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| Components of a Model Course Outline of Record |
|
November 1995 Curriculum
Committee 1994-1995
This paper reviews the role of the course outline
and summarizes the requirements and standards for writing approvable
outlines of record. (Appendices give the complete versions of each
of the published standards.) Moreover, the paper covers each of
the required components of the outline and presents an approach
to integrating the standards throughout the outline. This approach
is summarized in the form of a model course outline of record for
credit courses. The purpose of this model course outline is not
to force standardization of curriculum but rather to assist faculty
in presenting their courses in a format which will accurately reflect
the quality instruction they are providing. This format is intended
to clearly demonstrate that the course will stand up to the scrutiny
of the state and four-year institutions. Components
of a Model Course Outline of Record Model Course Outline of Record
Whereas the California State University, in Executive Order 595, removed the ability of community colleges to self-certify general education courses and has begun a systematic review of all such courses using stringent criteria, and Whereas many local colleges have experienced difficulties with articulation of courses campus-to-campus, to the Intersegmental General Education Transfer Curriculum (IGETC), and to the California State University (CSU) for general education requirements, Therefore be it resolved that the Academic Senate
for California Community Colleges direct the Executive Committee
to prepare a position paper recommending to local academic senates
and curriculum committees a model course outline of record format
and content that substantively addresses the approval criteria for
CSU general education courses, for IGETC courses, and for the 1994
Curriculum Standards Handbook. The purpose of this paper is to develop such a model
course outline of record. Role of
the Course Outline Maintaining academic standards means providing consistent,
quality instruction in the classroom. As our courses are taught
by various instructors, both full- and part-time, it is by reviewing
the course outline that they may clearly identify the standards
and content of the course they are to teach. In addition, the course
outline plays a critical role in the on-going process of program
review by which a college seeks to keep its curriculum relevant
and to allocate its resources sufficiently to maintain its programs.
When new programs are designed, it is
through the selection of courses and construction of new course
outlines that the program design is evaluated for its ability to
meet the newly-identified needs of students. The course outline of record should not be confused
with the syllabus. While a course outline
is a contract between the college and the student containing the
requirements and components of the course, a syllabus describes
how the individual instructor will carry out the terms of that contract
through specific assignments. Syllabi give specific dates, grading
standards, and other rules of the conduct of a course required by
the individual instructor. A course outline gives the basic components
of the course required to be taught by all instructors. A syllabus
allows the individual instructor to include methods and topics which
may go beyond the course outline. It gives the instructor the opportunity
to bring out his or her particular talents and strengths. Another role of the course outline is to demonstrate
that all of the required components
are present in the course to the required degree of rigor as specified
in Title 5 and the Curriculum Standards Handbook. It is the responsibility
of the college curriculum committee to review course outlines submitted
by discipline faculty to assure that they meet these standards.
Such course approval is the central
task of the curriculum committee. When initially offered as part
of a program, the course outline is submitted to both the California
Postsecondary Education Commission (CPEC) and the Chancellor's Office
in the program approval process. When
questions arise as to the appropriateness of a college's course
or program offerings, the Chancellor's Office or CPEC may request
copies of the pertinent course outlines for review. If these reviews
and approvals are not satisfactory, the colleges may not offer the
programs and/or courses. In addition, the Chancellor's Office may
also use the quality of the course outline of record to determine
that colleges are meeting the conditions for delegation of curriculum
approval authority. (See section 2.4 of the Curriculum Standards
Handbook excerpted in the appendix.) Outlines of record are also submitted annually for
approval as meeting California State University General Education
(CSU/GE) breadth requirements and for
inclusion in the Intersegmental General Education Transfer Curriculum
(IGETC). Each college also establishes
Transfer Articulation Agreements with
surrounding four-year colleges and universities. Again, the course
outline serves as the basis for evaluation of the transferability
of these courses and to substantiate their equivalence to those
courses offered at the four-year schools. Each college maintains its accreditation
through reviews conducted by the Western Association of Schools
and Colleges (WASC). In the self-study
done in preparation for such reviews—and during the site visits
which accompany them—course outlines of record serve as documentation
of the college's high academic standards and quality certificate
and degree programs. In the current move toward increased accountability
many other outside agencies have begun to look at the course
outline of record—its quality and rigor—as a means of evaluating
institutional effectiveness. For example, course outlines are cited
by the California Postsecondary Education Commission (CPEC), in
its effort to reduce fraud and abuse in the use of federal financial
aid as the State Postsecondary Review Entity (SPRE).
CPEC's SPRE standard 1, Information for Students, requires that
"to document the accuracy of these materials, the institution
should have available current course syllabi/outlines...."
Title 5
Requirements Title 5 places some specific requirements on the course
outline of record. The course must have a grading
policy that is clearly based on course objectives in the
course outline. The grade must be based on demonstrated proficiency
at least part of which is either in the form of written
essays or, if the curriculum committee deems it more appropriate,
problem solving ability may be added
to or substituted for essay writing. The number of units must
appear in the course outline. Each unit must be shown to require
three hours of work per week by the student either in or out of
class. The division of credit among lecture, laboratory, and activity
must be shown. (Typically, one lecture hour is deemed to require
at least two hours of work outside of class and so equals one unit.
Three hours of laboratory or activity is commonly equated to one
unit of credit. This is based on the definition of the credit hour
in Title 5 section 55002.5, commonly called the Carnegie unit.)
In all courses, even those which are predominately laboratory or
activity courses, the course outline must demonstrate that students
are required to study outside of class. Prerequisites, corequisites,
and advisories on recommended preparation are based on a
review of the course outline and other course materials. In the
case of sequential courses within and across disciplines (such as
Chemistry 1A for Chemistry 1B or Anatomy 1 for Nursing 1), a list
of prerequisite skills which serve as the basis for content review
is to be included in the course outline if the district's policy
is to be in accord with the Model District Policy. (The appropriate
section of the Policy also appears in the appendix.) Indeed, it
is one of the responsibilities of the curriculum committee to ascertain
if prerequisites skills are needed for a course, especially skills
in the areas of English and mathematics. A credit course is required to incorporate critical
thinking along with learning skills and a vocabulary that
is definitely at the college level.
It is through the course outline that these skills are demonstrated
to be at college level and an integral component of the course.
In the Title 5 subparagraph which addresses the course
outline of record specifically, the required components are unit
value, scope, objectives, and content. The outline must also
specify assignments, instructional methodology,
and methods of evaluation, although in these sections only
types and examples are required. This is an important distinction.
Objectives and content in the course outline are required of all
instructors. Individual instructors are, however, free to use different
assignments and methodology as long as the types they use are equivalent
(in covering course content and achieving student outcomes) to those
illustrated in the course outline. This section also requires types
of reading assignments, that is, texts and
other instructional materials. Again, not all instructors
must use the same text, but a complete list of the types used should
be included in the course outline. This is difficult to achieve
given that instructors change texts and other reading assignments
regularly. Many colleges meet this requirement by maintaining a
complete list of required material in the bookstore and/or library
and then make reference to this list in the course outline. (When
they are to be reviewed by those outside the college, the course
outlines must, of course have such reading assignments appended.)
The course outline is also an important part of the
regulations and guidelines on distance education.
Course quality in distance education courses is to be judged by
the same standards as spelled out in Section 55002 above. As such,
distance learning is a mode of presentation to be described (types
and examples) in the sections on assignments, instructional methodology,
and methods of evaluation. It is noteworthy that the outline must
indicate the instructor contact as specified in Section 55376. As
indicated in Section 55352, the course outline may also reflect
a review of the effect of the number of students on academic standards.
These components are required to be part of the course outline in
part because Section 55378 requires separate approval by the curriculum
committee of courses and sections taught in distance learning mode.
The objectives of the course must be consistent
with the mission of California Community Colleges and with
the local college mission as expressed in its master plan. In addition,
there must be a definite need for the
course. In most cases, associate degree credit courses serve as
required preparation for a degree, certificate or transfer. In many
cases, such courses also meet general education requirements for
the associate degree and/or transfer major. The course objectives
must be clearly designed to meet that stated need. The outline of record must reflect a quality
in the course sufficient to obtain the objectives. To do
this the outline must be complete, that is, contain all the elements
specified in 55002(a)(3): unit value, scope, objectives, and content.
The outline must also include types and examples of assignments,
instructional methodology, and methods of evaluation. It must be
rigorous and effective in integrating throughout the outline the
required components of critical thinking, essay writing/problem
solving, and college level skills and vocabulary. An integrated
approach is one in which each element appears throughout the objectives,
is covered in the course content, is reflected in comprehensive
assignments, is taught using an effective methodology, and serves
as an essential part of the evaluation of student performance. Citations
of texts and other reading material must be current, that is, reflect
the present knowledge of skills and principles upon which the course
is founded. The college must commit the resources, both in terms
of staff and facilities, to assure the feasibility
of offering the course with sufficient frequency to maintain
course objectives—at least every two years. Lastly, the course
must comply with any other applicable laws such as those related
to classes for those with disabilities. CSU/GE
and IGETC Requirements Courses can fail to receive approval for certification
in a general education area in both systems for a variety of reasons.
Very common is a simple failure to meet the
subject matter requirement of the area. For example, a psychobiology
course may not be rooted in the "principles which form the
foundations of living systems" (CSU/GE Area B: Physical Universe
and Its Life Forms), that is, it does not cover enough general biology.
Or a survey course in consumer chemistry may not "emphasize
experimental methodology" (IGETC Subject Area: Physical and
Biological Sciences), that is, it just describes and imparts facts
rather than promoting experimental inquiry. Another problem is the
course which is too narrow in focus.
For example, a special topics course in women's literature may be
a valuable course but may not be appropriate for general education
if it just covers American Anglo writers rather than being "designed
to develop a historical understanding of major civilizations and
cultures, both Western and non-Western, and an understanding and
appreciation of the contributions and perspectives of women and
of ethnic and other minorities" (IGETC Subject Area: Arts and
Humanities). Even courses that have appropriate breadth and focus
may fail because the course outlines do not
show an integrated approach. A required component such as
"exposure to both Western cultures and nonwestern cultures"
(CSU/GE Area C: Arts, Literature, Philosophy and Foreign Languages)
may appear in the course objectives but not in the content, assignments,
or student evaluation. Occasionally, one of these necessary
components is missing or is so tersely written as to provide
insufficient basis for evaluation. The use of forms which "check
off" such expected items as "essay tests" leave the
reviewer without adequate insight into the content of what will
be tested. Finally, some course outlines just do
not show a dedication to quality, currency, and completeness.
For example, courses are routinely rejected if they do not refer
to a text (or other appropriate instructional material) or refer
to a text which is outdated. Accreditation
Requirements The entirety of Standard Two could not be achieved
without strong course outlines. Indeed, documentation for the standard
requires current course outlines and objectives for all programs.
That said, four provisions stand out in particular. 2A.5 Program and course objectives
clearly specify the subject matter to be covered,
the intellectual skills to be acquired and learning
methods used, the affective and creative capabilities to
be developed, and the specific occupational skills to be mastered.
2B.2 The institution engages in periodic
review of program and departmental quality and effectiveness
under clearly specified and demonstrably implemented procedures.
2C.1 The general education segment of all educational
programs is based on a philosophy and rationale
that are clearly stated and provides the criteria by which the appropriateness
of each course in the general education component is evaluated.
2E.1 Student performance is
evaluated in terms of defined and published course requirements.
The essential components of the course outlines are
the foundation upon which the college achieves its educational goals
and upon which its accreditation rests. These components as described
in Standard Two reinforce the recurrent themes already presented.
Course objectives (and how those courses meet program objectives),
subject matter covered, learning methods, rationale, and evaluation
of student performance are all elements required by Title 5. Periodic review for accreditation provides an opportunity
for the college community to regularly assess the appropriateness
and effectiveness of its programs. Understanding the basis upon
which that assessment is made is key to making the most of that
opportunity. Periodic review of courses and programs—through assessment
of the course outlines which describe them—is the vehicle by which
that renewal can take place. Course
Outline of Record Format for Degree Credit Courses The catalog description
should clearly state the scope of the course, its level, and what
kinds of student goals the course is designed to fulfill. For example,
state "designed for engineering majors." It should be
evident from the catalog description that no two courses in the
curriculum are redundant. Local and statewide approvals are based partly on an evaluation of need. One aspect of need is showing that the course plays a role in the curriculum that no other course fulfills effectively. Need statements are critical for innovative courses. Need can be demonstrated in a number of ways.
The outline must state the objectives
of the course, that is, what students will have learned upon
successfully completing the course. "Boiler plate" is
strenuously discouraged! Objectives should use active verbs for
observable behaviors. They must establish that critical thinking
is an integral part of the course. For example, rather than "describe
animal hunting behavior" state "compare and contrast social
aspects of hunting tactics of major mammals." For those courses with prerequisites
or corequisites, the course outline should list those skills
without which the student would be highly unlikely to succeed. (Or,
for advisories, state the skills with which the student's learning
in the course would be enhanced.) The basis for these statements
of skills is the professional judgment of the instructors in the
discipline. Together with a comparison with the exit skills from
the prerequisite course, this section is the basis of the required
content review. The central component of the outline is the course
content. This section should include a complete listing of
the topics taught in the course. They should be arranged by major
headings with subtopics. The content may include the perspective
from which topics are taught, such as "social aspects of mammal
hunting tactics." The type or examples of methods
of instruction should be specifically related to the course
objectives. They should provide real guidance to instructors in
designing their class sessions. For example, rather than stating
"lecture" the description might be "lecture and demonstration
by instructor, with in-class practice, including feedback, coaching,
and evaluation by the instructor." Assignments should be
directly related to the objectives of the course. They should be
specific enough to provide real guidance to faculty and clear expectations
for students. A description of the type or examples of assignments
are required. For example, rather than "term paper" state
"term paper comparing and contrasting the social aspects of
the hunting tactics of two mammal species." This section must
establish that the work is demanding enough in rigor and independence
to fulfill the credit level specified. The nature of the assignments
must clearly demand critical thinking. Assignments should be adequate
to assure that students who successfully complete them can meet
the objectives of the course. Appropriate out-of-class work is required
for credit courses. Typically, a syllabus is attached to the course outline
to assist in meeting the requirements of types or examples of methods
of instruction, assignments, and evaluation. Remember that a syllabus
differs from a course outline in several ways. A course outline
is a contract between the college and the student and gives minimum
required components of the course. A syllabus describes how the
individual instructor will carry out the terms of this contract
by giving specific dates, grading standards, and other rules of
the conduct of a course required by the instructor. A syllabus allows
the instructor to include methods and topics which may go beyond
the course outline and gives the instructor the opportunity to bring
out his or her individual talents and strengths. However, syllabi
should clearly show that all instructors of the course follow the
objectives, content, assignments, and evaluation to the level of
rigor specified in the course outline. Types and examples of methods
of evaluation should be listed. This section should be substantively
related to the stated objectives of the course. The evaluation must
clearly show that critical thinking skills are required. Types or
examples should be extensive enough to show that all course objectives
are evaluated. Statements in this section should clearly show the
basis for grading. For example, "term paper shows topic coverage,
basis of comparison, and critical analysis." Textbooks are to be listed with specific titles and date of publication. The text and other instructional materials should show the required rigor and scope. (Because of the difficulty in keeping textbook and other materials listings current, many colleges refer to a current list such as that maintained by the bookstore. If that practice is used, a current copy of that list should be attached when the course outline is submitted for review.) In degree credit courses, texts should be written for college level students, but primary sources need not be college level. If "instructor-designed materials" are the only citation, a description of their scope should be in the outline and samples included.
Objectives meet the stated needs of the course. Course Content covers all the objectives. Methods of Instruction are identified with particular course objectives. Assignments and Evaluation clearly show how students attain all objectives. Texts are of college level and cover the theory and principles of the subject.
Catalog Description
Need/Justification/Goals
Prerequisite Skills
Objectives
Course Content
Assignments and Methods of Evaluation
Texts/Instructional Materials
Process
of Course Outline Revisions A key aspect of producing effective and appropriate
course outlines is training, both of
curriculum committee members and of the faculty in general. Begin
with a subcommittee of dedicated curriculum committee members. Use
the resources available both on and off campus. Your college has
a wealth of knowledge in its articulation officer, transfer center
director, chief instructional officer, curriculum chair, academic
senate president, and matriculation coordinator. Use their expertise
in training those who write and review course outlines. A number
of excellent resources are just a phone call (or e-mail!) away.
The appendix gives the names and addresses of those responsible
for curriculum review and articulation in the Academic Senate, Chancellor's
Office, California State University and University of California.
The members of the Academic Senate Curriculum Committee are particularly
interested in providing workshops to your campus faculty. Use this core group of trained on-campus faculty to
work with other faculty. When the faculty in a given discipline
is revising its curriculum, have one of these trainers go out to
their meetings and work with them directly. In the vast majority
of cases, the primary hurdle is the writing of the course outline
of record, not major revisions to the course itself. As taught in
the classroom—but all to often not reflected in the outline—most
of our courses do, indeed, meet the requirements cataloged in this
paper. Develop a college curriculum handbook which includes
the information on standards and process that faculty must have
to design, review, and approve courses, the step-by-step procedures
for getting a course outline reviewed and approved, and key contact
people to assist with the process. Most colleges use a check-off
list to assure that everything is in place. While such check-off
lists are not part of the course outline, they do assist those involved
in the process in making sure that all steps have been followed.
A word of caution is appropriate here. Checking off a box that a
required component, such as critical thinking, has been met is not
sufficient. The course outline itself must demonstrate that all
required components, such as critical thinking, are an integral
part of the course. Often the college curriculum handbook will provide
examples of various types of course outlines: general education,
non-credit, non-degree-applicable, vocational certificate, etc.
Annotations on these samples stating the purpose of each of the
components are also useful. The effort of revising and upgrading our course outlines of records should continue to be a priority for those of us in the classroom. It is through our unique approaches to curriculum that community colleges continue to contribute to and enhance higher education in California and the nation. Our curriculum, as expressed in our course outlines, assures those in business and industry that our students are prepared for their careers and assures our university colleagues that our students are ready for upper division work. The course outline of record is our work product, based on years of collaborative effort, that testifies to the academic integrity of our classes, programs, institution, and system. Appendix
1 (Title 5 Regulations) Chapter 6. Curriculum and Instruction Subchapter 1. Programs, Courses and Classes Article 1. Program, Course and
Class Classification and Standards 55002. Standards and Criteria for Courses and Classes (a) Associate Degree Credit Course. An associate degree credit course is a course which has been designated as appropriate to the associate degree in accordance with the requirements of Section 55805.5 and which has been recommended by the college and/or district curriculum committee and approved by the district governing board as a collegiate course meeting the needs of the students eligible for admission. (1) Curriculum Committee The college and/or district curriculum committee recommending the course shall be established by the mutual agreement of the college and/or district administration and the academic senate. The committee shall be either a committee of the academic senate or a committee that includes faculty and is otherwise comprised in a way that is mutually agreeable to the college and/or district administration and the academic senate. (2) Standards for Approval The college and/or district curriculum committee shall recommend approval of the course for associate degree credit if it meets the following standards: (A) Grading Policy. The course provides for measurement of student performance in terms of the stated course objectives and culminates in a formal, permanently recorded grade based upon uniform standards in accordance with Section 55758 of this Division. The grade is based on demonstrated proficiency in the subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students. (B) Units. The course grants units of credit based upon a relationship specified by the governing board, between the number of units assigned to the course and the number of lecture and/or laboratory hours of performance criteria specified in the course outline. The course also requires a minimum of three hours of work per week, including class time, for each unit of credit, prorated for short term, laboratory and activity courses. (C) Intensity. The course treats subject matter with a scope and intensity that requires students to study independently outside of class time. (D) Prerequisites and Corequisites. When the college and/or district curriculum committee determines, based on a review of the course outline of record, that a student would be highly unlikely to receive a satisfactory grade unless the student has knowledge or skills not taught in the course, then the course shall require prerequisites or corequisites that are established, reviewed, and applied in accordance with the requirements of Article 2.5 (commencing with Section 55200) of this Subchapter. (E) Basic Skills Requirements. If success in the course is dependent upon communication or computation skills, then the course may require, consistent with the provisions of Article 2.5 (commencing with Section 55200) of this Subchapter, as prerequisites or corequisites eligibility for enrollment in associate degree credit courses in English and/or mathematics, respectively. (F) Difficulty. The course work calls for critical thinking and the understanding of concepts determined by the curriculum committee to be at college level. (G) Level. The course requires learning skills and a vocabulary that the curriculum committee deems appropriate for a college course. (3) Course Outline of Record The course is described in a course outline of record that shall be maintained in the official college files and made available to each instructor. The course outline of record shall specify the unit value, scope, objectives, and content in terms of a specific body of knowledge. The course outline shall also specify types or provide examples of required reading and writing assignments, other outside of class assignments, instructional methodology and methods of evaluation for determining whether the stated objectives have been met by students. (4) Conduct of the Course All sections of the course are to be taught by a qualified instructor in accordance with a set of objectives and with other specifications defined in the course outline of record. (5) Repetition. Repeated enrollment is allowed only in accordance
with provisions of Chapter 2 (commencing with Section 51000), Sections
55761-55763 and 58161 of this Division. 55002.5. Credit Hour; Allowance for Shorter Term. One credit hour of community college work is approximately
three hours of recitation, study, or laboratory work per week throughout
a term of 16 weeks. Where a term is more or less than 16 weeks,
more or less than one credit hour shall be allowed in the same ratio
that the length of the term is to 16 weeks. Article 2.5. Prerequisites, Corequisites,
and Recommended Preparation 55201. Policies for Prerequisites, Corequisites, and Advisories on Recommended Preparation. (a) The governing board of a community college district may establish prerequisites, corequisites, and advisories on recommended preparation, but must do so in accordance with the provisions of this Article. Nothing in this subchapter shall be construed to require a district to establish prerequisites, corequisites, or advisories on recommended preparation; provided however, that a prerequisite or corequisite shall be required if the course is to be offered for associate degree credit and the curriculum committee finds that the prerequisite or corequisite is necessary pursuant to Section 55002(a)(2)(D) or 55002(a)(2)(E). (b) A governing board choosing to establish prerequisites, corequisites, or advisories on recommended preparation shall, in accordance with the provisions of Sections 53200-53204 of this Division, adopt policies for the following: (1) The process for establishing prerequisites, corequisites, and advisories on recommended preparation. Such policies shall provide that in order to establish a prerequisite or corequisite, the prerequisite or corequisite must be determined to be necessary and appropriate for achieving the purpose for which it is being established. District policies shall also specify the level of scrutiny that shall be required in order to establish different types of prerequisites, corequisites, and advisories on recommended preparation. At a minimum, prerequisites, corequisites, and advisories on recommended preparation shall be based on content review, with additional methods of scrutiny being applied depending on the type of prerequisite or corequisite being established. The policy shall provide that the types of prerequisites described in Subsection (e) may be established only on the basis of data collected using sound research practices. Determinations about prerequisites and corequisites shall be made on a course-by-course and program-by-program basis. (2) Procedures to assure that courses for which prerequisites or corequisites are established will be taught in accordance with the course outline, particularly those aspects of the course outline that are the basis for justifying the establishment of the prerequisite or corequisite. (3) The process, including levels of scrutiny, for
reviewing prerequisites and corequisites to assure that they remain
necessary and appropriate. These processes shall provide that at
least once each six years all prerequisites and corequisites established
by the district shall be reviewed. These processes shall also provide
for the periodic review of advisories on recommended preparation.
The Model District Policy [on
Prerequisites, Corequisites, and Advisories] [The model]
provides for all requirements of state law, [and] a district which
simply adopts this model and submits it as its local policy will
thereby have met all related provisions of law and will receive
prompt approval and support by the Chancellor's Office. If, however,
the district believes it has a better way to establish, review,
and provide for challenges to prerequisites, corequisites, advisories,
and limitations on enrollment, it is welcome to adopt the policies
it deems most advisable and, then, to submit that policy to the
Chancellor together with a rationale for changes in the crucial
areas of the model. II. Review of Individual Courses A. Prerequisites and Corequisites 1. Levels of Scrutiny b. Sequential Courses Within and Across Disciplines A course may be established as a prerequisite or
corequisite for another course provided that, in addition to the
review by faculty in the department or discipline and by the curriculum
committee as described above, skills, concepts and/or information
taught in the first course are presupposed in the second course,
and a list of the specific skills and/or knowledge
a student must possess in order to be ready to take the second course
is included in its outline of record. 55805.5. Types of Courses Appropriate to the Associate Degree. The criteria established by the governing board of a community college district to implement its philosophy on the associate degree shall permit only courses that conform to the standards specified in section 55002(a) and that fall into the following categories to be offered for associate degree credit: (a) All lower division courses accepted toward the baccalaureate degree by the California State University or University of California or designed to be offered for transfer. (b) Courses that apply to the major in non-baccalaureate occupational fields. (c) English courses not more than one level below the first transfer level composition, typically known as English 1A. Each student may count only one such course as credit toward the associate degree. (d) All mathematical courses above and including Elementary Algebra. (e) Credit courses in English and mathematics taught
in or on behalf of other departments and which, as determined by
the local governing board, require entrance skills at a level equivalent
to those necessary for the courses specified in sections (c) and
(d) above. 55000.5. Handbook; Monitoring and Review of Approved Courses and Programs. (a) The Chancellor shall prepare, distribute, and maintain a detailed handbook for use by the local educational agencies. The handbook shall contain course approval criteria, implementation plans for administrative regulations, and procedures for securing course and program approvals. (b) The Chancellor shall monitor and review courses
and programs which were approved under the provisions of section
70901 of the Education Code for compliance with applicable statutes
and regulations on a periodic basis. [Excerpts from this Handbook are presented in the
next Appendix.] Chapter 6. Curriculum and Instruction Subchapter 4. Article 2. Distance
Education 55352. Number of Students. The number of students assigned to any one course
section offered by distance education shall be determined by and
be consistent with other district procedures related to faculty
assignment. Procedures for determining the number of students assigned
to a course section offered by distance education may include a
review by the curriculum committee established pursuant to Section
55002(a)(1). 55376. Instructor Contact In addition to the requirements of Section 55002 and any locally established requirements applicable to all courses, district governing boards shall ensure that: (a) Each section of a credit transferable course which is delivered as distance education shall include regular personal contact between instructor and students, through group or individual meetings, orientation and review sessions, supplemental seminar or study sessions, field trips, library workshops, or other in-person activities. Personal contact may be supplemented by telephone contact and correspondence. (b) All other approved courses offered by distance
education shall include regular contact between instructors and
students consistent with guidelines issued by the Chancellor pursuant
to Section 409 of the Procedures and Standing Orders of the Board
of Governors. 55378. Separate Course Approval. Each proposed or existing course, if delivered by
distance education, shall be separately reviewed and approved, according
to the district's certified course approval procedures. Appendix 2 (Curriculum Standards
Handbook Sections)
The Curriculum Standards Handbook has been prepared
by the Chancellor's Office staff as required by Title 5 Section
55000.5. Its policies and procedures have been reviewed by the Academic
Senate, Chief Instructional Officers, and Chief Student Services
Officers. Only relevant sections appear here. 1.3 Course and Program Approval Criteria 1.3.1 Appropriateness to Mission The objectives of the proposed course or program, as defined in the course Outline of Record and the catalog description of the program, are consistent with the mission of the community colleges as formulated in Title 5, sections 55130(b)(5), 55180, and with the mission and comprehensive or master plan of the college. 1.3.2 Need There is a demonstrable need for a course or program that meets the objectives as stated at this time and in the region the college proposes to serve with the program. 1.3.3 Quality Courses and programs are designed to effectively meet their objectives and the objectives of the programs for which they are required. Outlines of Record for each course meet the standards outlined in Section 1.4 and explained in the instructions for new program application in Appendix A under Item #24 and in Appendix B. 1.3.4 Feasibility The college has the resources to maintain the course or program in which the course is required at the level of quality described in the course Outline of Record and the new program application. Local approval procedures for new curriculum incorporate a detailing of costs sufficient to determine that this criterion can be fulfilled by the college. In the case of programs, the college's affirmation of its ability to offer the program is based at least partly upon an analysis of such cost estimates and includes a commitment to offer the required courses with sufficient frequency to meet the program objectives and enrollment projections, i.e. at least once every two years unless the objectives and rationale for the particular program justify a longer time frame as in the best interests of students. 1.3.5 Compliance The course or program complies with any other laws
applicable to it, including federal regulations, licensing requirements,
and the particular legal requirements for courses explained in 1.4.8
of this Handbook. [Section 1.4.8 of the Handbook deals with special
classes for the disabled, Section 56028.] 1.4.1 General Standards for Associate Degree and
General Education Courses In general, the Outlines of Record for courses that
are to count towards the associate degree must integrate
subject-specific critical thinking and problem solving skills into
every component of the course, wherever appropriate, to yield
a coherent course in which the expectations laid out in the objectives
are carried into the content, student assignments, and standards
for student evaluations. Appendix A - Application Forms
and Instructions for New Degree and Certificate Programs
24. Outlines of Record for All Required Courses
In any associate degree program, including even those
designed exclusively for occupational preparation, e.g. secretarial
services or small business management, the course content and set
of requirements should emphasize principles, providing not only
the skill to engage in current practices but also the critical perspective
to evaluate and improve upon these practices. Appendix B - New Program Application
Are the objectives of the proposed course or program, as stated in the program application, consistent with the mission of the community colleges...? 2. Need Is there a demonstrable need for a course or program that meets the objectives as stated at this time and in the region the college proposes to serve with the program? 3. Quality Are the objectives of each required course clearly necessary to meet the stated goals and objective of the program? Are they sufficient? Will the successful completion of the work as laid out in the outlines of record submitted for each course required in the program, and in the required sequence, be sufficient to enable students to fulfill the program goals and meet the stated program objectives? Are the outlines of record for each course complete, rigorous, current, and effective? a. Completeness. Does the standard format for outlines of record used by the college encourage complete information, as required by Title 5, section 55002(a)(3)? Are the examples of textbooks, teaching methods, assignments and evaluation ... of sufficient substance and specificity...? b. Rigor. Do the stated objectives of the course meet the standards expected by those who are accepting the course as fulfilling the purposes for which it is designed...? Specifically, does the course meet the standards of 55002(a) regarding critical thinking, writing, evaluation and grading at the college level? Do the objectives include some that call for course-specific critical thinking? Are these objectives carried through in the remainder of the outline making clear how critical thinking will be taught, required, and evaluated...? c. Currency. Does the course content, textbooks, software, and other materials, including library assignments, represent current or emerging knowledge and practice for that subject or occupation? d. Effectiveness. Are the course objectives comprehensive enough that it is possible to trace the reason for each of the course specifications by reference to at least one course objective? Is each objective implemented in at least one course specification? 4. Feasibility Can the college commit the resources necessary to support the program at the level of quality presupposed in the program design, for the proposed numbers of students, and offer it with sufficient frequency to meet the program objectives and enrollment projections? 5. Compliance Does the program comply with any other laws applicable
to it, including federal regulations, licensing requirements, and
the particular legal requirements explained in 1.4.8 of this Handbook?
2.4 Conditions for Delegated Approval 2.4.1 Knowledge 2.4.2 Procedures a) Reviewers follow a process that is systematic and well-publicized and that includes both those with disciplinary expertise in the subject matter at issue and those outside the discipline who are affected by the course. b) Handbooks, checklists, and model outlines, or other aids, used in the review process, correctly address this Handbook's standards. c) Faculty are accorded the scope of responsibilities mandated in law. d) Reviewers are provided with information all of
the current standards in Volume I of this Handbook and on course
or programs to be reviewed sufficient to enable them to apply these
standards independently and appropriately. 2.4.3 Curriculum Title: General Education-Breadth Requirements Effective Date: January 1, 1993 Supersedes: Executive Order No.338,342 This Executive Order is issued pursuant to Title 5,
California Code of Regulations, Sections 40402.1, 40405, 40405.1,
and 40405.4, and Sections I and 2 of Chapter III of the Standing
Orders of the Board of Trustees of the California State University.
The requirements, policies, and procedures adopted
pursuant to this Executive Order shall apply to students enrolling
in fall 1981 and subsequent terms who have not previously been enrolled
continuously at a campus of the CSU or the California Community
Colleges and who have not satisfied lower-division general education
requirements according to the provisions of Sections 40405.2 or
40405.3 of Title 5. I. Scope and Purpose Policies adopted by the Board of Trustees in July
1991 provide for three ways for undergraduate students to fulfill
general education requirements of the CSU: A. Fulfillment of CSU General Education-Breadth Requirements
(Title 5, Section 40405.1), including a minimum of nine semester
units or twelve quarter units at the CSU campus granting the baccalaureate
degree. B. Completion of the Intersegmental General Education
Transfer Curriculum (Title 5, Section 40405.2), as certified by
a California community college, plus a minimum of nine upper-division
semester units or twelve upper-division quarter units at the CSU
campus granting the baccalaureate degree. C. Completion of lower-division general education
requirements of a University of California campus (Title 5, Section
40405.3), as certified by that campus, plus a minimum of nine upper-division
semester units or twelve upper-division quarter units at the CSU
campus granting the baccalaureate degree. Implementation of this
alternative is contingent on development of a formal agreement between
the California State University and the University of California.
II. Campus Responsibility 1. Assuring that General Education-Breadth Requirements
are planned and organized so that their objectives are perceived
as interrelated elements, not as isolated fragments. 2. Considering the organization of approved courses
into a variety of "cores" or "themes," each
with an underlying unifying rationale, among which students may
choose. 3. Evaluating all courses approved as meeting current
General Education-Breadth Requirements to determine which continue
to meet the objectives and particular requirements contained herein.
4. Considering development of new courses as they
may be necessary to meet the objectives and particular requirements
contained herein. 5. Considering the possibility of incorporating integrative
courses, especially at the upper division level, which feature the
interrelationships among disciplines within and across traditional
general education categories. 6. Providing for reasonable ordering of requirements
so that, for example, courses focusing on learning skills will be
completed relatively early and integrative experiences, relatively
later. 7. Developing programs that are responsive to educational
goals and student needs, rather than programs based on traditional
titles of academic disciplines and organizational units. 8. Considering possibilities for activity as well
as observation in all program subdivisions. 9. The effectiveness of a General Education-Breadth
program is dependent upon the adequacy of curricular supervision,
its internal integrity and its overall fiscal and academic support.
Toward this end, each campus shall have a broadly representative
standing committee, a majority of which shall be instructional faculty,
and which shall also include student membership, to provide for
appropriate oversight and to make appropriate recommendations concerning
the implementation, conduct and evaluation of these requirements.
C. Each campus shall provide for systematic, readily
available academic advising specifically oriented to general education
as one means of achieving greater cohesiveness in student choices
of course offerings to fulfill these requirements. D. Each campus shall provide for regular periodic
reviews of general education policies and practices in a manner
comparable to those of major programs. The review should include
an off-campus component. III. Objectives of CSU General Education-Breadth Requirements
General Education-Breadth Requirements are to be
designed so that, taken with the major depth program and electives
presented by each baccalaureate candidate, they will assure that
graduates have made noteworthy progress toward becoming truly educated
persons. Particularly, the purpose of these requirements is to provide
means whereby graduates: A. will have achieved the ability to think clearly
and logically, to find information and examine it critically, to
communicate orally and in writing, and to reason quantitatively;
B. will have acquired appreciable knowledge about
their own bodies and minds, about how human society has developed
and how it now functions, about the physical world in which they
live, about the other forms of life with which they share that world,
and about the cultural endeavors and legacies of their civilizations;
C. will have come to an understanding and appreciation
of the principles, methodologies, value systems, and thought processes
employed in human inquiries. The intent is that General Education-Breadth Requirements
be planned and organized to enable students to acquire abilities,
knowledge, understanding, and appreciation as interrelated elements,
not as isolated fragments. IV. Entry-Level Learning Skills Title 5 of the California Code of Regulations, Section
40402.1, provides that each student admitted to the California State
University is expected to possess basic competence in the English
language and mathematical computation to a degree that may reasonably
be expected of entering college students. Students admitted who
cannot demonstrate such basic competence should be identified as
quickly as possible and be required to take steps to overcome their
deficiencies. Any coursework completed primarily for this purpose
shall not be applicable to the baccalaureate degree. V. Distribution of General Education-Breadth Units
Each campus is authorized to make reasonable adjustments
in the number of units assigned to the five categories in order
that the conjunction of campus course credit unit configuration
and these requirements will not unduly exceed any of the prescribed
credit minima. However, in no case shall the total number of units
required be less than 48 semester units or 72 quarter units. (No
campus need adjust normal course credit configurations for the sole
purpose of meeting the requirements specified herein.) Instruction approved to fulfill the following requirements
should recognize the contributions to knowledge and civilization
that have been made by members of diverse cultural groups and by
women. A. A minimum of nine semester
units or twelve quarter units in communication in the English language,
to include both oral communication and written communication, and
in critical thinking, to include consideration of common fallacies
in reasoning. Instruction approved for fulfillment of the requirement
in communication is to be designed to emphasize the content of communication
as well as the form and should provide an understanding of the psychological
basis and the social significance of communication, including how
communication operates in various situations. Applicable course(s)
should view communication as the process of human symbolic interaction
focusing on the communicative process from the rhetorical perspective:
reasoning and advocacy, organization, accuracy; the discovery, critical
evaluation and reporting of information; reading and listening effectively
as well as speaking and writing. This must include active participation
and practice in written communication and oral communication. Instruction in critical thinking is to be designed
to achieve an understanding of the relationship of language to logic,
which should lead to the ability to analyze, criticize, and advocate
ideas, to reason inductively and deductively, and to reach factual
or judgmental conclusions based on sound inferences drawn from unambiguous
statements of knowledge or belief. The minimal competence to be
expected at the successful conclusion of instruction in critical
thinking should be the demonstration of skills in elementary inductive
and deductive processes, including an understanding of the formal
and informal fallacies of language and thought, and the ability
to distinguish matters of fact from issues of judgment or opinion.
B. A minimum of twelve semester
units or eighteen quarter units to include inquiry into the physical
universe and its life forms, with some immediate participation in
laboratory activity, and into mathematical concepts and quantitative
reasoning and their applications. Instruction approved for the fulfillment of this
requirement is intended to impart knowledge of the facts and principles
which form the foundations of living and non-living systems. Such
studies should promote understanding and appreciation of the methodologies
of science as investigative tools, the limitations of scientific
endeavors: namely, what is the evidence and how was it derived?
In addition, particular attention should be given to the influence
which the acquisition of scientific knowledge has had on the development
of the world's civilizations, not only as expressed in the past
but also in present times. The nature and extent of laboratory experience
is to be determined by each campus through its established curricular
procedures. In specifying inquiry into mathematical concepts and
quantitative reasoning and their application, the intention is not
to imply merely basic computational skills, but to encourage as
well the understanding of basic mathematical concepts. C. A minimum of twelve semester
units or eighteen quarter units among the arts, literature, philosophy
and foreign languages. Instruction approved for the fulfillment of this
requirement should cultivate intellect, imagination, sensibility
and sensitivity. It is meant in part to encourage students to respond
subjectively as well as objectively to experience and to develop
a sense of the integrity of emotional and intellectual response.
Students should be motivated to cultivate and refine their affective
as well as cognitive and physical faculties through studying great
works of the human imagination, which could include active participation
in individual esthetic, creative experience. Equally important is
the intellectual examination of the subjective response, thereby
increasing awareness and appreciation in the traditional humanistic
disciplines such as art, dance, drama, literature and music. The
requirement should result in the student's better understanding
of the interrelationship between the creative arts, the humanities
and self. Studies in these areas should include exposure to both
Western cultures and nonwestern cultures. Foreign language courses may be included in this
requirement because of their implications for cultures both in their
linguistic structures and in their use in literature; but foreign
language courses which are approved to meet a portion of this requirement
are to contain a cultural component and not be solely skills acquisition
courses. Campus provisions for fulfillment of this requirement must
include a reasonable distribution among the categories specified
as opposed to the completion of the entire number of units required
in one category. D. A minimum of twelve semester
units or eighteen quarter units dealing with human social, political,
and economic institutions and behavior and their historical background.
Instruction approved for fulfillment of this requirement
should reflect the fact that human social, political and economic
institutions and behavior are inextricably interwoven. Problems
and issues in these areas should be examined in their contemporary
as well as historical setting, including both Western and non Western
contexts. Campus provisions for fulfillment of this requirement
must include a reasonable distribution among the categories specified
as opposed to completion of the entire number of units required
in one category. E. A minimum of three semester
units or four quarter units in study designed to equip human beings
for lifelong understanding and development of themselves as integrated
physiological and psychological entities. Instruction approved for fulfillment of this requirement
should facilitate understanding of the human being as an integrated
physiological, social, and psychological organism. Courses developed
to meet this requirement are intended to include selective consideration
of such matters as human behavior, sexuality, nutrition, health,
stress, key relationships of humankind to the social and physical
environment, and implications of death and dying. Physical activity
could be included, provided that it is an integral part of the study
described herein. Campuses may permit "double counting" of
courses for General Education-Breadth and major requirements and
prerequisites only after giving careful consideration to the impact
of such actions on General Education-Breadth programs. Decisions
to permit double counting in General Education-Breadth and a degree
major may be made only after an approval is provided through campus
wide curricular processes. Up to six semester units taken to meet the United
States History, Constitution, and American Ideals Requirement (Title
S of the California Code of Regulations, Section 40404) may be credited
toward satisfying General Education- Breadth Requirements at the
option of the campus. VI. Exceptions Exceptions to the foregoing requirements may be authorized
only under the following circumstances: A. In the case of an individual student, the campus
may grant a partial waiver of one or more of the particular requirements
of Title 5 of the California Code of Regulations, Section 40405.1,
to avoid demonstrable hardship, such as the need to extend the time
required for completion of the degree in the case of a senior level
transfer student. B. In the case of high-unit professional major degree
programs, the Chancellor may grant exceptions to one or more requirements
for students completing the particular program. Such exception must
be considered at the campus level prior to initiating the request.
A full academic justification shall be submitted to the Senior Vice Chancellor, Academic Affairs, who shall
submit his or her recommendation and that submitted by the campus
president, along with all relevant documents, to the Chancellor.
VII. General Education Advisory Committee A system wide Advisory Committee
on General Education is hereby established. While it is important
that the membership of this committee be broadly based, the membership
will in largest part be drawn from the instructional faculty of
the California State University. Liaison membership from the instructional
faculty of the California Community Colleges may be included as
well. The responsibilities of this committee will be as
follows: A. To review and propose any necessary revisions
in the objectives, requirements, and implementation of CSU General
Education-Breadth policy to ensure high quality general education.
B. To continue to study general education policies
and practices inside and outside the system and, as appropriate,
to stimulate intersegmental discussion of the development of general
education curricula. C. To review the implications of CSU General Education-Breadth
policy for students transferring to the CSU and for the institutions
from which they transfer, and to propose any necessary adjustments
to pertinent policies and practices. D. To report as appropriate to the Chancellor and
the Board of Trustees. The Chancellor or the Senior Vice Chancellor, Academic
Affairs, may from time to time request the committee to address
and provide advice on other issues related to development and well-being
of General Education Breadth policy and programs in the California
State University. VIII. Certification by Non-CSU Regionally Accredited
Institutions of Transfer Students ' Fulfillment of CSU General Education-Breadth
Requirements A. Premises 1. It is the joint responsibility of the public segments
of higher education to ensure that students are able to transfer
without unreasonable loss of credit or time. 2. The faculty of an institution granting the baccalaureate
degree have primary responsibility for maintaining the integrity
of the degree program and determining when requirements have been
met. 3. There shall ordinarily be a high degree of reciprocity
among regionally accredited institutions in the absence of specific
indications that such reciprocity is not appropriate. B. Conditions for Participation Any institution that is accredited by a recognized
regional accrediting association and that offers the BA or BS degree
or the first two years of such degree programs may participate in
General Education-Breadth certification if it agrees to the following
provisions: 1. The participating institution shall designate
a liaison representative who shall participate in various orientation
activities and provide other institutional staff with pertinent
information. 2. The participating institution shall identify for
certification purposes those courses or examinations that fulfill
the objectives set forth in Section m of this Executive Order and
such additional objectives as may be promulgated by the Chancellor
of the California State University. a. The courses and examinations identified should
be planned and organized to enable students to acquire abilities,
knowledge, understanding, and appreciation as interrelated elements,
not as isolated fragments. b. Interdisciplinary courses or integrated sets of
courses that meet multiple objectives of the CSU General Education-Breadth
Requirements may be appropriate components of general education
(c.f. Subsections A-5 and A-7 of Section [1). c. Credit units of an interdisciplinary course or
integrated set of courses may be distributed among different areas
of general education, as appropriate. 3. The CSU Office of the Chancellor, Division of
Academic Affairs, shall maintain a list of participating institutions'
courses and examinations that have been identified and accepted
for certification purposes. a. Each entry in the list shall include specification
of the area or areas and objectives to which the course or examination
relates and the number of units associated with each area or objective.
(See Attachment A.) b. The list shall be updated annually. Each participating
institution shall transmit annually to the CSU Office of the Chancellor,
Division of Academic Affairs, any proposed changes to its portion
of the list. If a course is to be added or if the specification
of areas and objectives for a course is to be modified, the participating
institution shall include in its submission the approved course
outline. If a course is part of an integrated set of courses, the
submission shall identify the set and describe how the course complements
the others in the set. c. As of the effective date of this executive order, the list will include all entries that were submitted by participating institutions and not identified for chall |