PENN STATE HARRISBURG CAPITAL COLLEGE

1. PENN STATE HARRISBURGCAPITAL COLLEGE Curricular Cooperation at Penn State: Major Themes and Goals 2005-2006

2. Curricular Cooperation at Penn State: Major Themes and Goals CURRICULAR INTEGRITY DISCIPLINARY UNITYSYSTEM-WIDE CONSULTATION AVOIDANCE OF COMPETITIVE DUPLICATION SEAMLESS TRANSITION FOR STUDENTS ACADEMIC EXCELLENCE William Mahar – Senior Associate Dean

3. DEFINITIONS – UNDERGRADUATE CURRICULUM Curricular Integrity – the expectation that a course taken at one location and from one faculty member will be substantially similar in instructional goals and content to the same course taught at a different location or by a different faculty member at the same location. Integrity is particularly crucial in courses that serve as prerequisite or foundational courses for upper-level classes.

4. DEFINITIONS Curricular Drift – the tendency for the content and objectives of a course to stray from the original outline and purpose of that course as time passes and different instructors at different locations rotate through the course. Disciplinary Unity – All faculty members, regardless of their location or academic home, will be considered a part of the University faculty in their discipline. Sources: Senate Committee on Intra-University Relations: Report on Curricular Integration Across Locations [February 3, 2004

5. EXPECTATIONS FOR FACULTY AND COLLEGES Faculty Curricular Responsibilities - Faculty in the different colleges are expected to work together collegially in the development of new and revised academic programs and courses. Curricular Consultation - Faculty outside the unit must be consulted when program or course content overlaps with existing programs or when the program or course is, or will be, offered also by other academic units. Sources: http://www.psu.edu/ufs/guide/intro.html

6. FACULTY SENATE UNDERSTANDING: ONE PENN STATE FACULTY There is one faculty at Penn State and the titles of individual faculty members are based on the disciplines in which they specialize or the departments or schools in which they hold positions. Source: http://www.psu.edu/ufs/guide/intro.html [Senate Guide to Curricular Procedures]

7. SENATE UNDERSTANDING: ACADEMIC PROGRAMS If an academic program is offered in several colleges, the academic requirements for the completion of the program are not expected to be identical but should be comparable in all colleges The differences in programs with the same name can reflect different areas of emphasis or specialization. These differences will be clearly evident in the Bulletin Source: http://www.psu.edu/ufs/guide/intro.html [Senate Guide to Curricular Procedures]

8. SENATE UNDERSTANDING: FACULTY COLLEGIALITY In the context of the curriculum this implies that the discipline faculty in the different colleges are expected to work together collegially in the development of new and revised academic programs and courses Efforts on the part of the faculty in this regard must be supported by the academic leadership

9. PROCEDURES: COURSES AND CURRICULA The sponsoring college is to provide supporting materials as the proposal is under administrative review that make reference to the registeredintention to plan earlier and evidence of the relationship of the proposal to: 1. University and college missions; 2. Program duplication; Source: http://http://www.psu.edu/ufs/guide/intro.html [Senate Guide to Curricular Procedures]

10. PROCEDURES The sponsoring college must also show “. . . the relationship of the proposal to”: 3. Quality of learning (faculty availability, levels and types of instruction, and learning outcomes); 4. Impact on enrollment and flow of students; 5. Market need and demand; 6. Resource feasibility; and 7. Consultation within the University. Source: http://www.psu.edu/ufs/guide/intro.html [Senate Guide to Curricular Procedures] and http://www.psu.edu/oue/aappm [Academic Administrative Policies and Procedures]

11. CONSULTATION Faculty proposing the course should consult with colleagues in the discipline or related disciplines at all affected campus colleges Faculty outside the unit must be consulted when program or course content overlaps with existing programs or when the program or course is, or will be, offered also by other academic units Administrators in the academic units should consult with Department Heads, Chairs, and Directors at all affected campus colleges Source: http://www.psu.edu/oue/aappm

12. CONSULTATION Associate Deans must consult with all colleague Associate Deans Deans must consult with colleague Deans when issues cannot be resolved at the various levels Evidence of consultation should accompany all curricular changes Senate Committee on Intra-University Relations will review curricular integration issues periodically

13. CURRICULAR DESIGN PRINCIPLES: SEAMLESS TRANSITION In the design of the curriculum every effort should be made to make it consistent among the campuses allowing students . . . to move readily among Penn State locations without undue loss of credits The curriculum is the primary demonstration of the faculty’s commitment to academic quality and the foundation for learning in a student-centered university

14. Curricular Responsibilities for Faculty and School Directors Discuss course assignments with Director Consult with sponsoring departments Confer with School Curriculum Committee Review course content and teaching strategies with disciplinary colleagues

15. Curricular Responsibilities for Faculty and School Directors Distribute syllabus to students [University Senate Policy 43-00] Maintain syllabus file in unit Study standard course syllabi available from sponsoring department Share information with adjunct faculty

16. Curricular Cooperation at Penn State: Major Themes and Goals CURRICULAR INTEGRITY DISCIPLINARY UNITYSYSTEM-WIDE CONSULTATION AVOIDANCE OF COMPETITIVE DUPLICATION SEAMLESS TRANSITION FOR STUDENTS ACADEMIC EXCELLENCE

17. We Are Penn State . . . Too! Confer Consult Cooperate

18. PENN STATE HARRISBURG CAPITAL COLLEGE