Comprehensive Standard 3.4.10: Responsibility for Curriculum
The institution places primary responsibility for the content, quality, and effectiveness of the curriculum on its faculty.
At the University of South Florida Sarasota-Manatee (USF Sarasota-Manatee), faculty members bear the primary responsibility for the content, quality, and effectiveness of the curriculum. Faculty assume this responsibility for all courses whether they deliver them face-to-face only (100% in-person), web-enhanced (<51% online), hybrid (51%-79% online), or fully online (>80% online).
The faculty of each college developed a procedure for curriculum development, implementation, and change as outlined below. After approval by the colleges’ faculty and deans, the Faculty Senate’s Academic Programs Committee (APC) reviews academic proposals. If the members recommend approval, the proposal proceeds to the Academic Council. The APC Guidelines and APC Instructions for Submitting Proposals guide factulty. All new programs and courses, whether face-to-face, on-line, or blended in delivery, go through the Committee (APC Agenda and Minutes website). The Associate Director, Community Engagement & Faculty Affairs, tracks the changes for the Academic Catalog through a Curriculum Spreadsheet.
Regarding the quality and effectiveness of the curriculum, the faculty in each degree program carry out program assessment and make curricular changes for program improvement. Faculty members assess programs and courses that are face-to-face, on-line, and blended in a similar manner in each of the four colleges.
College of Arts & Sciences
In the College of Arts & Sciences (CAS), responsibility for the curriculum resides with the faculty who are organized into disciplinary workgroups, which meet monthly. The workgroups propose new courses and program changes. Following the CAS Dean’s approval, the faculty members send their curricular proposals to the APC. The CAS disciplinary workgroups are also responsible for conducting ongoing annual cycles of assessment to inform their curricular planning. To that end, each group has revised their degree programs on the principle of backwards design. The group designs its capstone course projects to elicit performance of the intended degree outcomes. Then the groups review and revise the curriculum for more intentional development of the intended outcomes. Over the summer faculty teams from each degree program score student work done in the capstone, and then in the following fall, the entire faculty group reviews the assessment results and plans accordingly.
College of Business
The Undergraduate Curriculum Committee of the College of Business (COB) is responsible for reviewing curriculum proposals dealing with all facets of the undergraduate program, and the Graduate Curriculum Committee is responsible for the graduate program. Each committee has five (5) faculty members. Once reviewed, the committees send their proposal recommendations to the full COB faculty for review. If approved, the COB Dean then concurs and forwards the recommendation to the APC for its review. In each discipline, a lead faculty member takes responsibility for working closely with his/her colleagues, and Institutional Research & Effectiveness in assessing the degree programs and suggesting improvements from year-to-year.
College of Education
The faculty organized two curriculum area groups responsible for planning, delivering, and evaluating programs and candidates in the College of Education (COE). Initiating faculty members present new and revised course proposals to the curriculum area for review. COE’s Assessment Committee, responsible for overseeing the COE assessment system across all degree programs, reviews the proposals. With approval from both bodies, proposals go to the COE Dean for review. With the Dean’s approval, the proposal is sent to the Academic Program’s Committee (APC) for review as noted above. Faculty members initiate new degree program proposals, which are then reviewed by the Faculty of the Whole and the Assessment Committee. Further, as part of a continuous improvement cycle, each fall COE holds a Data Retreat. Faculty review student outcome data in depth and use the data to plan systematic program improvement. As part of this process, faculty prepare an Annual Program Review Report with an analysis of data, changes they propose and a plan to make the changes. For example, as documented in the 2013 Bachelor’s in Elementary Education report, faculty decided to move the Exceptional Children’s course to a slot early in the program instead of late in the program to enable candidates to learn and apply differentiated instruction throughout their program. Faculty also added additional course assignments and assessments to the course.
College of Hospitality & Tourism Leadership
The Undergraduate Faculty Committee of the College of Hospitality & Tourism Leadership (CHTL) is responsible for developing, reviewing, and revising all curricular proposals associated with the undergraduate program; the Graduate Faculty Committee handles the graduate program. The entire CHTL faculty votes on the committees’ recommendations. Those recommendations that receive a majority of the faculty vote and the concurrence of the CHTL Dean move to the Faculty Senate’s APC for further review.
Because the major program assessment occurs in the capstone course, the faculty member who teaches that course leads the assessment activities, including collecting the data. The Dean holds a meeting in the fall of all faculty to review the data and to make revisions in the curriculum, as necessary.
Lead Faculty in Each Degree Program
Below is a table indicating the lead faculty in each degree program with their assessment reports completed for 2012-13 and 2013-14 and the assessment plans for 2014-15. Note that the academic program assessment cycle is still in progress for 2014-15. Although faculty members collected data during the 2014-15 academic year, they are currently analyzing the data to close the assessment loop. The 2014-15 academic assessment reports, showing use of results, are due into Institutional Research & Effectiveness from faculty the Fall Semester, according to the Annual Assessment Cycle Timeline for Academic Programs.
* The AY 2014-15 planning cycle will not be complete until November 2015.
**Applied Science is one degree with concentrations in two colleges.
***Program had first students in 2014-15.
****Program had first students in 2012-13, but did not have enough students or data to assess.
SUPPORTING DOCUMENTATION AND EVIDENCE