Theme: Curriculum and Expectations
Organization Level: Academic Department
Critical elements: Expectations for all students to succeed are clearly communicated and are faithful to policies and procedures of the institution. Goals, priorities, and resources are aligned to prepare students for job or the next level of education.
Practice: Involve faculty to determine appropriate goals, priorities, and resources needed to better align high school and college curriculum for successful student transition.

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CriteriaLess Effective PracticesDeveloping Success FactorsCollege Readiness and Success
Structured Pathways Implementation

There are few department-level expectations or goals for monitoring student progress in specific pathways.

Departments review students educational and career goals to inform planning and departmental goal setting.

Departments ensure that students regularly engage with faculty and advisors to discuss goals and make adjustments to educational goals. They are fully committed to the entire student experience.

Cultural Studies

There is little department support for adding cultural study to English courses until the institution has committed to providing the support and resources needed.

Department leadership sees value in incorporating cultural studies into English courses to motivate learning.

Department leadership fully supports cultural study built in to their English courses to motivate learning. Department Leaders prioritize faculty training on implementation of cultural studies through programs such as ASTEP.

Curricular Alignment

Departments do not monitor curricular alignment issues. Course content is left up to up to the instructor.

Departments monitor curricular implementation and encourage collaborative conversations across faculty and staff.

Departments consistently communicate students learning outcomes and monitor curricular implementation across course sequences. Support and resources are provided for regular collaborative opportunities.

Curricular Partnerships

Department Deans have little involvement in and have not advocated for establishing partnerships with feeder high schools related to curricular alignment.

Departmental leaders support the policies and programs of the institution to align curricula, but are not involved in these efforts.

Departments support programs and policies of the institution and advocate for faculty and staff to participate with feeder high schools, and provide the needed resources for these efforts.

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