The Course Outline Of Record: A Curriculum Reference Guide
The Course Outline of Record:A Curriculum Reference Guideadopted spring 2008Curriculum Committee 2007-2008Wheeler North, Aviation, San Diego Miramar College, ChairBerta Cuaron, Vice President of Instruction, Palomar College, CCCCIO RepresentativeKaren Daar, Anthropology, East Los Angeles CollegeGreg Granderson, Counseling, Santa Rosa Junior CollegeMichelle Grimes-Hillman, Psychology, Mount San Antonio CollegeMichael Heumann, English, Distance Education Coordinator, Imperial Valley CollegeKaren Kunimura, Physical Education, Sacramento City CollegePat Mosteller, Older Adult Learning, San Diego Continuing EducationStudent Representatives, Student Senate for California Community CollegesA c a d e m i c S e nat e f o r C a l i f o r n ia C o m m u n i t y C o l l e g e s
TABLE OF CONTENTSAbstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2How to Use This Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Planning the Course Outline of Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Initial Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Writing an Integrated Course Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Resources For the Developer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Components of A Course Outline of Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Elements That Apply to All Credit and Noncredit Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Need/Justification/Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Chancellor’s Office Data Elements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Title 5—Standards For Approval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Discipline Assignment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Elements That Apply to Credit Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Units. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Contact Hours. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Prerequisite Skills and Limitations on Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Catalog Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Methods of Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Methods of Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Assignments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Required Texts and Other Instructional Materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Elements That Apply to Noncredit Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Contact Hours. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Catalog Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Methods of Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Methods of Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Assignments and/Or Other Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Relevent Course Outline Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Modality of Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Course Calendar and Class Size. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Other Local Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63General Curriculum Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Local Processes and Autonomy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Course and Program Approval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Program Review and Revising the Course Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Changes Which Trigger Course Outline Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64California’s Education Segments, Roles and Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66CSU/GE Breadth and IGETC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Contract Education and Community Service Offerings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Appendices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Appendix 1: Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Appendix 2: § 55002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Appendix 3: Course Outline of Record Additional Requirements. . . . . . . . . . . . . . . . . . . . . . . . 81Appendix 4: Relevant Publication Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Appendix 5: Resources Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Appendix 6: Course Outline Examples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86Appendix 7: Descriptive Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
ABSTRACTCurriculum is at the core of any educational endeavor, and the course outline of record plays a central roleboth internal and external to the California Community College System. This update to the original AcademicSenate paper Components of a Model Course Outline of Record also incorporates material from the previouslypublished Academic Senate papers Stylistic Considerations in Writing Course Outlines of Record and GoodPractices for Course Approvals.In spite of the fact that internal and external standards for courses regularly evolve, this paper offers the curriculum developer a clear framework for the writing of a course outline of record. The paper begins with abroad overview of the development process and then moves to an element by element explanation of thecourse outline of record itself. For each element, stylistic and practical considerations are provided along withthe appropriate citations where such inclusion helps to clarify the regulatory intent to ensure quality. The paperalso includes discussion of related topics such as discipline assignment and the potential effects of compressedcalendars.The paper concludes with curricular considerations beyond the course outline of record, a detailed glossary ofterms, and a list of useful references.
2 The Course Outline of Record: A Curriculum Reference GuideINTRODUCTIONThe course outline has evolved considerably from its origins as a list of topics covered in a course. Today, thecourse outline of record is a document with defined legal standing and plays a central role in the curriculum ofthe California community colleges. The course outline has both internal and external influences.Standards for the course outline of record appear in Title 5 Regulation (see Appendix 2), in the Chancellor’sOffice Program and Course Approval Handbook, and in the Accrediting Commission for Community and JuniorColleges (ACCJC) accreditation standards. System-wide intersegmental general education agreements with theCalifornia State University and the University of California (CSU-GE and IGETC) may also place requirementsupon the course outline such as specific content or currency of learning materials.Course outlines of record are also used as the basis for articulation agreements, providing a document withwhich to determine how community college courses will be counted upon transfer to baccalaureate grantinginstitutions. Course outlines are reviewed as part of a college’s Program Review process, a process of centralimportance to accrediting agencies. For colleges to maintain their delegated authority to review and approvenew and revised courses, they must certify that their local approval standards meet the comprehensive guidelines produced by the Chancellor’s Office. The quality described in a course outline of record is evidence ofmeeting these guidelines.The course outline of record plays a particularly important role in the California community colleges because itclearly lays out the expected content and learning objectives for a course for use by any faculty member whoteaches the course. Course outlines provide a type of quality control since it is not uncommon for communitycollege courses to be taught by several, and sometimes dozens, of faculty members. In order to ensure thatcore components are covered in all sections of a course, the California Community College System relies on thecourse outline of record to specify those elements that will be covered by all faculty who teach the course.While the standards for a course outline of record have been revised many times and are subject to ongoingrevision, numerous resolutions have directed the Academic Senate for California Community Colleges to provide guidance in the development of course outlines. This paper is part of the effort to provide that guidanceso that faculty might have reasonable assurance that the requirements for a course outline, both internal andexternal to their college, are met. This paper is an update of the original 1995 document, and to better meetthe typical user’s needs, this revision has incorporated the relevant portions of two additional Academic Senatepapers, Stylistic Considerations in Writing Course Outlines of Record (1998), and Good Practices for CourseApprovals (1998).It is important to note that this paper does NOT discuss the inclusion of student learning outcomes in thecourse outline of record. While currently there is no consensus about this matter across the state, the issuessurrounding this discussion are extremely complex and merit significant comprehensive research that is beyondthe scope of this paper. In a survey conducted by the Academic Senate in 2007, 50% of the colleges respondinghave chosen to include learning outcomes in the course outline of record and the other half of the collegeshave chosen to not do so. Therefore, this paper will not use the term “outcome” or “SLO”; some colleges mayfind that this paper’s definition of course objectives is similar to their definition of outcomes. The AcademicSenate is collecting research on the pros and cons of including student learning outcomes in the course outlineand will report back on its findings.
The Course Outline of Record: A Curriculum Reference Guide 3We also recommend that this paper be used in the context of two additional documents, The CurriculumCommittee: Role, Structure, Duties, and Standards of Good Practice (ASCCC, 1996) and the current edition of theChancellor’s Office Program and Course Approval Handbook. The purpose of these documents is to support thedevelopment of a course outline of record in light of the role of local curriculum committees and governingboards in approving them, and the role of the Chancellor’s Office in approving certificates and programs toensure compliance.While this paper offers a model for the course outline of record, the purpose of this paper is not to force standardization of curriculum but rather to assist faculty in presenting their courses in a format which will accuratelyreflect the quality of instruction they are providing. While the course outline of record is a blueprint of whatinstructional elements must be included, teaching should always be a dynamic and adaptive process, constantlyadjusting to accommodate the ever-changing diverse learning needs of students in the California communitycolleges. The model presented is intended to clearly demonstrate that the course will stand up to the scrutinyof the Chancellor’s Office, transfer institutions, industry and other external entities.
4 The Course Outline of Record: A Curriculum Reference GuideHOW TO USE THIS PAPERThis paper is intended to serve the needs of both the neophyte and experienced curriculum developer in writing a course outline of record. While one can treat the paper as a narrative and read it from cover to cover, inactuality the paper is designed so that one can simply go to the section of particular interest, reference whatone needs, and go back to writing the course outline of record. In addition, credit and noncredit course outlinesare treated separately, not because the differences between the two are significant, but because in all likelihoodthe writer of a noncredit course outline needs ready access to other sections related to noncredit courses morethan related information for credit course outlines.It is important to note that this paper is NOT about the development of programs leading to degrees andcertificates. While the context of programs is important in the development of course outlines of record andis reflected in the discussion of the elements of the course outline of record, for specific information about therequirements for submitting programs for approval to the Chancellor’s Office, one should refer to the Programand Course Approval Handbook (CCCCO, 2008).For the new course outline writer and for those who need a refresher, the first section “Planning the CourseOutline of Record” discusses some major planning considerations for developing a course outline of record,including the need for consideration of how the course outline integrates with numerous curriculum processesand the resources that should be collected as one embarks on the writing.This is followed by the reference section of the document, “Components of a Course Outline of Record.” Thissection details each element required for a course outline of record and provides four types of information:Summary of Key Points, Overview and Principles of Effective Practices, Regulatory Requirements—Title 5, andReferences. The elements are presented in the order typically found in many course outlines of record. Thispattern is very similar to the order they are introduced in Title 5 §55002 Standards and Criteria for Courses.The final section “General Curriculum Considerations” contains further background and detailed informationabout curriculum requirements outlined within Title
The course outline has evolved considerably from its origins as a list of topics covered in a course. Today, the course outline of record is a document with defined legal standing and plays a central role in the curriculum of the California community colleges. The course outline has both internal and external influences.
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
Oct 02, 2012 · Deuteronomy Outline Pg. # 20 8. Joshua Outline Pg. # 23 9. Judges Outline Pg. # 25 10. Ruth Outline Pg. # 27 11. 1 Samuel Outline Pg. # 28 12. 2 Samuel Outline Pg. # 30 13. 1 Kings Outline Pg. # 32 14. 2 Kings Outline Pg. # 34 15. Matthew Outline Pg. # 36 16. Mark Outline Pg. # 4
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
