3.4.12 Narrative

The institution places primary responsibility for the content, quality, and effectiveness of its curriculum with its faculty. (Faculty Responsibility for Quality and Oversight)

Narrative:The primary responsibility for the content, quality, and effectiveness of the Orangeburg-Calhoun Technical College (OCtech) curriculum is placed with its faculty. The College places high priority on what its students are able to know and perform when they complete a course and/or program. Faculty members are responsible for the development of course content in a performance-based learning environment where each course is built around competencies that are designed to be measurable and observable. The OCtech faculty ensures that course competencies clearly and concisely describe the targeted major skills of each course and that competencies are listed on each syllabus/course outline for all courses taught at the College. Course outlines/syllabi are developed using a common design template to ensure that instructional materials and established minimum learning outcomes are identically stated and consistent across all programs. The same procedures and responsibility for instruction apply to all distance learning courses.

The quality or degree of excellence is addressed through the faculty’s development of learning objectives that are performance-based. By identifying supporting skills, knowledge, and attitudes that lead to mastery of a competency, learning objectives provide measurements against which students’ progress and success in each course may be benchmarked. DACUMs and the DACUM process help to ensure validity of course content. Effectiveness is documented through the formal evaluation of program outcomes and the internal OCtech Annual Program Review process, as well as by outside accrediting agency, State Board for Technical and Comprehensive Education (SBTCE), and South Carolina Commission on Higher Education (CHE) review. Program reviews and the assessment of program outcomes are conducted by program faculty. These two practices include direct assessment measures developed by the program faculty and indirect assessment measures approved by the OCtech Curriculum Committee. These assessments provide documentation that indicates whether students have achieved the required competencies as delineated by the DACUM process, by the respective Advisory Committee, or by outside accrediting agency.

Faculty review and update programs as needed to stay current with information about learning, industry standards, and state and federal requirements. Course outlines are reviewed every three years to maintain currency.

Faculty members participate in the determination of curriculum content through the following formal OCtech processes:

1. All faculty participate in a formal process of course/program review and approval through the structure of the OCtech Curriculum Committee. The role of the Curriculum Committee is to ensure the integrity and consistency of curricula through review of all proposals for the following: new programs, new courses, changes to existing programs (including adding/deleting courses), modifying pre- and co-requisites, local additions to state level course descriptions, adding to the elective list, and modifying semester layout.

The Curriculum Committee also makes recommendations for the establishment or revision of College policies on academic standards. The Committee’s objectives are to assure that changes are educationally sound, to avoid unnecessary duplication of effort, and to reflect the constructive advice of a cross section of faculty, staff, and administration in its recommendations. While the Committee seeks input from staff and faculty on curriculum issues, only faculty members have voting authority.

2. All program areas have faculty-led advisory committees whose members are from business, industry, and the community at large. The advisory committees make curriculum suggestions and advise the faculty on trends in the workplace and the changing requirements for employees. Faculty members evaluate and validate input and implement accordingly, enabling the College to maintain relevancy and currency in instruction.

3. OCtech utilizes the DACUM Process for developing a curriculum. (DACUM is an acronym for developing a curriculum). The DACUM process includes bringing together a panel of industry professionals to guide the department in the formulation of program competencies that will be relevant to the job skills required of graduates.

4. Using the results of program DACUMs, each instructor in collaboration with other departmental faculty generates a student syllabus or course outline for each course offered at the College. Performance-based learning is emphasized in the content of a course and in the establishment of course competencies. Competencies set by the faculty clearly and concisely describe the targeted major skills of the course and are stated in measurable and observable terms in each course syllabus.

5. Each instructor, in collaboration with other departmental faculty, selects an appropriate text(s), learning activities, and methods of assessment to support the course competencies. Students must demonstrate measurable outcomes for assessment.

6. Each instructor, in collaboration with the academic dean, reviews results from the Student Evaluation of Instruction and the Graduate Survey to determine student satisfaction of content and delivery of instruction. Additionally, program faculty members review the Employer Survey to determine employer satisfaction with new hires. Program revision is the responsibility of the faculty.

The College uses a number of tools to support faculty in the quality of instruction.

In an effort to keep quality of instruction high, ongoing professional development is offered each semester covering a variety of relevant topics, most of which are generated by the faculty. The College sets aside two days each fall and one day each spring for formal professional development of all of its faculty and staff. Professional development is also offered on other days throughout each term and during statewide South Carolina Technical Education Association meetings. See Compliance Review Narrative for Comprehensive Standard 3.7.3 for additional information on professional development at OCtech.

While some courses cover computer skills or personal development, others address direct pedagogical issues. During Fall 2004, classes covered such topics as ways to perform effective Internet searches, integrating technology into the classroom, and effectively using Campus Cruiser.

The College provides a number of resources to support faculty in quality instruction. These include:

Learning Resource Services: Faculty are required to attend a library orientation that provides a comprehensive orientation of the services offered through the Learning Resource Center and a thorough orientation of the services available to support and enhance curriculum and instruction.
Instructional Technology Services: A media consultant is available for faculty to assist with classroom technologies.

Distance Learning Services: A full-time Information Resource Consultant is available to assist faculty in the development of course web enhancements and online courses. Although faculty members are responsible for the content and delivery of instruction, the Information Resources Consultant's primary responsibility is to provide technical assistance.