College Curriculum Committee

Communication Station

This is the page where you will find pertinent e-mail blasts.

Colin Archibald at Computer CCC Meeting


The e-mail message below was originally sent on Wednesday, October 26, 2011 to Joan Tiller, Interim CLO; and the Campus Presidents. A reminder was sent on Tuesday, December 6, 2011. The campus presidents are disseminating the information contained in the e-mail to the Academic Deans and all faculty.


As you all know, the CCC requested that any course coming forward with a modification would need to have a course outline associated with it. On August 3, I sent you the attached list of courses still in need of course outlines. Please help the CCC by reminding your faculty that if they plan on bringing a course for modification to Curriculum, for the February catalog deadline, they will need to have a course outline completed through the voting stage. Faculty Council rules indicate that for a proposal/outline to pass, half of all eligible voters must vote, and 2/3 must approve. If I can be of ANY assistance, please do not hesitate to let me know.

I sincerely appreciate all of the efforts that you have already made with these outlines. Thank you very much!


Courses wo Outlines 080111

This e-mail message was sent Monday, October 3, 2011 as a blind-copy to all full-time faculty, deans, and campus presidents


The office of Curriculum and Articulation is very pleased to announce the LIVE PRODUCTION with Course Outline Builder 4.0. Attached, please find a pdf file of all of the new features in the builder, including changes to e-mail notifications, and voting timeframes.

If you would like to have a personal or departmental training, please feel free to contact Kim Adams at 3418 or Karen Borglum at 3455.

A special thank you to Michael Hill for all of his hard work in this production!



Course Outline Builder v4.0

This message was sent on October 15 as a blind copy to all tenured and tenure track faculty, as well as deans/directors, provosts, and student affairs personnel.

Please make sure to read the entire e-mail and attachments, because these are important recommendations that will have an impact on our A.A./A.S. General Education curricula.


General Education Principles and Procedures

General Education Analysis

General Education Alignment Recommendations


As you may know, the Collegewide Curriculum Committee (CCC) has been reviewing the General Education Curricula for three years.  At our October 13 meeting, we made recommendations toward aligning our A.A./A.S. General Education curricula.  By "aligning" we mean that we should have one General Education curricula and not one for the A.A. degree, and an additional one for A.S./A.A.S degrees.  Having two different lists of General Education courses causes confusion for students and is not consistent with the fact that General Education is a single program collegewide.  Please note that the recommendations for removing courses from General Education does NOT mean deleting the recommended courses from the catalog. It is also important to note that these recommendations are not going to change the required hours within the General Education program.  This e-mail and the attachments are designed to explain how these recommendations were established, and to offer each of you a voice in our decision making.


1.       December 2007 Faculty Council approved the attached General Education Principles and Procedures
          document (see attachment 1).

2.       November 2008 General Education Summit held.

3.       June 2009 the CCC was given a homework assignment to review all 28 state/community colleges in Florida.

4.       September 2009 homework reviewed by CCC, and subcommittee set up to review all information.  The
          volunteers from the Collegewide Committee to serve were:  Catherine Espenscheid, Dan Dutkofski, Falecia
          Williams, and Karen Borglum.

5.       November 2009 the subcommittee met with UCF representatives to discuss the Gen Ed courses that were
          different in Valencia’s A.A./A.S. curricula.  The subcommittee asked UCF to determine what Valencia
          Gen Ed courses would transfer to UCF (see attachment 2).  Yellow coding indicates courses that are missing
          from either the A.A. or A.S. Gen Ed curricula.

6        January 2010 received feedback from UCF regarding courses that would transfer in as Gen Ed courses (see
          attachment 2).  Purple coding indicates courses that will transfer into Gen Ed at UCF.

7.      August 2010 report run from SCNS (Statewide Course Numbering System) to see what each institution in the
         state offers as Gen Ed.

8.      September 2010 subcommittee met again to review state course report, UCF information, enrollment numbers
         for course identified as not aligned, and A.S. degree program requirements.

9.      October 13, 2010 the CCC met to review subcommittee recommendations, and to determine a course of action
         for collegewide feedback.

Research Used

1.       General Education requirements of all 28 state colleges/community colleges

2.       A.S. degree program requirements

3.       Enrollment numbers for courses not “aligned”

4.       SCNS report on Gen Ed courses

5.       Gen Ed Principles and Procedures guidelines

6.       UCF feedback


Please review the attached documents paying particular attention to attachment 3, the recommendations for alignment.  If you have specific concerns about impacts on our curriculum of  a course recommended for Gen Ed deletion or addition, please fill out the feedback form provided (attachment 4), and send it back to Karen Borglum by November 1.  All feedback will be collected, and posted on the CCC website for review

Karen and John will be happy to facilitate campus or collegewide division/discipline discussion during the month of November.  All concerns and comments will be shared with the CCC at the January meeting when the Committee votes on the final recommendation.  If you have any questions don't hesitate to call any of us.


Karen Borglum
John Niss
Falecia Williams


Hello, Karen, John and Falecia,

I have a concern regarding deleting PHY2101 course. Please find attached a concern form and supporting documentations. Please let me know if you have any questions or would like me to rpvide you with any additional information.




Irina Struganova
Ph.D., Professor of Physics
Valencia College, West Campus

Documents Attached

Feedback Form

Agenda Physics Curriculum Alignment Meeting

Minutes Physics Curriculum Alignment Meeting


Hi Karen

I'm attaching the Gen Ed Alignment form listing the Intermediate levels of Spanish and French.  I don't know if other members of the faculty have responded to your email but I have included them in this email.  Having taught Intermediate Spanish in the past, literature and culture are major parts of the coursework.  I'm sure Samira will agree with this for Intermediate French I and II.  I'm not sure about Portuguese or Sign Language.

Please let us know if we need to meet for further discussion.


Aida E. Diaz
Humanities and Foreign Language
East Campus
Building 3-104
Phone: 407.582.2336
Fax: 407.582.8917

Documents Attached

Feedback Form


On Oct 27, 2010, at 8:00 AM, "Samira Chater" <> wrote:

After checking the attached document, I agree with Aida that in the intermediate levels (having taught both Spanish & French intermediate levels) discussions on the literature and cultural aspects of the language are integral elements of a more profound knowledge of the language.

Thank you,

Samira Chater
Professor of Foreign Languages
East Campus
MC 3-2


From: Ana Caldero Figueroa
Sent: Wednesday, October 27, 2010 8:11 AM
To: Samira Chater
Cc: Aida Diaz; Karen Marie Borglum; Yolanda Gonzalez; Lester Sandres Rapalo; Joe Menig
Subject: Re: Important Recommendations to General Education

I do agree with Aida & Samira.

The book that we use and students love on west emphasizes culture and literature.  Maria also supplements the class with Lessons plans about poetry and music.  She has a cultural project they do on the topic of Flamenco.


From: Yolanda Gonzalez
Sent: Wednesday, October 27, 2010 12:23 PM
To: Karen Marie Borglum; Ana Caldero Figueroa; Aida Diaz; Lester Sandres Rapalo; Joe Menig; Samira Chater
Cc: Jenni Campbell; Dan Dutkofski; David Sutton
Subject: RE: Important Recommendations to General Education

In light of our colleague discussion through email, I do agree with my colleagues when they say these courses do have literature and cultural components. It is an Intermediate language level.  However, I do have a reservation. I am reading SACS' interpretation and course description goals and although cultural awareness is one of the learning components of these courses, proficiency is the target goal. As we can see in our Course outline and course description (see attachment), we do emphasize, as other colleges in the region, proficiency at the intermediate level. So, my question is if SACS will approved a course where culture is a learning component but not the holistic target of the course as a HUM course.

SACS interpretation of Core Requirement 2.7.3--

Courses in basic composition that do not contain a literature component, courses in oral communication, and introductory foreign language courses are skill courses and not pure humanities courses. Therefore, for purposes of meeting this standard, none of the above may be the one course designated to fulfill the humanities/fine arts requirement in CR 2.7.3.

Thank you,

Yolanda L. González
Professor Spanish and Humanities
Program Chair Foreign Languages East
701 N Econ Trail  Mail Code 3-2
Orlando, Florida 32825


From: Ana Caldero Figueroa
Sent: Wednesday, October 27, 2010 12:51 PM
To: Yolanda Gonzalez; Karen Marie Borglum; Aida Diaz; Lester Sandres Rapalo; Joe Menig; Samira Chater; Maria Perez-Boudet
Cc: Jenni Campbell; Dan Dutkofski; David Sutton
Subject: RE: Important Recommendations to General Education

First of all I am going to ask my colleagues to include Professor Boudet in this discussion.

Second, I want to make sure that I have never lost the perspective of our goal: language proficiency!

I agree with these points and in no way I am disregarding, deleting or ignoring language proficiency.  Let's just remember that language proficiency can obtained through different and diverse sources.

Grammar, reading, listening skills can be targeted and addressed using as we know different strategies and materials.  For example, the cultural element can be introduced by the reading of a poem or an essay that also target or has the purpose of vocabulary builder and grammatical elements.  In the interpretation of the poem and the subsequent discussion in class communication is enhanced. I have done it many times in my classroom.

We talk a lot about language proficiency but we never (I think) try to find innovating ways that will make other possible topics inclusive in the course.  In SPN 1120 & 1121 we barely have time to introduce some cultural elements.  We cannot forget that students can take SPN 2200 & 2201 as an elective Humanities course.

Professor Boudet has never forgotten that language proficiency is an important, essential, and vital element in the course and if you visit her class you will be able to observe exactly how she makes different topics work within the lesson and the result is a better vocabulary knowledge and a more effective communication.

The inclusion of diverse sources and lessons embedded in the class allows her to emphasize not only proficiency but she is able to also include culture and civilization.

When I have taught SPN 2200 & 2201 students are very enthusiastic about the language because they learn a lot about the culture and the class is not just about grammatical drills.

The new theories about Spanish for Heritage or Second language acquisition clearly argue how in order to be success in our common efforts for language proficiency we have to make the language not the focus of instruction but the vehicle to instruction.

"To get something you never had, you have to do something you never did".

Ana J. Caldero Figueroa
hair of Foreign Languages
Professor of Spanish & Latin American Humanities West Campus
5-255  Ext. 1431

From: Joe Menig
Sent: Wednesday, October 27, 2010 1:20 PM
To: Ana Caldero Figueroa; Yolanda Gonzalez; Karen Marie Borglum; Aida Diaz; Lester Sandres Rapalo; Samira Chater; Maria Perez-Boudet
Cc: Jenni Campbell; Dan Dutkofski; David Sutton
Subject: RE: Important Recommendations to General Education

I agree with Dan....we shouldn't lose sight of the main objective.  Language proficiency is the goal.


From: Ana Caldero Figueroa
Sent: Wednesday, October 27, 2010 1:21 PM
To: Joe Menig; Yolanda Gonzalez; Karen Marie Borglum; Aida Diaz; Lester Sandres Rapalo; Samira Chater; Maria Perez-Boudet
Cc: Jenni Campbell; Dan Dutkofski; David Sutton
Subject: RE: Important Recommendations to General Education

That is for sure....How you achieve language proficiency?  That question is debatable.


From: Lester Sandres Rapalo
Sent: Wednesday, October 27, 2010 1:23 PM
To: Ana Caldero Figueroa; Joe Menig; Yolanda Gonzalez; Karen Marie Borglum; Aida Diaz; Samira Chater; Maria Perez-Boudet
Cc: Jenni Campbell; Dan Dutkofski; David Sutton
Subject: RE: Important Recommendations to General Education

Hello colleagues,

What an interested discussion. As faculty members we ought to examine SACS’ goals descriptions. This information can certainly garner crucial information in the subject matter. As language educators one must acknowledge that it is clear that different educational philosophies impact learning theories in more than one venue. Professors, teachers and administrators must understand that students learn in many different ways and therefore one must be sensitive to different learning styles and embrace a diversity of teaching methods. Hence, one needs to understand that SPN 2200 is a course that has an emphasis on written narrative as well as language integrating grammar through compositions, vocabulary, films, presentations, and culture presentations. There are certainly various channels of humanities elements throughout the course; we should keep in mind that language prociency is our target.

I tend to embrace Mezirow's explanation of what learning is: "learning may be understood as the process of using a prior interpretation to construe a new or a revised interpretation of the meaning of one's experience, in order to guide future actions" (Mezirow, 2004, p. 12). In this theory, Mezirow argues that learning and thinking are overlapping terms; to have an understanding of the many interpretations; one must participate in the process of thought. However, I must acknowledge the importance of the behavioral, cognitive and humanistic theories of learning in our current learning culture and society.

In conclusion, for a good education sector to succeed in today’s business market, especially given the current climate of the economy, it is critical that the higher education sector identify opportunities for strategic and targeted change. SPN 2200 foster the linguistic, cultural, grammar, and pedagogical needs of the college and most importantly students. Rejecting this notion may lead to poor development and performance of the organization. Strategy and decision making around change must be appropriate for this demanding, exciting, and risky nature of the competitive environment.


Lester Sandres


From: Ana Caldero Figueroa
Sent: Wednesday, October 27, 2010 1:33 PM
To: Lester Sandres Rapalo; Joe Menig; Yolanda Gonzalez; Karen Marie Borglum; Aida Diaz; Samira Chater; Maria Perez-Boudet
Cc: Jenni Campbell; Dan Dutkofski; David Sutton
Subject: RE: Important Recommendations to General Education


Focus on language

        Massive vocabulary development
Certain grammatical points
Build on what they CAN DO
Focus on what they CANNOT Do

Focus on motivation and identity

        Interaction with the family and community
Use of authentic materials
Focus on pedagogy
macro approaches: content and culture-based; task-based; project-based; literacy-based



E-Mail sent to deans and other key people on July 8, 2010, with a follow-up e-mail
on Augut 17, 2010

Good Afternoon! Once again, we are at the time of year when voter lists need to be updated to reflect changes in faculty for the 2010-2011 academic year. As a reminder, there are specific guidelines for voter eligibility, as stated in the Curriculum Manual:

“Names on the Voter Eligibility List for Curriculum Changes will include the names of each full‐time tenured or tenure‐track faculty member, the director (coordinator) associated with the specified discipline or program for the current academic year, and all deans who provide oversight to the specified discipline or program. “Faculty associated with a specific discipline or program” are defined as a full‐time tenured or tenure‐track faculty member, who are credentialed in the discipline, and have primary teaching responsibility in the discipline or program. In cases where there are no tenured or tenure‐track faculty for specific courses, the dean/director in conjunction with the Curriculum Committee will designate the appropriate faculty.”

The voter lists can be found at the following link:

You can also access the voter lists from the Curriculum Committee homepage under “Related Links.”

Please submit your changes in one of the following ways:

1. Print the voter list(s); scratch out any deletions and add in pen any additions; send to me via interoffice mail at Kim Adams, DTC-4; or

2. Use the “Save As” feature to save the Word document to your computer. Make the changes and send to me via e-mail at

3. You can simply send me an e-mail stating any deletions or additions

Please submit all changes to me by Wednesday, July 28, and I will make the revisions as soon as possible thereafter (but prior to the start of the new Academic Year). If you attempt to access a voter list in COB or on the Curriculum Committee website prior to it being updated, and it is no longer correct, just let me know and I will make sure it is promptly updated so you have the most current list for your proposals.

Thank you so much, and I hope everyone is having a wonderful summer!


Kim A. Adams
Administrative Assistant
Curriculum and Articulation
(407) 582-3418