of service), smaller group projects, fund-raising events, or individual
volunteerism, which is acknowledged by the campus.
CIVIC ENGAGEMENT:
A teaching and learning focus on educating students as global citizens. Classes or programs
include meaningful civic education and activities for social good. Classes and projects have
components of reflection and engagement.
CREATIVE WORKS:
A capstone, senior project, performance, or other creative work that occurs as a culminating
experience for a student in an accredited class or program
RESEARCH:
Mentored, self-directed work that enables students to make an original, intellectual or creative
contribution to the discipline by exploring an issue of interest to them and communicating the
results to others.
UNDERGRADUATE RESEARCH:
An inquiry or investigation conducted by an undergraduate student that makes an original
intellectual or creative contribution to the discipline. To visit the website of the Council on
Undergraduate Research, go to http://www.cur.org/
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ENTREPRENEURSHIP (PROGRAM, CLASS, PROJECT):
Students in an entrepreneurship program develop a broad-based entrepreneurial skill relevant to
any organization – start-up, established, and for and not-for-profit agency, organization,
community or industry. Entrepreneurship involves consistently thinking and acting in ways
designed to uncover new opportunities that are then applied to provide value.
FIELD STUDY:
Collection of information outside of an experimental or lab setting. This type of data collection is
most often conducted in natural settings or environments and can be designed in a variety of
ways for various disciplines. May be mentored, self-directed work, or comprise a full course. The
projects include inquiry, design, investigation, discovery and application.
INTERNATIONAL AND DOMESTIC TRAVEL/EXCHANGE:
An instructional program delivered in either an overseas location or domestic location. Often the
program is delivered as a semester-long or intercession sequence of courses, the content of
which is enhanced by the location of instruction, by distinctive historic or cultural features
available in the location, or by a unique approach to the subject matter that is specific to the
locale. Exchanges are often conducted by individual students traveling independently to a
location that has been pre-approved by their home institution, and where they determine their
specific course of study in collaboration with home and host institution faculty.
DUAL DESIGNATION (CROSS-LISTED) COURSES
For a course to be designated with more than one subject preface, the following criteria must be
met:
1. A Curriculum Proposal to Modify a Course and an extended course outline must be
submitted in accordance with standard Curriculum Committee procedures.
2. The rationale for proposing “dual designation” must be clearly defined.
3. Course content should be the focus of the proposal. The presenter must clearly
demonstrate that the quality as well as the quantity of the material covered in the course
justifies both designations.
SPECIAL STUDIES COURSES
Each academic program area has Special Studies Courses assigned (designated as 271, 272, and
273 in all program areas). Special Studies Courses provide a student, or a small group of
students, access to utilize individualized instruction outside approved DCC course offerings, using
a course of study established with a faculty member and with the approval of the Department Chair
and Academic Dean. Special Studies Courses allow students to earn academic credit by
participating in independent study, group research, seminars, community service, work experience,
and other educational activities under the supervision of a faculty member.
Special Studies Courses are normally available only to matriculated students who have completed
30 or more credits, applicable to their degree, at Dutchess Community College. Students may not
earn more than 6 credits from special study courses.
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The designation of credits for an approved Special Studies Course is made based upon the
estimated time commitment and academic rigor of the approved project and is detailed in the
generic course description in the College Catalog for all Special Studies Courses.
Further specifics about Special Studies Courses are included in the “Academic Information” section
of the College Catalog.
EXPERIMENTAL COURSES
In lieu of proposing a new course, a department may choose to offer an experimental course to
determine the viability of the offering. After departmental approval, the instructor must complete
the Curriculum Proposal to Offer an Experimental Course form and forward it to the Associate
Dean of Academic Affairs for Curriculum and Assessment, the Curriculum Committee Chair, and
the departmental representative. Upon review and approval by the Associate Dean of Academic
Affairs for Curriculum and Assessment, the course will be announced to the Curriculum
Committee.
The Curriculum Committee may decide that an announced Experimental Course should be subject
to a vote by the Curriculum Committee. In such cases, the Experimental Course must be
presented as a proposal and approved by the Curriculum Committee, following regular procedures.
Any department may run an experimental course twice within three years without further action of
the Curriculum Committee. If the department wishes to offer the course again as an experimental
course, it must be submitted to the Curriculum Committee for appropriate review and
reauthorization. If reauthorized by the Curriculum Committee, an experimental course may be run
two additional times, within two years, after which time it will be deactivated. Unless reauthorized
by the Curriculum Committee, an experimental course will be deactivated automatically at the end
of the 3-year period.
It is assumed that experimental courses will not require any additional resources (i.e., faculty,
support staff, equipment, facility modifications).
Please make note of the following:
Experimental courses cannot be used to fulfill the SUNY-mandated General Education
Requirement.
Experimental courses cannot be used to fulfill the Liberal Arts and Science Credit
Requirement.
Experimental courses can be applicable only in programs that have a Free Elective.
Most colleges will not accept experimental courses in transfer. Experimental courses will
not satisfy major-specific degree requirements. At best, they will be accepted as elective
credits, if at all.
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COURSES INVOLVING OVERSEAS AND DOMESTIC TRAVEL
Faculty wishing to offer a course involving overseas or domestic travel should obtain the
“Guidelines for Courses Involving Overseas and Domestic Travel” from the Office of Academic
Affairs.
In accordance with those guidelines, a student will be allowed to use a maximum of six (6) credits
earned from courses involving overseas or domestic travel toward graduation requirements,
assuming that the courses are applicable in the student’s curriculum and that other distributive
requirements are met.
EXTERNAL LEARNING COURSES (“800” COURSE DESIGNATION)
External learning courses (800 course designation) are courses offered by Dutchess Community
College that are designed and packaged outside of the normal college process. Such courses
might include an asynchronous component or be a hybrid of such components. All external
learning courses require the review of the Office of Academic Affairs, utilizing the standard form for
a curriculum proposal to add or modify a course (see Appendix A). If the course has an equivalent
DCC course, it may be designated as an alternative mode of delivery for the DCC course. If it
does not, the Associate Dean of Academic Affairs for Curriculum and Assessment will designate
the course as either an experimental or an external learning course.
The procedure for introducing and implementing video courses or other external learning courses
shall be as follows:
1. All requests for external learning offerings must be submitted in standard form to the
Associate Dean of Academic Affairs for Curriculum and Assessment, the Curriculum
Committee Chair, and the departmental representative.
2. The Associate Dean of Academic Affairs for Curriculum and Assessment will report all
proposed external learning courses, to the Curriculum Committee.
3. The course may be presented twice without Curriculum Committee approval. After the
second offering, the sponsoring department should consider designating the course as
an alternate mode of instruction for its equivalent course. If no equivalent course exists,
it should consider proposing a new departmental course.
4. The Curriculum Committee may recommend an extension of the time over which an
external learning course may be offered under the 800 designation.
INTRODUCTORY SEMINAR COURSES
The Introductory Seminar courses offered by Dutchess Community College are designed to
enhance the academic and social experiences of first-year students attending DCC. Some
programs require an Introductory Seminar course and the course should be taken by students
during the first semester.
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CREDIT HOUR/CONTACT HOUR RELATIONSHIP
(Based on SUNY Memorandum to Presidents, Vol. 76 No. 8)
1. Lecture, seminar, quiz, discussion, recitation.
One semester credit hour is awarded for fifteen 50-minute sessions of classroom instruction
with a normal expectation of two hours of outside study for each class session.
2. Laboratory, field trip, practicum, workshop, group studies.
The semester credit hour is awarded for fifteen 150-minute, or more, sessions with little or
no outside preparation expected. When substantial outside preparation is required, fifteen
100-minute sessions may earn one semester credit.
If the majority of work is done during scheduled lab hours, one credit is awarded for
every three (3) or four (4) lab hours per week.
If there is substantial outside work related to the lab, one credit is awarded for every
two (2) lab hours per week.
For more information, contact the Office of Academic Affairs.
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APPENDIX A
LIST OF CURRICULUM COMMITTEE FORMS AND INFORMATION
GUIDELINES FOR USE OF FORMS
GENERAL INFORMATION
OVERVIEW OF CURRICULUM COMMITTEE FORMS
GUIDELINES FOR PART III OF THE FORM TO MODIFY A PROGRAM
GUIDELINES FOR EXTENDED COURSE OUTLINES
DESIGNING AND IMPLEMENTING A NEW PROGRAM OF STUDY AT DUTCHESS
COMMUNITY COLLEGE
QUICK OUTLINE OF STEPS FOR DESIGNING AND IMPLEMENTING A NEW
PROGRAM
DIRECTIONS FOR COMPLETING THE NEW PROGRAM PROPOSAL FORM
QUICK GUIDELINES ON DCC COURSE TITLES
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LIST OF CURRICULUM COMMITTEE FORMS AND INFORMATION
OVERVIEW OF CURRICULUM COMMITTEE FORMS
2020-2021 CURRICULUM COMMITTEE HANDBOOK
CURRICULUM PROPOSAL TO ADD A COURSE
CURRICULUM PROPOSAL TO DEACTIVATE A PROGRAM
CURRICULUM PROPOSAL TO DEACTIVATE A COURSE
DIRECTIONS FOR NEW PROGRAM PROPOSAL
EXTENDED COURSE OUTLINE FORM
GUIDELINES FOR EXTENDED COURSE OUTLINES (EXOS)
CURRICULUM PROPOSAL TO MODIFY A COURSE
CURRICULUM PROPOSAL TO MODIFY A PROGRAM
CURRICULUM PROPOSAL FOR A NEW PROGRAM
CURRICULUM PROPOSAL TO OFFER AN EXPERIMENTAL COURSE
CURRICULUM PROPOSAL FOR A NEW APPLIED ACADEMIC CERTIFICATE (MICROCREDENTIAL)
CURRICULUM PROPOSAL FOR A NEW MINOR
LINK TO ALL SUNY COURSE EQUIVALENCIES
SUNY GUIDE TO ACADEMIC PROGRAM PLANNING
TRANSFER COURSE EQUIVALENCY TABLES
THESE FORMS ARE AVAILABLE AT MYDCC Curriculum Committee AND
Institutional Effectiveness WEBPAGES.
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GENERAL INFORMATION
Departments or individuals wishing to add, deactivate, or modify course or curricular offerings
requiring a change in the College Catalog should complete the identifying data on the cover sheet
of the appropriate form, attach supplemental information requested, and submit a copy to the
Associate Dean of Academic Affairs for Curriculum and Assessment, the Curriculum Committee
Chair, and the department representative. Forms are available at myDCC Curriculum Committee and Institutional Effectiveness webpages. After reviewing the proposal, the
Associate Dean will see that copies are distributed to members of the Curriculum Committee.
Program modifications should be the result of a Program Review. Program Reviews should
be completed before a program modification is submitted.
The initiator, or another appropriate member of the proposing department, will make a scheduled
presentation explaining the proposal and respond to the questions of the Curriculum Committee
members. The hearing will be scheduled by the Curriculum Committee Chair and be open to all
members of the college community. Action on curriculum policy, new programs, and program
deletions taken by the Committee will be reported to the Professional Staff Organization in the form
of a resolution. Action on program revision, and course revision, addition or deletion will be
reported to the PSO.
Proposals should be submitted by the date specified in “Deadline Dates” in this Handbook, in order
to be implemented at the earliest possible date. Although academic departments should specify a
desired date for implementation of a curriculum proposal, the implementation date will be set by
the Office of Academic Affairs in consultation with the department and the Office of Scheduling.
To facilitate the review process and to assure sound proposals, the Curriculum Committee
requests that:
a. Proposals be well prepared, carefully organized, complete and submitted in electronic
form. In the development or modification of a program, the proposer should consult with
the Financial Aid Office to determine whether there are any financial aid implications for
students in the program.
b. In the development of a new curriculum or the modification of an existing curriculum,
whenever another department is affected, inter-departmental consultation must occur. It
is strongly suggested that this be done in person or remotely, by making a presentation to
the department in question. If done by email or other written communication, there must
be a response from the department in question.
c. Proposals be considered by the department chair and members of the department before
the formal proposal copy is submitted to the Office of Academic Affairs, the Curriculum
Committee Chair, and the departmental representative
d. The departments concerned in the changes consider the problem of proliferation of
courses in the Curriculum
e. The costs of the change be examined carefully
f. Proposals be justified in terms of new developments in academic or occupational field or
in terms of societal need
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g. Proposals explain, if applicable, how the proposed course or program meets the Learning
Outcomes of the Institution and/or program
h. Proposals adhere strictly to the procedures outlined in the Curriculum Committee
Handbook
i. Proposals be submitted for review to the Associate Dean of Academic Affairs for
Curriculum and Assessment, the Curriculum Committee Chair, and the departmental
representative before being considered by the Curriculum Committee.
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OVERVIEW OF CURRICULUM COMMITTEE FORMS
Curriculum Proposal to ADD A NEW PROGRAM
Please see separate document (Directions for New Program Proposal) for guidelines and
directions for proposing a new program
Curriculum Proposal to MODIFY A PROGRAM
This form documents a department’s proposal to modify a program. This modification might
include a change to the title, focus, design of the program, changes to requirements or sequencing
of requirements for completion, or additions, deletions or substantive modifications to courses.
Prior to completing this proposal, the program chair and department chair should consult with the
Associate Dean of Academic Affairs for Curriculum and Assessment and any other academic
departments that might be affected by the modification.
Curriculum Proposal to DEACTIVATE A PROGRAM
This form documents a department’s proposal to remove a program from the college’s academic
offerings. Prior to completing this proposal form, the program chair and department chair should
consult with the Associate Dean of Academic Affairs for Curriculum and Assessment and any other
academic departments that might be affected by the deactivation. If courses are to be deactivated
at the same time, that information must be included in this proposal. It is not necessary to complete
additional course deactivation forms.
Curriculum Proposal for a NEW APPLIED ACADEMIC CREDENTIAL (MICROCREDENTIAL)
This form documents a department’s proposal for a new Applied Academic Credential
(Microcredential). Prior to completing this proposal form, the involved faculty and department chair
should consult with the Associate Dean of Academic Affairs for Curriculum and Assessment and
any other academic departments that might be affected by the proposal.
Curriculum Proposal to ADD A COURSE
This form documents a department’s proposal to add a new course to the college’s academic
offerings. Prior to completing this proposal form, the involved faculty and department chair should
consult with the Associate Dean of Academic Affairs for Curriculum and Assessment and any other
academic departments that might be affected by the proposal. A proposal to add a course
required in a program constitutes a program modification. In that case, both a program
modification proposal and a new course proposal are required.
Curriculum Proposal to MODIFY A COURSE
This form documents a department’s proposal to modify a currently existing course that meets one
of two criteria:
1. the course is not required in any program
2. the course may be required in a program or programs, but the proposed
modification does not constitute a substantive change to the program.
When a proposal to modify a course required in a program DOES constitute a substantive change
to the program, a program modification proposal is also required.
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Curriculum Proposal to DEACTIVATE A COURSE
This form documents a department’s proposal to remove a course from the college’s academic
offerings. Prior to completing this proposal form, the involved faculty and department chair should
consult with the Associate Dean of Academic Affairs for Curriculum and Assessment and any other
academic departments that might be affected by the proposal. This form should only be used for
deactivating elective courses. A proposal to deactivate a course required in a program constitutes
a program modification. In that case, the course deactivation should be included within the
program modification proposal and this form is NOT required.
Curriculum Proposal to OFFER AN EXPERIMENTAL COURSE
This form proposes that a new experimental course be offered on a limited basis (see Curriculum
Committee Handbook for details). An experimental course may be used by a department in lieu of
a new course proposal to determine the viability of the offering. Prior to completing this proposal
form, the involved faculty and department chair should consult with the Associate Dean of
Academic Affairs for Curriculum and Assessment and any other academic departments that might
be affected by the proposal. The Curriculum Committee Chair and departmental representative
should also be informed. Upon review and approval by the Associate Dean of Academic Affairs for
Curriculum and Assessment, the course will be announced to the Curriculum Committee.
Extended Course Outline (EXO)
Please see separate document (Guidelines for Extended Course Outlines) for instructions for
completing the extended course outline form.
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GUIDELINES FOR PART III OF THE FORM TO MODIFY A PROGRAM
SECTION B – Please be sure all changes are noted (e.g., courses added, courses deleted,
prerequisite changes, etc.). If course sequencing is changed, please specify the changes.
When courses are being added, deactivated, or modified as part of the program modification,
documents are required as follows:
Course additions – Separate course proposal forms and Extended Course Outlines for the
new courses must be included.
Substantive course modifications – Separate course proposal forms and Extended Course
Outlines for the modified courses must be included.
Non-substantive course modifications – All proposed modifications must be included in Part
III, B. of the Curriculum Proposal to Modify a Program, and Extended Course Outlines for
the modified courses are required. However, separate course proposal forms are not
required.
Course deactivations – The courses to be deactivated must be listed in Part III, B. of the
Curriculum Proposal to Modify a Program, but neither course proposal forms nor Extended
Course Outlines are required.
SECTION C. – You must submit a side-by-side comparison of the old program to the new
(modified) program.
SECTION I. – Do not submit the form to the Associate Dean of Academic Affairs for Curriculum
and Assessment until you have the results of intra-departmental review.
SECTION J. – Do not submit the form to the Associate Dean of Academic Affairs for Curriculum
and Assessment until you have the results of inter-departmental consultation.
SECTION K. – Make sure to attach a transfer equivalency table.
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GUIDELINES FOR EXTENDED COURSE OUTLINES (EXOs)
General
1. A hardcopy of the signed Extended Course Outline for each course offered by the College
must be on file in the Office of Academic Affairs. Each academic department should
maintain a file of its current Extended Course Outlines. Departments are also required to
send a Word file of a new or revised Extended Course Outline to the Office of Academic
Affairs. The Word files should be placed in the appropriate semester folder in the
Academic Affairs electronic “drop box.”
2. Extended Course Outlines must be reviewed every three (3) years. If the only change to the
Extended Course Outline is an update to the semester and year of the review/revision, you
should so indicate by placing a check mark in the box at the top of the document.
3. Whenever a course is revised (for example, due to assessment or to adopting a new text),
a new Extended Course Outline must be submitted to the Office of Academic Affairs. An X
should be placed in the box adjacent to the section heading to indicate which section or
sections have been changed.
4. The first page of the EXO must be on Dutchess Community College letterhead.
Part I.
Course Number: If this is a new course being proposed, 1XX (100-level course) or 2XX (200-
level course) should be used after the three-letter discipline code until a course number is
assigned by the Director of Scheduling (e.g., ARC 1XX or ARC 2XX).
Course Title: The course title may be 50 characters maximum. The proposal should
include a shorter title for publications (30 characters maximum) where appropriate.
Department: Indicate the Academic Department responsible for updating the EXO.
List the date of review/revision (or creation for a new EXO).
List the date of the previous review/revision (if applicable).
Indicate the program(s) to which this course is applicable.
Indicate the program(s) for which this course is required.
For existing courses, if the course has qualified as a SUNY General Education elective,
indicate the name of the appendix. For new courses that may qualify as a SUNY General
Education elective, indicate the name of the appendix in which inclusion is being proposed.
___ Lec. ___ Lab. ___ Cr. Hrs. (Indicate the number of Lecture, Lab and Credit Hours
for this course).
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Part II. Course Description
a) The Course Description should describe the course content in one paragraph. The first two
sentences must summarize the course description since some college publications use only
the first two sentences of the course description. The description should include information
about course philosophy, course objectives, depth of material covered, and technology
used, as appropriate.
b) List course prerequisites and/or corequisites:
Prerequisites are courses that must be successfully completed before taking the
course in question.
Pre- and/or corequisites are courses that must be taken either before or at the same
time as the course in question.
Corequisites are courses that must be taken at the same time as the course in
question.
If there are multiple prerequisites and/or co-requisites, it should be clear whether all courses
are required or whether students have a choice between courses. This should be done via
the use of either “and” or “or” between the courses. (Examples: ARC 100 and ARC 103;
ACC 102 or ACC 104).
Departmental permission may be used as an alternative prerequisite and should be
indicated as “or permission of the department.” Permission of the instructor is not
acceptable as a prerequisite.
Part III. DCC Institutional Student Learning Outcomes (ISLOs) (If Applicable)
List the ISLO’s that will be achieved in this course. Include both the number and the name of
the ISLO.
DCC Institutional Learning Outcomes (ISLOs):
1. Oral Communication Outcome: Students will demonstrate oral communication skills in a
clear and organized manner using appropriate verbal and nonverbal communication
techniques with regard to subject, purpose and audience.
2. Written Communication Outcome: Students will produce writing that is well organized,
well developed, and clear.
3. Scientific Reasoning Outcome: Students will apply the scientific method, develop
hypotheses, analyze results and draw conclusions.
4. Quantitative Reasoning Outcome: Students will work with graphical, numerical or
symbolic models to solve problems and interpret results.
5. Information Literacy and Technological Competency Outcome: Students will be able to
identify the need for more information, locate electronic media using appropriate technology
including but not limited to the internet, evaluate the credibility of information thus obtained,
use information effectively to accomplish a specific purpose, and properly use and cite
sources of information.
6. Critical Analysis and Reasoning Outcome: Students will formulate or evaluate
arguments, problems or opinions and arrive at a solution, position or hypothesis based on
carefully considered evidence.
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Part IV. Course Student Learning Outcomes
Provide a list of specific student learning outcomes for the course. If a student learning
outcome can be linked to one or more of the DCC Institutional Student Learning Outcomes,
indicate the ISLO in parentheses (e.g., 1, 2, 3, etc.).
Quality learning outcomes should be:
1. Measurable
2. Meaningful
3. Widely Accepted by Instructors Teaching the Course
4. Explicit
5. (of) Limited Number
6. Directly Mapped to Program and Institution Goals
Student learning outcomes are clearly articulated statements of what the student is expected to
learn in the course. More information about writing Student Learning Outcomes can be found in
Student Learning Assessment: Options and Resources by the Middle States Commission on
Higher Education.
You may choose to include (or adapt) the following paragraph on the EXO:
Student learning outcomes will be assessed using instruments appropriate to the discipline.
Responsibility for achieving the learning outcomes will be shared by both the student and the
instructor. The instructor will present material and act as a resource and guide for information.
The student is responsible for demonstrating achievement of the learning outcomes.
Part V. Course Outline
a) Topics Covered
The course syllabus should be separated into clear divisions (weeks, quarters, sections).
These divisions may be linked to the text, as appropriate.
b) Instructional Methods
Indicate that methods of instruction may include, but are not limited to, those listed, and
may vary with the instructor. In general terms, describe the methods to be used including
lectures, lab presentations, video screenings, guest speakers, group instruction, oral
reports, etc. List technological requirements including computer software, video projectors,
video monitors, overhead projectors, Sim Man, etc.
c) Course Requirements
List all course requirements including (but not limited to) tests, quizzes, homework, and
projects (either individual or group). Include attendance policy and requirements for
participation in class discussions or projects. If the course includes a required lab
component, or requires attendance at field trips or events, list them and include possible
time tables and costs, as appropriate.
You may choose to include (or adapt) the following sentence on the EXO:
wo to three hours of student preparation are expected for each class hour.
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d) Grading Practices
Indicate that grading practices may include but are not limited to those listed and may vary
with the instructor. Clearly indicate how the grading practices are related to Course
Requirements.
e) Required Text(s)
f) Supplementary Readings
g) Supplies and Technology Required
Indicate any additional materials (art supplies, calculator, software, etc.) that must be
purchased by the student.
Part VI. Additional Items of Importance
Include required insurance and/or certification fees, or other required fees.
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DUTCHESS COMMUNITY COLLEGE
DESIGNING AND IMPLEMENTING A NEW PROGRAM OF STUDY AT
DUTCHESS COMMUNITY COLLEGE
In order to add a new program to the offerings of Dutchess Community College, it is necessary
to complete a number of steps at the local and state level. An academic department should
carefully consider the need for a new program including employment for graduates in
occupational programs and articulation at the baccalaureate level for students in transfer
programs. When a department has determined that the need exists and drafted a curriculum
outline that it believes will address those needs, it should consult with the Office of Academic
Affairs for guidance and assistance in beginning the process of proposing a new program.
OVERVIEW OF ACADEMIC PROGRAM PLANNING:
CAMPUS PLANNING
The DCC New Program Proposal form is modeled closely on the program proposal form that is
required by SUNY System Administration. Completing this form ensures that the appropriate
background work has been completed to facilitate review of the program at all levels. Once the
DCC New Program Proposal is completed by the department, it is forwarded to the Office of
Academic Affairs, the Curriculum Committee Chair, and the departmental representative for
consideration and feedback if required. Upon approval by the Associate Dean of Academic
Affairs for Curriculum and Assessment, it will be forwarded to the Curriculum Committee for
consideration. The Curriculum Committee will review the program, provide feedback to the
department regarding the proposal, and may require changes to the program prior to approval.
Recommendations of the Curriculum Committee to establish a new program are sent to the
PSO in resolution form for action. Curriculum Committee recommendations for new programs
that are approved by the PSO are then forwarded to the President of the College. If the
President approves the recommendation for a new program, he or she will forward the
recommendation to the Board of Trustees for their approval. Once the steps for local approval
are complete, the responsibility for moving the proposal forward to SUNY resides with the
Office of Academic Affairs, which will work in close concert with the academic department,
relying heavily on their input into the proposal.
ANNOUNCEMENT AND COMMENT PERIOD
Once a plan for a new program is approved on campus, the campus Chief Executive Officer (CEO)
or Chief Academic Officer (CAO) announces the plan by sending the SUNY Provost a Program
Announcement (PA) for a new undergraduate degree program or a Letter of Intent (LI) for a new
graduate degree program. (A new program that involves providing at least 50% of an existing,
registered program at an out-of-state location in the U.S. or abroad requires an Out-of-State
version of a PA or LI). When needed, the SUNY Provost or designee works with the campus to
revise the PA or LI until is ready for dissemination. Once ready, new program plans are announced
to other SUNY campuses for a 30-day comment period that enables the campuses to offer
suggestions or express concerns to the proposing campus and SUNY Provost.
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PROGRAM PROPOSAL
When the comment period ends for a PA, or when the SUNY Provost sends an approval letter for an
LI, and after any concerns from other campuses have been addressed, a campus may submit a
Program Proposal (PP) with any required supplements to the SUNY Provost. The completed SUNY
PP forms for new programs leading to bachelor’s or graduate degrees must be accompanied by
reports from at least two SUNY-approved external evaluators, which campuses select in
consultation with the SUNY Provost’s Office, and an institutional response to those reports. Unless
requested by the SUNY Provost, external evaluation is not required for programs leading to
associate degrees or certificates.
SUNY APPROVAL
The SUNY Provost’s Office works with the campus until a PP for a new program – or a revision,
deactivation or discontinuance of an existing program – is approved, withdrawn or disapproved.
Generally, the SUNY Provost’s Office sends an approved PP to SED with a request for registration
action. However, if a proposal requires a new Degree Authorization because it involves a new
award for a campus, or requires a Master Plan Amendment (MPA) because it involves a new level
of study, a new disciplinary area, or a new branch campus, the proposal is approved by the SUNY
Board of Trustees before it goes to SED.
SED REGISTRATION
SED works with the SUNY Provost’s office and the campus until a new program is registered on the
Inventory of Registered Programs, or a PP is withdrawn by the campus or denied registration.
SED regulations do not allow a campus to promote or enroll students in an academic program until
the program is registered. Before registration, the Board of Regents must approve a Degree
Authorization, and both the Board of Regents and the Governor must approve a Master Plan
Amendment.
The section above is excerpted from the SUNY Guide to Academic Program Planning found at the myDCC Curriculum Committee webpage.
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Quick Outline of Steps for Designing and Implementing a New Program of Study:
1. Academic Department determines a need for program and designs the curriculum in consultation with
the Office of Academic Affairs. Before designing the curriculum, departments are strongly
encouraged to consult with the Associate Dean of Academic Affairs for Curriculum and Assessment.
2. Academic Department completes New Program Proposal Forms; Formal Departmental Action.
3. Forms submitted to Academic Affairs, Curriculum Committee Chair, and departmental representative
4. Final review and sign-off by Associate Dean of Academic Affairs for Curriculum and Assessment
5. Curriculum Committee Consideration and Action
6. Action by the Professional Staff Organization
7. Presidential Action
8. Board of Trustees Action
9. OAA Completes SUNY Program Announcement (Appendix A) in consultation with Academic
Department and submits it to SUNY.
10. SUNY Announces proposed program; Feedback from other institutions is incorporated into proposal
11. OAA Completes SUNY Program Proposal (Appendix B) in consultation with Academic Department,
along with Transfer Course Equivalency Table (Appendix G) if required, and submits it to SUNY
12. SUNY Action on Proposal
13. Program registered by New York State Education Department
14. Program published in catalog. Advertising and admissions to program begins.
Please note that approval by SUNY and SED is a very lengthy process, especially for new
programs.
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Directions for Completing the New Program Proposal Form for Faculty
Part I. Basic Information: Completely answer all questions.
A. Enter the proposed program title. The titles of existing programs at other campuses can be
viewed online at http://www.nysed.gov/heds/irpsl1.html.
B. Enter the Proposed degree or certificate. (A.A., A.S., A.A.S., Certificate). See the Curriculum
Committee Handbook for degree requirements.
C. Enter the total number of credits required for completion of the program.
D. Enter the name of the Academic Department that will offer the program.
E. Enter the proposed start date of the program. A minimum of two semesters in advance of
program start is generally required for internal and external processes to be completed.
F. Enter the name of the faculty or staff member who is completing the form.
G. The signature of the Department Head confirms formal departmental approval.
H. Please use the current date for the current version of any program proposal.
Part II Review and Actions
This section will be used by the Office of Academic Affairs to track the internal and external actions on
the program proposal.
PART III Program Summary
The purpose of the Program Summary is to provide a complete picture of how the proposed program will
fit into the mission of the campus and to explicate the general parameters of the program curriculum.
Respond fully to each of the lettered points and attach new and revised extended course outlines and
catalog material.
Part IV Enrollment
Provide the projections for the initial enrollment and the enrollment after five years. Explain how these
projections were determined.
Part V. Impact of the New Program on the Service Area and Consultation with Other SUNY
Institutions
A. Need: It is important to justify the need for the proposed program in terms of the community it will
serve and the economic and/or educational needs of Dutchess County and of New York State and to
describe how the level of need was established. (Provide data on need from New York State labor
projections found at https://www.labor.ny.gov/stats/lsproj.shtm). If there are similar programs in
Dutchess County, the Mid-Hudson Region, and the state explain why this program will not
unnecessarily duplicate University resources.
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B. Employment: For programs designed to prepare graduates for immediate employment, document
the potential employers of such graduates. Specify employers who have requested establishment of
the program and describe their specific employment needs. Careful assessment of employment
demand, especially for focused programs requiring new resources, is critical.
C. Similar Programs: Enrollment data for SUNY institutions is available from the Academic Programs
Information System at https://www.suny.edu/about/fast-facts/. Information for non-SUNY institutions
is available from SED’s Inventory of Registered Programs at
http://www.nysed.gov/heds/IRPSL1.html
D. Transfer. Given the high priority that SUNY places on the facilitation of transfer (especially intra-
SUNY transfer), it is necessary to identify institutions with which articulation arrangements have been
made or discussed, and to document the articulation of the program with the next appropriate level
of instruction. Each program specific course should appear on the same row as the baccalaureate
program course with which it is deemed to be equivalent. Table cells are to be filled in according to
the key below:
1. Indicate the departmental identifier and course number (e.g. PHI 101).
2. Indicate the title of the course (e.g., Introduction to Philosophy).
3. Indicate the number of credit hours granted for completing that course.
4. Indicate whether the course will count toward General Education, the Major, or
Graduation (i.e., Graduation-only) requirements at the baccalaureate campus. (General
Education may include but is not limited to the SUNY-GER.) If a given associate degree
course will not be credited at all toward graduation by the baccalaureate institution, enter
None in this cell.
Part VI. Resources
Describe additional and reallocated resources required for implementation of the new program.
Resources may include personnel, library, equipment, laboratories, facilities renovation, and other
expenses.
PART VII: SUPPORTING DOCUMENTS
Attach:
Add Course Form and Extended Course Outlines for new courses
Modify Course Form and Extended Course Outlines for revised courses
Curriculum Map
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QUICK GUIDELINES ON DCC COURSE TITLES
1. Use 50 characters maximum length (include spaces and punctuation).
2. A 30-character abbreviation should also be developed to be used in publications.
3. Use the name of the program in Introductory Seminar courses. Example: “Behavioral
Sciences Introductory Seminar.”
4. Use the program name in course titles like Practicum, Cooperative Experience, etc. Examples:
“BHS Practicum I;” “CIS Cooperative Experience.”
5. Be aware when your course title could be the same as that in another program and try to make
it more specific to your program. Example: “CHC Practicum II,” not “Practicum II.”
6. If using the name of another course in the title, write the course with a space, like this:
ABC 123. Remember, spaces count as characters toward the maximum length
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71
APPENDIX B
SAMPLE CURRICULUM COMMITTEE ALERT
SAMPLE CURRICULUM COMMITTEE BULLETIN
SAMPLE PSO RESOLUTION
72
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Curriculum Committee Alert
From the meeting held on August 27, 2019
Proposal by the History Government and Economics Department to add a course, HIS2XX Modern Middle East:
PART III: BODY OF THE PROPOSAL
A. Justification for proposal Americans’ political and economic fortunes remain inextricably linked with this region, but it remains a region about which most Americans have no more than a superficial understanding. This course would give DCC students, and others from the community who are interested, the opportunity to learn about the history, politics, culture, and international relations of the region, with most of the course content focused on the period beginning in the nineteenth century. The course could satisfy the SUNY General Education requirement for Other World Civilization and could become part of the SUNY Transfer Pathway in History.
B. Impact of proposed course on enrollment in existing courses
This course seems unlikely to reduce enrollment in other courses, as there are no other courses that deal in-depth with this topic. The course could raise enrollment in related courses as students’ content knowledge of one area may lead to interest in related subjects.
This Curriculum Committee Alert was prepared by Renee Lathrop, Vice-Chair of the Curriculum Committee. This proposal should be discussed and voted on at the Tuesday, September 10, 2019 department meetings and the Tuesday, September 10, 2019 ASC meeting.
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CURRICULUM COMMITTEE BULLETIN
2019-2020 Curriculum Committee Bulletin
Number One
Action taken at the SEPTEMBER 17, 2019 meeting.
The Curriculum Committee voted to support a proposal by the History, Government and Economics Department to add a new course HIS2XX: The Modern Middle East on September 17, 2019
PART III: BODY OF THE PROPOSAL
A. Justification for proposal
Americans’ political and economic fortunes remain inextricably linked with this region, but it remains a region about which most Americans have no more than a superficial understanding. This course would give DCC students, and others from the community who are interested, the opportunity to learn about the history, politics, culture, and international relations of the region, with most of the course content focused on the period beginning in the nineteenth century. The course could satisfy the SUNY General Education requirement for Other World Civilization and could become part of the SUNY Transfer Pathway in History.
B. Impact of proposed course on enrollment in existing courses This course seems unlikely to reduce enrollment in other courses, as there are no other courses that deal in-depth with this topic. The course could raise enrollment in related courses as students’ content knowledge of one area may lead to interest in related subjects.
This bulletin was prepared for the PSO by Renee Lathrop, Vice-Chair of the Curriculum Committee. To
have this proposal presented to the PSO for action, five (5) members of the PSO must notify the PSO
and Curriculum Committee chairpersons in writing, within five (5) days of the circulation of this Bulletin.
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PSO RESOLUTION
WHEREAS there has been an upturn within the State of New York to support the hospitality and tourism industry and WHEREAS there has been upturns also amongst some of the robust hospitality and tourism non-profit businesses and historic sites in Dutchess County and WHEREAS five million tourists visited the Route 9 corridor spending $568M in 2016, showing a need for additional workforce to support the local hospitality and tourism businesses and WHEREAS the program aligns itself with the mission of the college in several areas, but specifically by “…[preparing] our students for employment” and WHEREAS the Curriculum Committee voted to support the proposal by the
Business Department to add a program, A.A.S. Hospitality & Tourism (HNT)
NOW THEREFORE BE IT RESOLVED that the Curriculum Committee recommends to the PSO that the program A.A.S. Hospitality & Tourism (HNT) be added.
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77
APPENDIX C
CHECKLIST FOR EVALUATING PROPOSALS
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CHECKLIST FOR EVALUATING PROPOSALS
Curriculum Committee Proposal Evaluation & Meeting Note-Taking Template
Meeting Date:_______________________________
It is very important to read the Curriculum Committee Alerts and ALL Curriculum Committee documents distributed by Academic Affairs. Members should be familiar with the Curriculum Committee Handbook and process by which proposals are made to the Curriculum Committee.
Votes: (Record any votes that took place at the meeting.)
Modify:
ADD:
Discussion:
Proposals: (The following are good points to highlight when recapping to your department.)
1.) Reason for proposal:
2.) Department(s) most affected by change:
3.) Population of students most affected by change:
4.) How does it affect the department you represent?
5.) Concerns from your department:
Does the proposed change affect any of the current course or program offerings? Explain.
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Internal Committee Questions: (The following are questions that are important for the Curriculum
Committee to look at.)
1.) How does proposal impact
a. Transferability:
b. General Education requirements:
2.) Are the course outcomes written in a way that the course can be assessed?
ALL departmental proposals needing Curriculum Committee approval should be sent to the
Curriculum Committee Chair, Associate Dean of Academic Affairs for Curriculum and
Assessment, AND initiating Department representative.
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APPENDIX D
SUNY GENERAL EDUCATION REQUIREMENT
SUNY SEAMLESS TRANSFER POLICY
MIDDLE STATES GENERAL EDUCATION STANDARDS
NYSED POLICY ON LIBERAL ARTS AND SCIENCES
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SUNY GENERAL EDUCATION REQUIREMENT (SUNY-GER)
According to SUNY, the SUNY-GER is required for all bachelor's degree
candidates. The relevant SUNY website can be accessed at
http://www.suny.edu/student/academic_general_education.cfm and the
relevant information from the website follows:
The SUNY General Education Requirement (SUNY-GER) enables students to acquire knowledge
and skills that are useful and important for all educated persons, regardless of their jobs or
professions. (SUNY Board of Trustees Resolution, January 2010)
The SUNY-GER is required for all bachelor's degree candidates.* Every four-year SUNY campus
has a general education curriculum that reflects the SUNY-GER and is designed to provide a solid
foundation for your college education and make transfers within SUNY as smooth and seamless as
possible.
How SUNY-GER Works
If you entered SUNY in fall 2010 or later, to earn a SUNY bachelor's degree, you must earn 30
credits in at least seven of the following ten SUNY-GER subject areas, and demonstrate two
competencies.
Areas:
Mathematics (required) (Appendix A)
Natural Sciences (Appendix B)
Social Sciences (Appendix C)
American History (Appendix D)
Western Civilization (Appendix E)
Other World Civilizations (Appendix F)
Humanities (Appendix G)
The Arts (Appendix H)
Foreign Language (Appendix I)
Basic Communication (required) (Appendix J)
Competencies:
Critical Thinking (required)
Information Management (required)
If you entered SUNY between fall 1998 and fall 2009, you may need to complete a course in each
of the ten areas, but your advisor may be able to tell you about other options. If you entered SUNY
before fall 1998, the SUNY-GER may not apply. A very limited number of majors at some
campuses may not require the entire SUNY-GER. Check with your advisor for more information.
How to Fulfill Your SUNY-GER
Your academic advisor can help you plan a path to meet your SUNY General Education
Requirements, as well as any other general education requirements for your specific campus and
major. For the specific campus and major(s) you intend to complete, find out about:
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Specific Courses Required:
General education requirements vary by campus and by major. However, if you satisfy a SUNY-GER
area at one SUNY campus with a grade of C or higher, you will have met that SUNY-GER area at every
other SUNY campus. Campuses may make some exemptions to general education requirements
because of AP, IB, CLEP, DANTES or ACTFL exams, or prior college credits. Visit Campus
Requirements to determine the areas required by each campus and major, and the courses available
within those areas.
Course Grades Required
In general, if you earn a grade of C of higher in SUNY-GER course, you will have satisfied the general
education component for that course at every SUNY campus.
Notes for Transfer Students
If you plan to transfer within SUNY to earn a bachelor's degree, you may want to complete as many
SUNY-GER courses as you can before you transfer. Try to complete courses in at least 7 SUNY-GER
areas, including the 2 required areas, before you transfer. If you complete SUNY-GER courses that fit
the expectations of your transfer campus and major, you will be making good progress toward your
bachelor's degree.
This ends the relevant information from the website
http://www.suny.edu/student/academic_general_education.cfm
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SUNY SEAMLESS TRANSFER POLICY
All SUNY schools must comply with the SUNY Seamless Transfer Policy. Official SUNY policies regarding seamless transfer can be accessed at http://system.suny.edu/academic-affairs/student-mobility. Frequently Asked Questions about the policy can be accessed at http://system.suny.edu/academic-affairs/student-mobility/seamless-transfer-policy-faqs/.
MIDDLE STATES GENERAL EDUCATION STANDARDS
According to Middle States, which is the accrediting body for DCC, the
General Education program for the institution must satisfy some minimum
requirements. The relevant Middle States website can be accessed at
http://www.msche.org/standards/ and the relevant information from the website
follows:
Standard III: General Education
Institutions that offer undergraduate education should have a general education program, free standing or integrated into academic disciplines, that:
1. offers a sufficient scope to draw students into new areas of intellectual experience,
expanding their cultural and global awareness and cultural sensitivity, and preparing
them to make well-reasoned judgments outside as well as within their academic field;
2. offers a curriculum designed so that students acquire and demonstrate essential skills
including at least oral and written communication, scientific and quantitative
reasoning, critical analysis and reasoning, technological competency, and information
literacy. Consistent with mission, the general education program also includes the
study of values, ethics, and diverse perspectives; and
This ends the relevant information from the website
http://www.msche.org/standards/
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NEW YORK STATE EDUCATION DEPARTMENT (NYSED) POLICY
ON LIBERAL ARTS AND SCIENCES
According to NYSED, all DCC programs must contain a certain number of Liberal
Arts and Science courses. The NYSED website can be accessed at
http://www.nysed.gov/college-university-evaluation/department-expectations-
curriculum and the relevant information from the website follows:
Policy Statement on Liberal Arts and Sciences
This guidance is intended to assist institutions of higher education in New York State in meeting the
requirements of the Rules of the Board of Regents, Section 3.47 (c), Requirements for Earned Degrees,
Undergraduate degrees:
“Undergraduate degrees shall be distinguished, as follows, by the minimum amount of liberal arts content
required for each degree. The required liberal arts core shall not be directed toward specific occupational or
professional objectives.”
Degree Minimum Proportion
of Liberal Arts Content
Minimum Number of
Liberal Arts Credits
Associate in Arts (AA) 3/4 45
Associate in Science (AS) 1/2 30
Associate in Applied Science (AAS) 1/3 20
The liberal arts and sciences comprise the disciplines of the humanities, natural sciences and
mathematics, and social sciences.
A. Examples of course types that are generally considered within the liberal arts and sciences:
1. Humanities:
English—composition, creative writing, history of language, journalism, linguistics,
literature, literature in translation, playwriting
Fine arts—art appreciation, history or theory
Foreign languages—composition, conversation, grammar, history of the language,
literature of the language, reading, translation studies
Music—music appreciation, history or theory
Philosophy—comparative philosophy, history of philosophy, logic, schools of
philosophy
Religion—comparative religion, history of religion
Theater—dramatic interpretation, dramatic literature, dramaturgy, history of drama,
playwriting
2. Natural sciences and mathematics:
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Natural sciences—anatomy and physiology, biology, chemistry, earth science,
geology, physics, zoology
Mathematics—calculus, mathematical theory, statistics
Computer Science—broad survey/theory courses
3. Social sciences:
Anthropology, cultural studies, economics, geography, government, history, political
science, psychology, sociology
Criminal justice—introductory and broad survey courses
Communications—interpersonal communication, mass communication, public
speaking, speech and rhetoric
B. Examples of course types that are generally not considered within the liberal arts and sciences:
o Agriculture
o Business—administration, finance, human resources, management, marketing, production
o Computer applications (e.g., word processing, database, spreadsheet), programming (e.g.,
specific languages)
o Health and physical education
o Home economics
o Education and teaching methods
o Library science
o Music—studio, performance, practice courses—voice, instrument, direction, conducting
o Office technologies and practice
o Performing and related arts—acting, costume design, dance, direction, lighting, production,
scene construction, sound production
o Specialized professional courses in such fields as accounting, architecture, dental hygiene,
dentistry, engineering, law, medicine, nursing, nutrition, pharmacy, podiatry, veterinary
medicine
o Studio art—drawing, painting, ceramics, sculpture
o Technology/technician fields—construction, data processing, electrical, electronics, graphic
arts, mechanical, medical, refrigeration repair
o Television and radio production
o Theology—pastoral counseling, ministry
This ends the relevant information from the website
http://www.nysed.gov/college-university-evaluation/department-expectations-
curriculum
Please note that NYSED calculates all minimum requirements using a standard of 60 credit hours for
a program. A program that exceeds 60 credits does not have to add any courses or content to reach
"3/4" or "1/2." If an AA program, for example, is at 64 credits, and has 45 credits of Liberal Arts, that
program meets the NYSED standards.
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APPENDIX E
FLOWCHART OUTLINING CURRICULUM COMMITTEE PROCEDURE AND
PROCESS
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1
Dutchess Community College Process – Curriculum Committee Proposals
Begin: Proposal developed with OAA through intra & inter departmental consultations
End: President receives approved proposal Effective: July 26, 2011
Originating Department
Office of Academic
Affairs
Curriculum Committee
PSO
Page 1 of 3
Academic & Institutional Departments (includes ASC)
1 Proposal developed with
OAA through inter &
intra departmental
consultations
3 Proposal
Received
2 Proposal sent to the
OAA, CC Chair, and
Department Rep
4 Proposal reviewed
by Dean and
Associate Dean
5 Comments or
suggested changes
sent to originating
department
6 Comments,
changes received &
reviewed
7 Response provided
to Office of
Academic Affairs,
CC Chair, and
Department Rep
8 Proposal added to
agenda of the next
Curriculum Committee
meeting
9 Proposal sent to
members of the
Curriculum
Committee
10 Presents proposal
before Curriculum
Committee
11 Discusses
proposal
YES
NO 12 Important changes
suggested?
2
Originating Department
Office of Academic
Affairs
Curriculum Committee
PSO
Academic & Institutional Departments (includes ASC)
14 Committee members
present proposal at
department meetings
(includes ASC)
13 Distributes to PSO “Curriculum
Committee Announcement”
consisting of part III of the
proposal
15 Review
departmental
discussions, as
needed
16 Vote on
proposal
18 Proposal announced
in Curriculum
Bulletin YES
NO
17 Proposal
Accepted?
Page 2 of 3
Dutchess Community College Process – Curriculum Committee Proposals
Begin: Proposal developed with OAA through intra & inter departmental consultations
End: President receives approved proposal Effective: July 26, 2011
Process Ends
Process Ends
3
Dutchess Community College Process – Curriculum Committee Proposals
Begin: Proposal developed with OAA through intra & inter departmental consultations
End: President receives approved proposal Effective: July 26, 2011
YES
NO
Originating Department
Office of Academic Affairs
Curriculum Committee
PSO
Acad. & Instit. Depts. (includes ASC)
21 Vote on
proposal
24 Proposal sent to
President
Proposals
involving new or
deleted programs
sent to Board of
Trustees
23 Proposal announced
in PSO meeting
20 Presented as a
resolution to
PSO
YES
NO
19
Proposal is a policy
change or involves a
new or deleted
program?
Page 3 of 3
Process Ends
22 Proposal
Approved?
Internal Process Ends
Internal Process
Ends
