Curriculum is one of the major responsibilities of the faculty. It entails a knowledge of the discipline, an understanding of pedagogical practices and strategies and an organizational structure aligned with campus, system and statewide policies. At campus level, the Academic Programs Office handles the administrative functions, the Office of the Registrar handles student functions and the Faculty Senate oversees curriculum development. The Teaching Resource Center is trying to assemble all of these aspects in a coherent resource site for faculty, as well as provide the Curriculum Guide for Q2S conversion and transformation.
Available Resources
- Q2S Curriculum Guide: The guide provides definitions of conversion & transformation, as well as considerations for programs (e.g. majors, minors, tracks, certificates) and the steps for curriculum approval.
- Campus Resources: This list links faculty to campus resources for various areas of curriculum such as the Bulletin (Catalog), the Campus Calendar, student concerns (e.g. Grade Grievances, audits, adds/drops)
- Policies & Procedures: This page provides information about the curriculum development process (to include CourseLeaf information), campus policies, the Master Plan and scheduling resources.
Additional Resources
- GE Curriculum (Approved by Faculty Senate, March 2017)
- CS Codes and K-Factors on Google Drive or on OrgSync site; CSUSB login required
- CSUSB Q2S Program Discussions
- Frequently Asked Questions (Q2S)
This guide is being developed by the Q2S Steering Committee, Curriculum Subcommittee. For more information, please contact:
- Davida Fischman (fischman@csusb.edu) for questions about the guide as a whole
- Janelle Gilbert (janelle@csusb.edu) for questions about General Education (GE)
Because of the substantive nature of the Guide, it is still in development. The TRC will update the Guide as new sections and new information become available. Stay tuned!
Table of Contents
- Section A: Curriculum, Structure, and Design Considerations
- Part 1: Introduction and Definitions
- Program Conversion
- Program Transformation
- Part 2: Components of Conversion and Transformation
- Conversion
- Transformation
- Part 3: Key program and course design considerations
- Disciplinary Considerations
- Student Considerations
- Part 4: Additional considerations for online programs
- Part 5: Student Learning Outcomes
- Part 1: Introduction and Definitions
- Section B: Nuts and Bolts
- Part 6: How should academic programs proceed?
- Part 7: Articulation information for transfer students
- Part 8: Process for approvals (for each, give also process for exceptions)
- Terminology