11.5 Curriculum has a logical and appropriate scope and sequence.
a. Curriculum conforms to national norms.
b. Courses are arranged numerically to order learning experiences and levels.
c. Curriculum progressively leads to student competency and learning.
The curriculum is appropriate for the educational level and is consistent with national norms of similar institutions. The Institution considers national norms of similar institutions in the identification of program and course learning outcomes, in program and course revisions, selection of faculty, selection of instructional materials, and identification of assessment tools.
Faculty in their recommendations for new/revised courses/programs are asked to submit a rationale as to the additions and/or. Usually, several similar colleges and universities programs/courses are reviewed to make the best addition or revision recommendations. Consistent effort is made to ensure that curriculum is in line with what similar institutions are requiring in their curriculum. A careful review of what the North Carolina Regents for Higher Education require in their policies is also done.
The Catalog states the description of how the numbering of courses is done.
Numbers of three digits are used to designate courses. The first digit represents the classification: Remedial, 000; Freshman, 100; Sophomore, 200; Junior, 300; Senior, 400. If possible, the last two digits indicate course sequence such as EN 101 is English Composition 1 and EN 102 is English Composition 2.
The curriculum progressively leads to student competency and learning. Further, course descriptions include prerequisites, when applicable, to ensure that students are taking courses in the correct sequence for competency and learning outcomes. The degree programs are designed to build from the general education core courses to the program requirements courses.