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THE ACADEMIC SENATE FOR CALIFORNIA COMMUNITY COLLEGES

ADOPTED SPRING 2017

THE COURSE OUTLINE OF RECORD:

A CURRICULUM REFERENCE GUIDE REVISITED

CURRICULUM COMMITTEE 2016?2017

DOLORES DAVISON, CHAIR, FOOTHILL COLLEGE

RANDY BEACH, SOUTHWESTERN COLLEGE

MICHAEL BOWEN, VENTURA COLLEGE

KAREN DAAR, LOS ANGELES VALLEY COLLEGE

MICHELLE SAMPAT, MT. SAN ANTONIO COLLEGE

MICHAEL WYLY, SOLANO COLLEGE

Table of Contents

inTroduCTion ................................................................1 hoW To use This PAPer ........................................................2 PlAnninG The Course ouTline of reCord ...................................3 CoMPonenTs of A Course ouTline of reCord ...............................7 eleMenTs ThAT APPlY To CrediT Courses .....................................13 deTerMininG leVels BeloW TrAnsfer And CB 21 ruBriCs .....................35 GenerAl CurriCuluM ConsiderATions .....................................50 CAliforniA"s eduCATion seGMenTs" roles And sTudenTs ....................53 Csu Ge BreAdTh And iGeTC ...................................................53 ConClusion .................................................................54 APPendiX i: ChAnCellor"s offiCe MeMorAnduM on The sTAndArd forMulA for CrediT hour CAlCulATions ..............................................55 APPendiX ii: GlossArY .......................................................67 APPendiX iii: Course ouTline of reCord TiTle 5 reQuireMenTs ............76 APPendiX iV: releVAnT PuBliCATion resourCes ..............................77 APPendiX V: resourCes linKs ................................................80 | 1 The Course ouTline of reCord

INTRODUCTION

īɷProgram and Course Approval HandbookĪī 1 the course

2 |The Course ouTline of reCord

The Course Outline of Record: A Curriculum Reference Guide Īī Stylistic Considerations in Writing Course Outlines of Record ĪīGood Practices for Course Approvals ĪīNoncredit Challenges and OpportunitiesĪī

SLO Terminology Glossary Īī

The Curriculum Committee: Role, Structure, Duties, and Standards of Good Practice

ɷProgram and Course Approval HandbookĪī

Accrediting

Commission for Community and Junior College's Accreditation StandardsĪī

HOW TO USE THIS PAPER

| 3 The Course ouTline of reCord to the Program and Course Approval Handbook COR course outlines of record

PLANNING THE COURSE OUTLINE OF RECORD

Initial Considerations

4 |The Course ouTline of reCord

| 5 The Course ouTline of reCord

Writing an Integrated Course Outline

Resources for the Faculty Member

6 |The Course ouTline of reCord

course outline of record

Outcomes, Accreditation, and the Course Outline

| 7 The Course ouTline of reCord

COMPONENTS OF A COURSE OUTLINE OF RECORD

ELEMENTS THAT APPLY TO CREDIT AND NONCREDIT COURSES the Program and Course Approval Handbook

Mission

The Role of a Course

8 |The Course ouTline of reCord

Statement of Need

| 9 The Course ouTline of reCord

Course Description

External Research Requirements

CHANCELLOR'S OFFICE DATA ELEMENTS

Stand Alone Courses

Title

10 |The Course ouTline of reCord

Elements Related to Currency

Course Control Numbers and Chaptering

the course outline of record

DED NO

DATA ELEMENT NAME

CB01

Course Department and Number

CB02

Course Title

CB03

Course TOP Code

CB04

Course Credit Status

CB05

Course Transfer Status

CB06

Units of Credit - Maximum

CB07

Units of Credit - Minimum

CB08

Course Basic Skills Status

| 11 The Course ouTline of reCord CB09

Course SAM Priority Code

CB10 Course Cooperative Work Experience Education Status CB13 Educational Assistance Class Instruction (Approved Special Class) CB21

Course Prior to Transfer Level

CB23

Funding Agency Category

CB24

Course Program Status

Degree-Applicable Courses

Nondegree-Applicable Courses

12 |The Course ouTline of reCord

Standards for Approval for Noncredit

Required Elements of a COR per Title 5 §55002

3

Requisites

6

Content

DISCIPLINE ASSIGNMENT

Assigning Courses to a Discipline

Administrators in California Community Colleges

| 13 The Course ouTline of reCord Administrators in the California Community Colleges it is credit or noncredit

ELEMENTS THAT APPLY TO CREDIT COURSES

UNIT VALUE AND CONTACT HOURS

Units, Credit Hours and Learning

14 |The Course ouTline of reCord

Variable Credit Hours

Program and Course Approval

Handbook

Standard Formula for Credit Hour Calculation

credit hours | 15 The Course ouTline of reCord Instructional CategoryIn-class HoursOutside-of-class Hours Lecture (lecture, discussion, seminar and related work)12 Activity (activity, lab w/ homework, studio, and similar)21 Laboratory (traditional lab, natural science lab, clinical, and similar) 30
________________

16 |The Course ouTline of reCord

Fractional Unit Awards and Minimum Thresholds

Program and Course Approval Handbook

| 17 The Course ouTline of reCord

3 units of credit

Cooperative Work Experience

Clock Hour Courses and Programs

18 |The Course ouTline of reCord

Local Policy

ON ENROLLMENT

Demonstrating and Documenting Need

ĪīModel District Policy on Requisites

in 2012

Content Review

| 19 The Course ouTline of reCord Content Review, Statistical Validation, and Communication/Computation Requisites Guidelines for Title 5 Regulations Section 55003Īī

Requisites and Articulation

Other Limitations on Enrollment

20 |The Course ouTline of reCord

CATALOG DESCRIPTION

Units, Hours, and Credit Status

| 21 The Course ouTline of reCord

Requisites and Transferability

Field Trips, Required Materials, and Other Expenses

22 |The Course ouTline of reCord

College Catalog Course Description Checklist

Course Objectives and Student Learning Outcomes

SLO. .

| 23 The Course ouTline of reCord SLO: SLO:

Writing Objectives and the COR

24 |The Course ouTline of reCord

Critical Thinking in the Course Objectives

| 25 The Course ouTline of reCord

CONTENT

26 |The Course ouTline of reCord

Major Headings and Sub Headings

Course Content

1

Repeatability and Core Content

Courses Related in Content (Formerly “Course Families") | 27 The Course ouTline of reCord in the ɼĪī

28 |The Course ouTline of reCord

Methods of Instruction

| 29 The Course ouTline of reCord Examples of Course ObjectivesExamples of Methods of Instruction Interpret and compare dramatic texts as both written plays and in live performance, including works by a variety of of gender, cultural background, class, sexual preference, and historical period. Performances of selected dramatic texts followed by instructor-guided interpretation and analysis. Observe and analyze the various components of a theatrical performance. Readings of dramatic texts by the instructor and students followed by instructor-guided interpretation. Differentiate between the play as literature and the play as performance. Attendance at required performances preceded by instructor- modeled performance review methods and followed by in- class and small group discussions. Evaluate the effectiveness of theatrical techniques in performance.

Project group meetings in class to develop play

interpretation project and group presentation. Analyze the artistic, literary, and cultural perspectives of various playwrights, including, North American, South

American, African, Asian, and European.

In-class and out-of-class video and audio presentations followed by instructor-guided interpretation, analysis, and comparison to live performances. Analyze and evaluate live theatre as a dynamic art form in

Lecture presentations on the organization of

theatrical companies followed by in-rehearsal and backstage visits at required performances.

30 |The Course ouTline of reCord

Using Multiple Methods of Evaluation

Methods of Evaluation and Critical Thinking

Examples of Course ObjectivesExamples of Methods of Evaluation theatre terminology. . Evaluation of written analyses for content, form, and application of dramatic performance review techniques. .

Observe and analyze the various components of a

theatrical performance. . Evaluation of contributions during class discussion. . Interpret and compare dramatic texts as both written plays and in live performance, including works by a diversity (such as of gender, cultural background, class, sexual preference, and historical period). . Evaluation of participation in and contributions to group projects. . Differentiate between the play as literature and the play as performance. . Evaluation of written criticisms for content, form, and application of critique methodology. . Evaluate the effectiveness of theatrical techniques in performance. . Evaluation of performance reviews for completeness, personal perspective, and application of performance review styles. . Examine the organization of theatrical companies and compare and contrast the roles of theatre personnel, e. .g. ., producer, director, dramaturge, technical director, actors, choreographer, critic, artistic director, development staff, scenographer and designers, and house manager. . Evaluation of interpretations of live performances and dramatic texts for cultural context, contrasts in live and textual impact, and performance techniques. . Analyze and evaluate live theatre as a dynamic art form television. . tests for content, terminology, knowledge of subject matter, and ability to compare and contrast types, origins, and presentation modes of dramatic material. . | 31 The Course ouTline of reCord

Attendance and Evaluation

Assignments

32 |The Course ouTline of reCord

Other Considerations for Assignments

| 33 The Course ouTline of reCord ObjectiveAssignments Written as TypesAssignments Written as Examples general theatre terminology.

Participation in class discussions

about plays.

Working with several classmates in a

group, review a list of theater terms and provide a two-to-three sentence

Interpret and compare dramatic texts as

both written plays and in live performance, including works by a variety of playwrights (such as of gender, cultural background, class,quotesdbs_dbs35.pdfusesText_40

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