OUTCOMES OF

CURRICULAR REVIEW
 The main characteristic of the curriculum based approach is of
course that there’s a curriculum to follow.

 The home school parents buy a complete curriculum for all the
subjects they want to teach their children – this can be either the
same curriculum for all subjects or a different one for each subject
– and base the education of their children on the curriculum of
their choice.
 This can be done in a very schools way, but there’s no reason why the
home educating parent should not use the chosen curriculum
creatively. She can liven up the lessons by taking the children on a
field trip, use hands-on activities to help them grasp concepts like e.g.
time, money and measurements. That way, the chosen curriculum can
become a wonderful source of inspiration to both the home educating
parent and the children.
 When we’re talking about the curriculum based approach to home
education, the first question you’ll probably ask, is: “But isn’t
that exactly the same as School at Home?“

 The similarities are immediately clear: There’s a lot of textbook

learning and workbook exercises involved, and working with a
curriculum is usually also highly structured. So, often, there’ll be a
large overlap between the curriculum based approach and the School
at Home Method.
 It’s highly structured approach to learning gives new and
uncertain home educators a solid framework to rely on.
 The child’s progress is easily monitored.
 No nagging questions about whether or not your child is
learning the right things at the right time.
 The parent doesn’t have to rely on her own preparations and
resourcefulness; she can just follow the teacher’s manual.
 Ideal for families who thrive on a highly structured routine.
 It’s highly structured approach may not fit your family’s
lifestyle or needs.
 The Curriculum Based method may be very time consuming,
and put a high strain on the homeschooling parent because of
all the paperwork involved.
 Children may lose their natural enthusiasm for learning
because the textbooks are not interesting enough and there
are too many drills involved; resulting in stress for the whole
family.
 Buying a complete curriculum can be quite pricey.
 The general guidelines governing retention, tenure and promotion
decisions are stated in the current Academic Senate policy. These
procedures are to be conducted in accordance with relevant state and
federal laws and the provisions of the faculty Collective Bargaining
Agreement.

 The candidate is the primary source of information for the Department

RTP Committee. The candidate should submit relevant materials for the
period under review following the guidelines “Preparation of the
Working Personnel Action File (WPAF) for Retention, Tenure and
Promotion” distributed by the Department of Faculty Affairs and
Professional Development.
1. Teaching Effectiveness
2. Professional Achievement and Growth
3. Contributions to Campus and Community
1. Teaching Effectiveness
A high level of performance in teaching is expected and must be
achieved for the candidate to be recommended for retention, tenure and/or
promotion. The candidate’s teaching performance will be evaluated by
considering the following general categories:
1.1) classroom instruction,
2.2) course and curriculum development,
3.3) teaching contribution across a wide range of curricular
needs and/or at differing levels of instruction, and
4.4) innovation in course materials and instruction.
1.1. Classroom Instruction

 Student evaluation of teaching. The College of Business uses a

common student evaluation instrument, which is comprised of two
sections. The first section consists of questions with objective integer
responses ranging from 1 (Excellent) to 5 (Poor). The second section of
the instrument consists of three subjective, open-ended questions,
requiring written student responses pertaining to the strengths and
weaknesses of the instructor and the course. The RTP committee will
assess the longitudinal trend of student evaluations. The RTP committee
will take into account the impact of the introduction of experimental
technology, method of delivery, and content in the conduct of a course
on student evaluations.
2.2) course and curriculum development,

 Creation and development of new courses or curricula will

be considered in this category. Since a certain level of
course preparation and development is expected of all
faculty members, a noteworthy level of achievement
requires effort and evidence above this usual expectation.
 Due to the wide-ranging nature and rapid innovation in the field of
information systems, the Information Systems Department recognizes
the greater value of instructors who can teach different information
systems courses and who can teach at both undergraduate and graduate
levels. Therefore, greater value will be placed on instructors who can
teach several information systems courses, each of which covers a
different technological, managerial, or conceptual area. Greater value
will also be placed on instructors who can teach both specific
technological courses as well as broad-based survey courses.
 Unusual or innovative course materials can be submitted for
consideration if they are judged to be beyond the usual expected
effort of faculty. The Information Systems Department does not
attempt to make a judgment about the boundaries of what is
considered innovative or about the characteristics of innovation in
general. Candidates are encouraged to submit their curricular
innovations with supporting materials.
2. Professional Achievement and Growth
 Teacher development has moved beyond simple in-
service workshops and has expanded into a more
robust system of continuing education. In order to
advance in their careers, teachers should seek out
professional development opportunities which are
ongoing and aligned with standards and assessments.
 Educators must understand the concepts in processing
professional development and what it means to
education. The National Staff Development Council
(2007) created a set of nine standards that all
professional development should follow. They include
content knowledge and quality teaching: research-basis,
collaboration, diverse learning needs, student learning
environments, family involvement, evaluation, data-
driven design, and teacher learning.
 Professional development refers to the development of a person in
his or her professional role. According to Glattenhorn (1987), by
gaining increased experience in one’s teaching role they
systematically gain increased experience in their professional
growth through examination of their teaching ability. Professional
workshops and other formally related meetings are a part of the
professional development experience (Ganzer, 2000). Much
broader in scope than career development, professional
development is defined as a growth that occurs through the
professional cycle of a teacher (Glattenhorn, 1987).
 Service learning links academic study to community service through
structured reflection; it engages students in responsible and challenging
community service; it provides structured opportunities for students to
reflect critically on their experiences; and it emphasizes learning in areas
such as communication, critical thinking and community involvement.
Through service learning campus-community connections are established;
students gain a better understanding of the economic, social, and/or
political issues within their community; students have the opportunity to
meet people whose lives are different from, or perhaps similar to, their
own; students learn valuable skills and often have the opportunity to use or
share those that they have learned as well as enhancing self-confidence and
self-esteem by helping others.
 Two national organizations support and advocate the development
of service learning curriculum. Campus Compact, a coalition of
ninety-two college and university presidents, and the Corporation
for National Service, a federal government agency, report data
that give some indicators of the popularity of service learning. As
of 1998, 575 member campuses were participating in Campus
Compact, with estimates that about 10,800 faculty members were
involved in teaching 11,800 service-learning courses.
  PROGRAM IS RETAINED
BEACAUSE IT IS FOUND TO BE
EXCELLENT.
 REVISION –

 School districts across the nation have begun revising instructional

programs in an effort to meet society’s demands for a 2lst century
workforce. Determining what these needs are, how to address them,
and how to revise established curriculum often rests in the laps of
many building level administrators. Often these building principals
find themselves at the center of a controversy they did not want, do
not deserve, and cannot fix.
 Yet, they are charged with full responsibility for the often mandated
“curriculum revision” process. Many times these same educational
leaders have not had adequate preparation for, nor do they have a full
understanding of, what is expected, with regard to the curriculum
revision project. This demand for change to meet the needs of a 2lst
century educational program is challenging even the best educational
leaders.
PROGRAM IS CHANGED IN
RESPONSE TO IDENTIFIED
PROBLEMS AND NEEDS.
 A temporary cessation of a program whereby students will not be
admitted to or declare into a program for a defined period of time.

 Effective July 6, 2018, The System Academic Leadership Council

(SALC) approved to temporarily suspend action on all proposed
curricular additions and changes that are non-essential to
consolidation, not required by accreditation, and/or not responsive to
documented workforce needs. This includes all levels of curricular
offerings as defined in System Regulation 3.038
 (a) degree programs;
 (b) majors;
 (c) concentrations;
 (d) minors;
 (e) tracks, specializations, clusters;
 (f) certificates; and
 (g) degree designators. In addition, this temporary suspension applies to
the development and revision of individual courses and internal
collaborative degree options, such as accelerated bachelors/master's
degree programs and new concurrent degree programs.
 From time to time it may become necessary for new enrollment in an
academic program to be temporarily suspended because of a lack of
qualified faculty, lack of student interest, or because of a reduction in
budget. Suspension of a program is proposed and approved in
accordance with Policy Statement 11-05

 The suspension of an academic program means that students will not

be admitted to the program for a specified time.
 Temporary suspension of an academic program may be requested by the
program faculty, the dean of the college housing the program, or the
Office of the Provost. Regardless of the initiator of the request for
suspension of an academic program, consultation shall take place among
the faculty, dean, and the Office of the Provost prior to any decision on
suspension. Final decisions on suspension of academic programs are the
responsibility of the Office of the Provost.

 Upon suspension approval, the department or college notifies the

Curriculum Office for notation in the University catalog
 Suspension of an academic program will be for a minimum of one
academic year and a maximum of three academic years. Decisions to
suspend an academic program should be finalized at least 30 days before
the beginning of the next admission cycle (September 1 for fall admission
and July 1 for spring admission.) To address Admission issues regarding
the suspended program, the Associate Vice President for Enrollment
Services should be notified by the college once the suspension has
completed the above-mentioned approval process.

 A decision to end the suspension of an academic program (re-open

admission) shall follow the same consultative process that led to initial
suspension.
 the discontinuance of an academic program means that the sequence of
instruction in that academic area will no longer be offered in a form
which will lead to a degree or a certificate. For purposes of this policy
document, an academic program is defined as a sequence of courses
leading to a bachelor's, master's or professional degree, a formal degree
option, a minor, a certificate, or a credential. It does not refer to the
department(s) or other administrative unit(s) that may offer the courses
involved. Portions of the curriculum may be retained if they are related
to other programs.
ADMISSION INTO THE PROGRAM IS
SUSPENDED WHILE IT UNDERGOES
RADICAL IMPROVEMENT.
 Permanent closure of a program which includes removal
from future academic calendars and cessation of admission
or declaration to the designated program.
 Abolition of the Qualifications and Curriculum Development Agency

 Sections 175 to 191 of, and Schedule 11 to, ASCLA 2009 (the
Qualifications and Curriculum Development Agency) are repealed.

 26 Abolition of the QCDA: consequential amendments

 (1)Schedule 8 (abolition of the QCDA: consequential amendments) has

effect.

 (2)The Secretary of State may by order make changes in consequence

of section 25 to any provision of subordinate legislation made before
the date on which this Act is passed.
 (3)“Subordinate legislation” has the meaning given by section 21(1)
of the Interpretation Act 1978.

 27Abolition of the QCDA: transfer schemes

 Schedule 9 (schemes for the transfer of staff, property, rights and

liabilities from the QCDA to other persons) has effect.
• PROGRAM IS ABOLISHED BECAUSE IT HAS FAILED TO MEET
ITS INTENDED PURPOSES
 PROGRAM DOES NOT SATISFY MINIMUM CHED
REQUIREMENTS

 PROGRAM FAILED TO MEET UNIVERSITY’S OWN

STANDARDS

 PROGRAM HAS NOT SERVED ITS PURPOSE AND/OR HAS NOT

FULFILLED THE REQUIREMENTS OF THE DISCIPLINE
ERLY C. ILAO
Reporter