AGMIN 5-12-14 CNET - Santiago Canyon College II.b. ARTICULATION OFFICER REPORT Leonor Aguilera...

Santiago Canyon College is an innovative learning community dedicated to intellectual and personal growth. Our purpose is to foster student success and to help students achieve these core outcomes: to learn, to act, to communicate and to think critically. We are committed to maintaining standards of excellence and providing accessible, transferable, and engaging education to a diverse community. (Approved by RSCCD Board of Trustees, 9-23-13)

RANCHOSANTIAGOCOMMUNITYCOLLEGEDISTRICT

I. APPROVAL OF MINUTES (refer to page 6)

II. REPORTS AND UPDATES a. Accreditation Update b. Articulation Officer Report c. Exceptions to Academic Regulations Report d. Planning and Institutional Effectiveness Committee Report e. Student Learning Outcomes and Assessment Update

III. CurricUNET UPDATE

IV. Training

a. Financial Aid and Gainful Employment (Syed Rizvi)

8045EastChapmanAvenue,Orange,CA92869

AGENDACURRICULUMANDINSTRUCTIONCOUNCIL

Monday,May12,20142:00pm

SCC,B208

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Agenda

V. CONSENT AGENDA FROM TECHNICAL COMMITTEE

Revised Courses without Catalog Changes 1. French201,IntermediateFrenchI

a. Prerequisite:French102orthreeyearsofhighschoolFrenchwithagradeofCorbetter.2. French202,IntermediateFrenchII

a. Prerequisite:French201orfouryearsofhighschoolFrenchwithagradeofCorbetter.

Revised Courses with Minor Catalog Changes3. French101,ElementaryFrenchI4. French102,ElementaryFrenchII

a. Prerequisite:French101ortwoyearsofhighschoolFrenchwithagradeofCorbetter.

Course Deactivations Nocoursestoreview

Removal of Deactivated Courses from Programs NoprogramstoreviewRemoval of Deactivated Courses from General Education Plans

Noplanstoreview

Revised Programs with Minor Catalog Changes Noprogramstoreview Program Deletions Noprogramstoreview Course SLO Revisions5. HumanDevelopment107,ChildGrowthandDevelopment(DS1)6. HumanDevelopment108A,ObservationandAssessmentforEarlyLearningandDevelopment

Program SLO Revisions Noprogramstoreview

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Agenda

VI. CURRICULUM ITEMS

Discussion Items (1st Readings)

New Courses Nocoursestoreview

Revised Courses Nocoursestoreview

New Programs Noprogramstoreview

Revised Programs Noprogramstoreview

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Agenda

VI. CURRICULUM ITEMS

Action Items (2nd Readings)


Revised Courses 1. Kinesiology110,Women'sHealthIssues

2. DistanceEducation3. Psychology170,MulticulturalPsychology

4. DistanceEducation

New Programs 5. AssociateinArtsinEconomicsforTransfer

Revised Programs 6. AssociateinArtsinPsychologyforTransfer

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Agenda

VII. POLICY CHANGES Discussion Items 1. CurriculumandInstructionCouncilStructureSurveyResults

Action Items 2. CourseOutlineFormattingDocument

VIII. ACADEMIC SENATE ITEMS

Discussion Items Noitemstoreview

Action Items Noitemstoreview

IX. CATALOG AND OUTLINE FORM MODIFICATIONS Noitemstoreview

X. ANNOUNCEMENTS

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RANCHOSANTIAGOCOMMUNITYCOLLEGEDISTRICT

COMMITTEE MEMBERS Present: L.Aguilera,D.Babayan,S.Deeley,D.Diaz,C.Doughty,L.Fasbinder,T.Garbis,T.KubickaMiller,R.

Lamourelle,R.Miller,A.Mora,M.Pimentel,E.Quimzon,M.Rodriguez,M.Roe,C.Rutan,M.Smith,M.Stringer,C.UmaliKopp,A.Varela,M.Velazquez (ASGStudentRepresentative), J.Wagner,L.Wirtz, I.Woodhead,L.Wright

Absent: R.Babeshoff,M.Flores Guests: L.Espinosa,E.Matthews,J.Shields,A.TaberThemeetingwascalledtoorderat2:04p.m.byCraigRutan.

I. APPROVAL OF MINUTES TheApril14,2014minuteswereapprovedwithoutdissent.Mover: A.VarelaSecondedby:M.PimentelAyes: L. Aguilera, D. Babayan, S. Deeley, D. Diaz, T. KubickaMiller, R. Lamourelle, R.Miller,M.

Pimentel,E.Quimzon,M.Roe,C.Rutan,M.Smith,C.UmaliKopp,A.Varela,M.Velazquez(ASGStudentRepresentative),J.Wagner,L.Wirtz,I.Woodhead,L.Wright

Nayes: NoneAbstentions:None

II.a. ACCREDITATION UPDATE CraigRutanreported.Feedbackwas incorporated intothedraftofthe institutionalselfevaluationreport. Thedeadlinetosubmitfinaledits isWednesday,April30,2014. Thereport isexpectedtobeapprovedbytheAcademicSenateonMonday,May5,2014 followedbyapprovalby theBoardofTrusteeson June9. Thevisitby the team isexpectedonthefirstweekinOctober.

8045EastChapmanAvenue,Orange,CA92869

MINUTESCURRICULUMANDINSTRUCTIONCOUNCIL

Monday,April28,20142:00pm

SCC,B208

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Minutes

II.b. ARTICULATION OFFICER REPORT LeonorAguilerareportedandprovidedahandout.

CraigRutanreportedthatfacultymaysignuptobecomeCIDreviewersatCID.net.OverfifteenthousandcourseshavebeenapprovedbyCIDtodate.

II.c. EXCEPTIONS TO ACADEMIC REGULATIONS REPORT LauraWirtzreported.

TheExceptionstoAcademicRegulations(EAR)committeemetonWednesdayApril16,2014.Arubricisbeingcreatedtomakethedecisionmakingprocessmorequantifiablewhichwillincludereviewingthefollowingcriteria:

GradePointAverage(GPA) Transcript Numberofwithdrawals(Ws) Typewrittenstatementfromthestudent

o Ifastudenthaslostpriorityregistrationbecausetheyhaveover100units,thestatementmustincludeaplan.

Feedbackfromstudentshasincludedanawarenessofwhatthestudentneedstodotobesuccessful.

II.d. PLANNING AND INSTITUTIONAL EFFECTIVENESS COMMITTEE REPORT

CraigRutanreported.ThePlanningandInstitutionalEffectiveness(PIE)committeemeetsthe1stand3rdWednesdaysfrom3:30pmto5pmintheEbuilding.PIEisintheprocessofranking63resourceallocationrequests.Currentlythereareno resourcesavailable. Ranked itemswillbe forwarded to thebudgetcommittee. Nextyearsprocess isexpectedtobemoreelaboratewithafinalizedrubricthatwillhavetobeaddressed.Howtodealwithtiesisbeingconsidered.Resourcerequestsdonotcarryoverfromyeartoyearandmustberesubmitted.

II.e. STUDENT LEARNING OUTCOMES AND ASSESSMENT UPDATE

CraigRutanreported.DataprovidedbytheOfficeof InstitutionalEffectivenessandAssessmentwasreviewedwhich includedthepercent of courses per division with completed assessments. All areas were asked to strive for 100%completion.

III. CurricUNET UPDATE CraigRutanreported.ThePass/NoPassfieldwasupdatedtoincludethewordOnly.CurricUNETMetaisexpectedtobeinplacebyFebruary2015.

IV. TRAINING Noreportwasprovided.

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Minutes

V. CONSENT AGENDA FROM TECHNICAL COMMITTEE Items 1 6 were approved without dissent. Mover: M.SmithSecondedby: A.VarelaAyes: L.Aguilera,D.Babayan,S.Deeley,D.Diaz,T.KubickaMiller,R.Lamourelle,R.Miller,M.

Pimentel,E.Quimzon,M.Roe,C.Rutan,M.Smith,C.UmaliKopp,A.Varela,M.Velazquez(ASGStudentRepresentative),J.Wagner,L.Wirtz,I.Woodhead,L.Wright

Nayes: NoneAbstentions:None

Revised Courses without Catalog Changes NocoursestoreviewRevised Courses with Minor Catalog Changes 1. English241,SurveyofAmericanLiterature160018652. English242,SurveyofAmericanLiterature,1865Present3. English270,Children'sLiterature4. EnglishN90,EnglishWritingCenterI5. EnglishN91,EnglishWritingCenterII6. EnglishN92,ExtendedCompositionStrategies Course Deactivations NocoursestoreviewRemoval of Deactivated Courses from Programs Noprogramstoreview

Removal of Deactivated Courses from General Education Plans Noplanstoreview Revised Programs with Minor Catalog Changes Noprogramstoreview Program Deletions Noprogramstoreview Course SLO RevisionsNocoursestoreview Program SLO Revisions Noprogramstoreview

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Minutes

VI. CURRICULUM ITEMS Items 1-6 were presented.

Discussion Items (1st Readings)


Revised Courses 1. Kinesiology110,Women'sHealthIssues

2. DistanceEducation3. Psychology170,MulticulturalPsychology

4. DistanceEducation

New Programs 5. AssociateinArtsinEconomicsforTransfer

Revised Programs 6. AssociateinArtsinPsychologyforTransfer

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Minutes

VI. CURRICULUM ITEMS Items 7-17 were approved without dissent. Mover:D.Babayan(items710),A.Varela(items1112),L.Wirtz(items1317)Secondedby:M.Pimentel(items710),L.Wirtz(items1112),C.UmaliKopp(items1317)Ayes: L.Aguilera,D.Babayan,S.Deeley,D.Diaz,T.KubickaMiller,R.Lamourelle,R.Miller,M.

Pimentel,E.Quimzon,M.Roe,C.Rutan,M.Smith,C.UmaliKopp,A.Varela,M.Velazquez(ASGStudentRepresentative),J.Wagner,L.Wirtz,L.Wright(items717)

Nayes: NoneAbstentions:NoneNew Courses 7. AdultBasicEducation023,AdultBasicEducationReading8. AdultBasicEducation024,AdultBasicEducationWriting9. AdultBasicEducation025,AdultBasicEducationMathematics10. AdultBasicEducation026,AdultBasicEducationSpelling11. HighSchoolSubjects:Arts020,LiteratureBroughttoLife12. HighSchoolSubjects:Arts070,ShortStoriesRevised Courses NocoursestoreviewNew Programs 13. CertificateofCompletioninAdultBasicEducation14. CertificateofCompletioninAdultBasicEducation/AdultSecondaryEducationMathematics15. CertificateofCompletioninAdultBasicEducation/AdultSecondaryEducationReading16. CertificateofCompletioninAdultBasicEducation/AdultSecondaryEducationWritingRevised Programs 17. CertificateofCompetencyinSecondaryEducation(24389)

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Minutes

VII. POLICY CHANGES Items Discussion Items 1. CourseOutlineFormattingDocument

MemberswereaskedtoemailtheircommentstoMarkpriortothenextCICmeeting.

J.WagnerdistributedasurveyrequestingtheprosandconsofrestructuringCICmeetings.

VIII. ACADEMIC SENATE ITEMS Noitemswerereviewed.

IX. CATALOG AND OUTLINE FORM MODIFICATIONS Noitemswerereviewed.

X. ANNOUNCEMENTS

CraigRutanannounced.TheCICmeetingscheduledforJune6,2014wascancelled.ThelastmeetingofthespringwilltakeplaceonMay12,2014.Local approval of standalone courses is no longer in place; therefore, all standalone coursesmust besubmittedtotheCaliforniaCommunityCollegeChancellorsOfficeforByJuly1,2014CIDapprovalswillberequiredforallcourseslistedontransferdegreesthataresubmittedtotheCaliforniaCommunityCollegeChancellorsOfficeforapproval.ThesubmissiondeadlineforquadrennialsisFriday,June6,2014.Themeetingwasadjournedat3:22p.m.byCraigRutan.

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espinosa_lauraTypewritten Text


Revised4/28/2014LA

Monday, April 28, 2014 Articulation Officers Report

Leonor Aguilera Reported:

Course Identification Numbering System (C-ID) Update

C-ID Approvals Santiago Canyon College Course Course Identification Number Approval DateANTH 103 Introduction to Archaeology ANTH 150 04/22/2014CHEM 219 General Chemistry CHEM 110 04/27/2014CHEM 219 General Chemistry + CHEM 229 General Chemistry & Qualitative Analysis

CHEM 120S

04/27/2014

Course-to-Course Articulation Updates

CSU Dominguez Hills approved articulation for HUD 108A, KIN 101, KIN 100, MUS 101, PHIL 108, and PHIL 111 due to C-ID approvals, retroactive to fall 2013.

SCC HUD 108A = CSUDH CDV 180 SCC KIN 101 = CSUDH KIN 218 SCC KIN 100 = CSUDH KIN 223 SCC MUS 101 = CSUDH MUS 101 SCC PHIL 108 = CSUDH PHI 101 SCC PHIL 111 = CSUDH PHI 120

UC Irvine approved articulation of NUTR 115, retroactive to fall 2013.

SCC NUTR 115 = UCI BIO SCI 9A

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espinosa_lauraTypewritten TextMinutes Handout 4-28-14, II.b. Articulation Officer Report




CourseSLOassessmentsnapshot,asof4/22/2014.Thelastfulloneyearcyclewas201213cycle.CurrentcyclehasSpring2014whichwon'treportuntilSeptember.

Usethisforthreeyearcycle.

Usethisformostrecentcompletedoneyrcycle

Currentcycle

SLO/AssessmentCountsbyDivision COURSESCURRENTLYOFFERED* COURSESCURRENTLYOFFERED* COURSESOFFEREDIN201213** COURSESOFFEREDIN201314***

Total#ofCourses(2013/14Catalog)

Total#ofCourseswith

SLO's

%ofCourseswithSLO's

Total#ofCoursesCurrentlyOffered

Total#ofCourseswithCompletedAssessments

%ofCourseswith

CompletedAssessments

Total#ofCoursesCurrentlyOffered

Total#ofCourseswithCompletedAssessmentswithinlast3

yrs

%ofCourseswith

CompletedAssessmentswithinlast3

yrs

Total#ofCoursesOfferedin201213

Total#ofCourseswithCompletedAssessmentsin201213

%ofCourseswith

CompletedAssessmentsin201213

Total#ofCoursesOfferedin201314

Total#ofCourseswithCompletedAssessmentsin201314

%ofCourseswith

CompletedAssessmentsin201314

Arts,Humanities&SocialScience 243 243 100.0% 166 157 94.6% 166 152 91.6% 156 96 61.5% 143 69 48.3%

BusinessandCTE 165 165 100.0% 107 107 100.0% 107 107 100.0% 89 30 33.7% 91 43 47.3%

CareerEducation(Apprenticeship) 288 288 100.0% 201 201 100.0% 201 201 100.0% 158 138 87.3% 135 116 85.9%

Counseling&SpecialServices 19 19 100.0% 10 10 100.0% 10 10 100.0% 9 2 22.2% 9 2 22.2%

MathematicsandSciences 167 167 100.0% 102 102 100.0% 102 102 100.0% 98 84 85.7% 93 37 39.8%

ContinuingEducation 153 153 100.0% 115 112 97.4% 115 111 96.5% 108 91 84.3% 83 36 43.4%

ALLDIVISIONS 1035 1035 100.0% 701 689 98.3% 701 683 97.4% 618 441 71.4% 554 303 54.7%

GENERALEDUCATION 285 285 100.0% 209 202 96.7% 209 198 94.7% 200 135 67.5% 194 80 41.2%

*CoursesCurrentlyOffered=coursesoffered(withstudents)withinthepast5primarysemesters,excludingcurrentsemester'snewcoursesthathavenothadtheopportunityforassessment.**Coursesoffered(withstudents)inSummer'12,Fall'12,andSpring'13***Coursesoffered(withstudents)inSummer'13,Fall'13,andSpring'14

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espinosa_lauraTypewritten TextMinutes Handout 4-28-14, II.e. Student Learning Outcomes and Assessment Update




CommentsforCICMeetingon4.28.14

Course/Program Comments(1stReadings) Requestor FollowUp UpdatedEach'outsideassignment'hasindividualhours.thoseshouldbedeleted.Whatisthegradingscalefortheentireclass?Iseethegradingscaleforquizzes,butnotthefinalgradingscale.

Consent#2 ENGL242SurveyofAmericanLiterature,1865Present

SamenotesasEngl241. MarkSmith Fixed 4.28.14

Consent#3 ENGL270Children'sLiterature

Outsidassignmentsdon'tneedindividualhoursanymore. MarkSmith Fixed 4.28.14

Consent#4 ENGLN90EnglishWritingCenterI

SameasEngl270 MarkSmith Fixed 4.28.14

Consent#5 ENGLN91EnglishWritingCenterII

SameasEnglN90 MarkSmith Fixed 4.28.14

Course/Program Comments(2ndReadings) Requestor FollowUp UpdatedPreparesstudentstotakeAdultHighSchoolDiplomacourses,jobtraining,orPreGEDPreparation.RewriteperhapstoreadPreparesstudentsforAdultHighSchoolDiplomacourses,jobtraining,ortheGEDexam.

Shouldthissay"fortheGEDcourse?"Also,shouldGEDbespelledoutsomewherebeforetheacronymisused?(justasking)

ReginaLamourelle

Fixed 4.28.14

RegardingtheSLO's,areyouwantingthemtobeabletoincreasetheirvocabularyandreadingcomprehensionorarethesethingstheywillachievethroughtheclass?

ChristineUmaliKopp

NochangeIwantthemtoincreasebothintheclass.

N/A

CatalogentryandCPareidentical.Dothecoursematerialscostanything?

RobertMiller

MarkSmith Fixed 4.28.14

ThesecondpartofSLO1,"sothattheymaymakeinformedchoicesabouttheirhealthandlifestyle"maybehardtoassess.

Consent#1

Action#1

Action#7

KIN110Women'sHealthIssues

MaureenRoe UpdatedCE&CP

DarleneDiaz UpdatedCE&CP;Nomaterialsdonotcost

4.28.14

4.14.14

ABE023AdultBasicEducationReading

ENGL241SurveyofAmericanLiterature16001865

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espinosa_lauraTypewritten TextMinutes Handout 4-28-14, V. Consent Agenda, VI. Curriculum Items



CEandCPareidentical.InMOE,itstatescomputerassignments.Aretherecomputersavailableintheclassroomorstudentshavetoprovidetheirown?Ifso,thenshoulditbementionedinthecoursematerials?Dothecoursematerialscostanything?

SamecommentsasABE023 ReginaLamourelle

Fixed 4.28.14

SamecommentforCatalogentrywording MaureenRoe UpdatedCE&CP 4.14.14CommaafterandinfirstSLO Regina

LamourelleFixed 4.28.14

SamecommentforCatalogEntrywording. MaureenRoe UpdatedCE&CP 4.14.14CEandCPidentical.Seeemailsenttoorigniator.

ForthefirstCourseContentAreaObjectives,willthestudentbeableto"Determineplacementlevel"?

ChristineUmaliKopp

CEandCParetheidentical.ReadingandPronunciation'sobjectives:is"improve"anobjective?Iamnotsure,thatiswhyIask.IntheLiteratureandSocialIssuesobjectivebox:"...andhowtheyshapedthesocialclimateofourcountry."probablyshouldbe"...anddiscusshowthey..."

CEandCPareidentical.Doanyofthecoursematerialscostanythingoraretheyallavailableinthelibrary?

Introducesthestudenttotheshortstoryasaliteraryform...soundsbettertomesincethenextsentencebeginswith"Satifies"...

ReginaLamourelle

CEandCParethesame.

Action#11

4.28.14

Action#8

Action#9

Action#10

4.28.14

4.14.14

DarleneDiaz UpdatedCE&CP;discussedatcouncil;No,materialsdonotcostanything

DarleneDiaz UpdatedCE&CP

DarleneDiaz UpdatedCP;YESIwantthemtoimprove

ABE024AdultBasicEducationWriting

ABE025AdultBasicEducationMathematics

ABE026AdultBasicEducationSpelling

DarleneDiaz Fixed;

UpdatedCP;

No,materialsdonotcostanything

4.28.14HSART020LiteratureBroughttoLife

Action#12 HSART070ShortStories

Providesstudentswithreading,writing,listening,andspeakingactivitiesthroughthestudyofliterature

ReginaLamourelle

DarleneDiaz UpdatedCP; 4.28.14

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ArethelistedstoriesinthepacketfromSAC?IncludingtheDVD?Ifnot,isthereacost?

ProgramOutcomeStudentwillbeableto

Preparestudentsforskillsinbasicreading,writing,spelling,andmathematicsusedinhighschoolcourses,GEDPreparation,andcollegecourses.

PerhapschangetoDemonstrateproficientskillsin...

Thiscertificateisinunitswhiletheothersareinhours.Doesthatmatter?

DarleneDiaz

RewordProgramOutcome. ChristineUmaliKopp

Fixed 4.14.14

RewordProgramOutcome. ChristineUmaliKopp

SamecommentaboutProgramOutcomewording. MaureenRoeTheprogramoutcomeiswordedawkwardly. TaraKubicka

MillerSamecommentaboutProgramOutcomewording. MaureenRoeRewordProgramOutcome. ChristineUmali

KoppRewordProgramOutcome. ChristineUmali

KoppSamecommentaboutProgramOutcomewording. MaureenRoeProgramoutcomeiswordedawkwardly. TaraKubicka

MillerThiscertificateisincreditswhiletheothersareinhoursorunits.Iamnotsurewhatthedifferenceisorthatitmatters.Doesitmatter?

4.14.14

4.14.14

AdultBasicEducation

AdultBasicEducation/AdultSecondaryEducation

Fixed

4.28.14

AdultBasicEducation/AdultSecondaryEducationWriting

Updatedoutcome

AdultBasicEducation/AdultSecondaryEducationReading

Updateoutcome

Action#17

Action#13

SecondaryEducation DarleneDiaz Discussedincouncil;

Updatedoutcome

MaureenRoe

Action#14

Action#15

Action#16 4.28.14

4.28.14

SACreferencedremoved,noDVDcost

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ForSLO#2,sinceastudentcanselect20unitsofwhichmaynotbecalculus,shouldtheverbiagebechangedtosomethinglike,"Demonstrateproficiencyinthecoreconceptsfromthestudent'sselectedmathcourses."

Fixed

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SCC Suggested Standards for Writing Curriculum The Course Outline of Record (COR) is a legal public document and is a reflection of our institution. CORs are a basis for articulation agreements and require State approval. Please make sure that your outline is accurate, grammatically correct, and comprehensible. Consistency between the Catalog Entry, Course Purpose, SLOs, Course Content and Course Objectives is especially important.

Catalog Entry: Provides a clear and concise overview of the course. When developing or revising a catalog entry, keep the following points in mind:

A well-developed overview of topics Includes identification of target audience (for major, degree, certificate, transfer, general interest) Includes additional logistical or fiscal burdens (field trips, material fees.) Can use phrases instead of complete sentences Avoid jargon and undefined abbreviations The units, class hours, prerequisites, co-requisites, and recommended preparation will automatically

be listed before this paragraph The transferability will be automatically listed at the end

EXAMPLES:

Biology 139 Health Microbiology Unit(s): 4.0 Class Hours: 48 Lecture total, 64 Laboratory total. Recommended Preparation: Biology 109 or 149.

Presents practical and theoretical aspects of medical microbiology to meet the needs of those in allied health professions. Provides basic knowledge of the microbial world by covering diversity, structure, metabolic and genetic characteristics, cultivation and control. Emphasis is placed on human-microbe interactions especially infectious diseases. Laboratory deals with identification, growth, and control of microorganisms. Field trips may be required. CSU/UC

Human Development 116B Programming for Infants and Toddlers (DS4) Unit(s): 3.0 Class Hours: 48 Lecture total. Prerequisite: Human Development 107. Recommended Preparation: Human Development 116A.

Focuses on the implementation of quality, developmentally appropriate, infant/toddler programs, including curriculum, environment, planning and interactions among staff, children and parents. Cultural sensitivity to the diversity of staff and families within such programs will be addressed. Field Trips may be required. This class partially fulfills the requirements for state licensing. With Human Development 116A, this course fulfills Infant/Toddler Specialization for Child Development Center Permit. Students must show proof of negative TB test results. CSU

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espinosa_lauraTypewritten TextMinutes Handout 4-28-14, VII. Policy Changes, 1. Course Outline Formatting Document



Course Purpose: While the Course Description provides general information regarding the topics and content addressed in the course, the Course Purpose goes beyond that to describe how this course fits in to the students educational experience in the major. Includes the role in fulfilling a degree, certificate, transfer, or other need. Explains how this course relates to, or differs from, similar courses. Why should/do students take this course? What essential knowledge or skills should they gain from this experience? What knowledge or skills from this course will students need to have mastered to perform well in future

classes or jobs? Why is this course important for students to take?

EXAMPLES:

1. This course reflects a new requirement in hazardous materials technology which is now required for certification in fire science. 2. This course in Jazz and Blues music grew out of increasing student demand for more on this subject than was currently being covered in our Popular American Music course. This new course will be part of the restricted elective list for those majoring in music. 3. This course is designed to meet the AA degree rationality requirement and CSU-GE and IGETC requirements in quantitative reasoning. This Liberal Arts Mathematics course provides a way for the general transfer student to meet these requirements without taking those courses designed to meet major preparation requirements in science and engineering or in geological, business or social sciences.

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Student Learning Outcomes: Should be clear and concise. Should use active verbs (Blooms Taxonomy) Should be measurable. For more information about Student Learning Outcomes; see Student Learning Outcomes Webpage

and Checklist for Course SLOs EXAMPLES:

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Course Content A complete list of topics to be taught in the course. A large number of topics are best arranged with sub-headings and the related topics as bullet points. Should be subject based. Should be detailed enough to fully convey the topics covered, but not so lengthy that a quick scan

cannot be used to ascertain the scope of the course. Avoid use of numeric lists or sub-headings such as Unit 1 or Chapter 1. Do not use all CAPs Course Objectives Should be stated in terms of what students will be able to do. Each objective should start with a relevant verb (Blooms Taxonomy). Should be listed as bullet points. Do not need to use colons (:) before list Do not use Students will be able to

EXAMPLES:

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Course Rationale The reason the course outline is being brought forward to CIC (quadrennial, new course, DE

addendum, CID descriptor, deletion ) If it's a new course, state the reason for proposing it. See Example #1 For course deactivations, indicate if there is an effect on existing programs and which ones. See

example #2 If its a course revision or Quadrennial review, indicate if any changes have been made or not. See

Example #3 EXAMPLES: NEW COURSES

Proposed for: Stand Alone Prerequisite, Corequisite Recommended Preparation (Mathematics 060) Repeatability CSU GE (Plan B) - Area B1: Physical Sciences IGETC (Plan C) - Areas 5A: Physical Science CSU & UC transferable Distance Education

DEACTIVATION

DEACTIVATION - No Program Impact DEACTIVATION - Program Impact: Computer Information Systems A.S. Degree Computer Information Systems Certificate of Achievement

REVISION

Quadrennial review - NO changes

Quadrennial review - Changes such as: Hour maximum (60-240 to 60-300) Catalog description (minor changes) Prerequisite/Corequisite (removed) Course family statement (removed) Stand Alone IGETC (Plan C): Area 4: Social and Behavioral Sciences UC & CSU transferability Distance Education (removed)

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Course Materials Textbooks must be no older than 5 years If you want to use older material, a rationale must be provided and presented to the curriculum

committee. Make sure to include a complete 10-digit or 13-digit ISBN Be sure to complete all required fields Include additional resources and materials such as sport items, laboratory equipment or tools, art

materials or anything else the student must have to participate effectively in the course and the approximate cost for each.

EXAMPLES:

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Grading Criteria Include a grading scale A point distribution may be included; however, remember that all faculty that teach this course must

use what is contained within this document For Pass/No Pass Only (or Pass/Satisfactory Progress/No Pass Only), must specify the criteria

required to earn a passing grade Points cannot be awarded for Attendance. Points can be awarded for participation in classroom

activities.

EXAMPLES:

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Instructional Methods If a particular instructional method is required across all sections, then it must be listed in this section. Should be a representative list of common methods used for instruction. If the Lecture or Laboratory box is marked, it should be consistent with the Units/Hours page

EXAMPLES:

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Methods of Evaluation If a particular assignment is required across all sections, then it must be listed in this section. Should be a representative list of common methods used for evaluation. If field trips are required or optional, then it must be reflected in the Catalog Entry. Assessment techniques should be consistent with any mandatory assignments that are specified in

Grading Criteria. EXAMPLES:

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Outside of Class Assignment (CREDIT) / In Class Assignment (NONCREDIT) If lecture instructional method is assigned, approximately twice the hours are required to be done

outside of class. Do not list separate hours for each assignment. The system calculates the required hours. EXAMPLES:

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Distance Education See SCC Curriculum and Instruction Council Handbook. Only for use when in-class instruction is replaced with distance education instruction. Responses should be unique to the discipline. While composing responses, keep in mind that these standards will be required for all faculty,

including adjunct, teaching this course. If you are listing any specific publisher learning management system, be sure that it is ADA compliant.

If you are unsure, then maybe list it generically, publisher-provided learning management system {IN PROGRESS} NEED TO WORK WITH DISTANCE EDUCATION COORDINATOR Items to be addressed on the Distance Education Addendum in CurricUNET Method of Delivery:

1. Title 5 (55204) states that Any portion of a course conducted through distance education

includes regular effective contact between instructor and students, through group or individual meetings, orientation and review sessions, supplemental seminar or study sessions, field trips, library workshops, telephone contact, correspondence, voice mail, e-mail, or other activities. Describe/give examples of the methods of instruction which will be used in the hybrid/online course. Please include how the methods of instruction used in the traditional classroom will be modified and/or replaced in the hybrid/online classroom. How will these methods ensure that you will maintain regular effective contact with the students?

2. Describe how you will promote and monitor effective student-to-student contact.

3. Describe and give examples of how student learning will be evaluated.

4. List any special texts, equipment, or supplies needed for this course or sections of this course being offered through distance education.

5. Describe the college resources that will be required by you and your students (facilities, technology, student support services) for this course.

6. Section 55200 of title 5 states In addition, instruction provided as distance education is subject to the requirements that may be imposed by the Americans with Disabilities Act (42 U.S.C. 12100 et seq.) and section 508 of the Rehabilitation Act of 1973, as amended, (29 U.S.C. 794d). What technologies will you be using for instruction (video, flash, images, etc)? How will you ensure that instruction using these technologies is accessible to students with disabilities?

Examples:

Communication 111 Economics 101 Psychology 250

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Honors Addendum Contact Honors Program coordinator See SCC Curriculum and Instruction Council Handbook See examples below from English 102H and Political Science 200H

Items to be addressed on the Honors Form in CurricUNET

1. Additional and advanced components that will be covered in this honors course. In addition to standard course content, this honors course will require the following:

2. Additional measurable instructional objectives that the honors student will be expected to accomplish include the following:

3. Additional reading, writing, and special projects in this honors course will require students to do the following:

4. Augmented critical thinking skills the honors student will develop include the following:

5. In addition to lecture, the following modes of instruction will be used: Examples:

English 102H Political Science 200H

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PleasecommentabouteachofthefollowingpossibilitiesofstructuringtheCICmeetings:1. CICmembersareresponsibleforreviewingtheentirecurriculumforeachmeeting.Currentprocessinplace.

Pro:Con:

2. CICmembersaretrainedandspecializedincertainportionsoftheCOR(e.g.:catalogentryandcourse

purpose,SLOs,DistanceEducation).Specializedteamsareassignedandwillfocusonlyonthosesectionsduringthereviewprocess.Pro:

Con:

3. CICmembersareassignedinsmallergroupstoconcentrateoncertaincurriculum(e.g.:thecurriculumissplit

intofourthsandgroupsareassignedtoreadeachfourth.)Pro:

Con:

4. CICmembersareassignedinsmallergroupstospecializeinspecificdisciplines/subjects(e.g.:ContinuingEducation,Apprenticeship,belowtransfer,transfer,)Pro:Con:

WHICHPOSSIBILITYDOYOUPREFER?_______OTHERCOMMENTS:Circleanyofthefollowingtopicsaboutwhichyouthinkthecommitteeshouldhaveshort,butinformativereviewsthroughoutthenextacademicyear: ChancellorsOfficerole BoardofTrusteesrole RoleofTiffanyandLaura Repeatability Apprenticeship ContinuingEd TransferDegrees/Modelcurriculum

Prerequisites/Corequisites/RecommendedPreparation

Deadlines Articulation UpcomingLegislation RegionalConsortia(CTE) CourseCoding Other_________________

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espinosa_lauraTypewritten TextMinutes Handout 4-28-14, VII. Policy Changes




RESULTSFROMTHEAPRIL28CICSURVEYPleasecommentabouteachofthefollowingpossibilitiesofstructuringtheCICmeetings:

***Commentsthatwereverysimilarwerenotlistedmorethanonceandsomewerecombined***1. CICmembersareresponsibleforreviewingtheentirecurriculumforeachmeeting.Currentprocessinplace.

Pro: Manyexpertperspectivesareoffered Themoreeyes/brainsthatrevieweachCORthebetterdifferentpeoplenoticedifferentissues Allowsallmemberstoparticipate Gunshotmethodsomebodywilldosomethingsomeofthetime Everyoneawareofcampuscommunity Thisgivestheauthorawiderrangeofcommentsfromawiderrangeofdisciplines. CICmembersgettoseeexamplesofhowthewholecampuswritescurriculum.

Con: Takesalongtimewhenagendasarefull Manypeopledonotrevieworonlyskimnotallitemsgetthefullattentionofallthemembers Sometimesyoucantdojusticetoareviewbecauseoftheworkload DiffusingresponsibilitysomeoneelsewilldoitevenifIdont SometimesagendascomeoutonWed/Thurswhichleavesonlyafewdaysforreview

2. CICmembersaretrainedandspecializedincertainportionsoftheCOR(e.g.:catalogentryandcourse

purpose,SLOs,DistanceEducation).Specializedteamsareassignedandwillfocusonlyonthosesectionsduringthereviewprocess.Pro:

Workloadismoredoable Peoplebecomeexpertsanddontmakeunnecessarycommentsorquestions WeneedasmallSLOteamconsistingofpeoplewhoarenotafraidofbeingdislikedacommon

reactionoffacultywhoaretoldtoreviseSLOs Getpeopletrainedandknowledgeabletomakechangesanddecisions Focusedworkandaccountability

Con: Fewerpeoplelookingateachsectioncouldleadtonewideasbeingexcluded Membersmightnotgettheopportunitytolearneverythingabouttheprocess Itisanewprocessandrequirescommitmenttotrainingstillcouldbealargeamountofcurriculum AlltheaspectsoftheCORneedtobeuniforminthoughtandcohesiveincontenttheflowofa

coursemaybelost Wearesupposedtoapprovethecurriculumasawholeandnotjusttheindividualpieces CouldlimitnewerCICmembersfromlearningeachCORsectionspurposeandothermemberscould

losetheirskills Marginalizesfolksfromotherareasoftheoutline

3. CICmembersareassignedinsmallergroupstoconcentrateoncertaincurriculum(e.g.:thecurriculumissplit

intofourthsandgroupsareassignedtoreadeachfourth.)Pro:

Doableworkload IncreasesattentiontoeachCOR Allowsformemberstofocusandprovidequalityfeedback MembersarestillrequiredtounderstandandcommentonallpartsofaCOR

Con:

Memberswithacertainperspectiveorexpertiseareonlylookingatsomeofthecurriculum31 of 45

espinosa_lauraTypewritten TextAgendaHandout 5-12-14, VII. Policy Changes, 1. CIC Structure Survey Results




FewerpeoplelookingateachCORandcertainissuesmightbemissed Wewouldneedtomakesurethegroupsarerepresentedatthemeeting Therecouldbeissuesifsomegroupsdonttaketheirrolesseriously Disallowsunderstandingofcomprehensivecurriculum

4. CICmembersareassignedinsmallergroupstospecializeinspecificdisciplines/subjects(e.g.:Continuing

Education,Apprenticeship,belowtransfer,transfer,)Pro:

Expertsinthatfieldtalkingaboutthatfield. AddinanSLOteam.SLOARCsdemisewillaffectthecollegenegativelyifwedontengageinmore

rigorousSLOreview Focusedworkandaccountability Thefeedbackwouldbemoreinformed

Con: WewouldgetabroaderperspectivewithpeoplefromavarietyofdisciplinesreviewingeachCOR Furthermyopiainunderstandinginsteadofreinforcingtransdepartmentmindsets,connections,and

pointsofview Someareascouldhave30coursesgoingthroughwhileothersonlyhave2 Thisoptioncouldleadtocurriculumsilos

WHICHPOSSIBILITYDOYOUPREFER?2,13,34,34,2,1,2,4,1(3forn>30),1,1,3,2,1,24,1,34,3,2***somememberslistedmultiplepossibilities***OTHERCOMMENTS:

Dothetrainingaspreparationfordenseagendas,butonlyputintoplacewhenagendasareunmanageable

Giveeachdepartment/programaspecificduedateforcourses Ilikethefoodpotideas,butmorenutritionalfoodratherthanjunkfood(e.g.arrozconpollo,fruit,

veggieplatter,parfait,etc.) Couldwelimitthenumberofitemsoneachagendatospreadouttheworkload? Iwouldliketoseetechnicalreviewcorrectgrammarandformattingerrorssomoretimeatthemeetings

isspentonthebiggercurriculumissues Ifwedochooseanoptionwithgroups,wouldwerotatethesegroupseverysooften? Whatifagroupslacksoff? Hopefullythesuggestedstandardshandoutwillsolvealotoftheissueswithcurriculum

Circleanyofthefollowingtopicsaboutwhichyouthinkthecommitteeshouldhaveshort,butinformativereviewsthroughoutthenextacademicyear:***xindicateavoteforthattopic*** ChancellorsOfficerolex BoardofTrusteesrolex RoleofTiffanyandLauraxxx Repeatabilityxxxxxx Apprenticeshipxxxx ContinuingEdxx TransferDegrees/Modelcurriculumxxxxxxxx Prerequisites/Corequsites/Recommended

Preparationxxxxx Deadlinesxxxxxxxx Articulationxxxxxxxxxx UpcomingLegislationxxx

RegionalConsortia(CTE)xxxxx CourseCodingxxxxx Other

o OfficeofInstitutionalEffectivenessandAssessmentreportsandrolesx

o Distanceeducation(fromtheDEcoordinator)xxx

o Honors(fromtheHonorscommittee)xo RoleofLibrarianx

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espinosa_lauraTypewritten TextAgendaHandout 5-12-14, VII. Policy Changes, 1. CIC Structure Survey Results






SCC Suggested Standards for Writing Curriculum The Course Outline of Record (COR) is a legal public document and is a reflection of our institution. CORs are a basis for articulation agreements and require State approval. Please make sure that your outline is accurate, grammatically correct, and comprehensible. Consistency between the Catalog Entry, Course Purpose, SLOs, Course Content and Course Objectives is especially important.

Catalog Entry: Provides a clear and concise overview of the course. When developing or revising a catalog entry, keep the following points in mind:

A well-developed overview of topics Includes identification of target audience (for major, degree, certificate, transfer, general

interest) Includes additional logistical or fiscal burdens (field trips, material fees.) Can use phrases instead of complete sentences Avoid jargon and undefined abbreviations The units, class hours, prerequisites, co-requisites, and recommended preparation will

automatically be listed before this paragraph The transferability will be automatically listed at the end

EXAMPLES:

Biology 139 Health Microbiology Unit(s): 4.0 Class Hours: 48 Lecture total, 64 Laboratory total. Recommended Preparation: Biology 109 or 149.

Presents practical and theoretical aspects of medical microbiology to meet the needs of those in allied health professions. Provides basic knowledge of the microbial world by covering diversity, structure, metabolic and genetic characteristics, cultivation and control. Emphasis is placed on human-microbe interactions especially infectious diseases. Laboratory deals with identification, growth, and control of microorganisms. Field trips may be required. CSU/UC

Human Development 116B Programming for Infants and Toddlers (DS4) Unit(s): 3.0 Class Hours: 48 Lecture total. Prerequisite: Human Development 107. Recommended Preparation: Human Development 116A.

Focuses on the implementation of quality, developmentally appropriate, infant/toddler programs, including curriculum, environment, planning and interactions among staff, children and parents. Cultural sensitivity to the diversity of staff and families within such programs will be addressed. Field Trips may be required. This class partially fulfills the requirements for state licensing. With Human Development 116A, this course fulfills Infant/Toddler Specialization for Child Development Center Permit. Students must show proof of negative TB test results. CSU

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espinosa_lauraTypewritten TextAgenda Handout 5-12-14, VII. Policy Changes, 2. Course Outline Formatting Document


Course Purpose: While the Course Description provides general information regarding the topics and content addressed in the course, the Course Purpose goes beyond that to describe how this course fits in to the students educational experience in the major. Includes the role in fulfilling a degree, certificate, transfer, or other need. Explains how this course relates to, or differs from, similar courses. Why should/do students take this course? What essential knowledge or skills should they gain from this experience? What knowledge or skills from this course will students need to have mastered to perform well in

future classes or jobs? Why is this course important for students to take?

EXAMPLES:

1. This course reflects a new requirement in hazardous materials technology which is now required for certification in fire science. 2. This course in Jazz and Blues music grew out of increasing student demand for more on this subject than was currently being covered in our Popular American Music course. This new course will be part of the restricted elective list for those majoring in music. 3. This course is designed to meet the AA degree rationality requirement and CSU-GE and IGETC requirements in quantitative reasoning. This Liberal Arts Mathematics course provides a way for the general transfer student to meet these requirements without taking those courses designed to meet major preparation requirements in science and engineering or in geological, business or social sciences.

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Course Justification: This field is an explanation to the California Community Colleges Chancellor's Office (CCCCO) why you need this course. Typically, this references your goals; such as transfer, vocational or basic skills. EXAMPLES:

Required course for Biology majors. This is a Life Science GE course.

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Course Rationale: The reason the course outline is being brought forward to CIC (quadrennial, new course, DE

addendum, CID descriptor, deletion ) If it's a new course, state the reason for proposing it. See Example #1 For course deactivations, indicate if there is an effect on existing programs and which ones. See

example #2 If its a course revision or Quadrennial review, indicate if any changes have been made or not.

See Example #3 EXAMPLES:

NEW COURSES

Proposed for: Stand Alone Prerequisite, Corequisite Recommended Preparation (Mathematics 060) Repeatability CSU GE (Plan B) - Area B1: Physical Sciences IGETC (Plan C) - Areas 5A: Physical Science CSU & UC transferable Distance Education

DEACTIVATION

DEACTIVATION - No Program Impact

DEACTIVATION - Program Impact:

o Computer Information Systems A.S. Degree o Computer Information Systems Certificate of Achievement

REVISION

Quadrennial review - NO changes

Quadrennial review - Changes such as:

o Hour maximum (60-240 to 60-300) o Catalog description (minor changes) o Prerequisite/Corequisite (removed) o Course family statement (removed) o Stand Alone o IGETC (Plan C): Area 4: Social and Behavioral Sciences o UC & CSU transferability o Distance Education (removed)

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Student Learning Outcomes: Should be clear and concise. Should use active verbs (Blooms Taxonomy) Should be measurable. For more information about Student Learning Outcomes; see Student Learning Outcomes

Webpageand Checklist for Course SLOs EXAMPLES:

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Course Content: A complete list of topics to be taught in the course. A large number of topics are best arranged with sub-headings and the related topics as bullet

points. Should be subject based. Should be detailed enough to fully convey the topics covered, but not so lengthy that a quick scan

cannot be used to ascertain the scope of the course. Avoid use of numeric lists or sub-headings such as Unit 1 or Chapter 1. Do not use all CAPs Course Objectives Should be stated in terms of what students will be able to do. Each objective should start with a relevant verb (Blooms Taxonomy). Should be listed as bullet points. Do not need to use colons (:) before list Do not use Students will be able to

EXAMPLES:

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Methods of Evaluation: If a particular assignment is required across all sections, then it must be listed in this section. Should be a representative list of common methods used for evaluation. If field trips are required or optional, then it must be reflected in the Catalog Entry. Assessment techniques should be consistent with any mandatory assignments that are specified

in Grading Criteria. EXAMPLES:

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Grading Criteria: Include a grading scale A point distribution may be included; however, remember that all faculty that teach this course

must use what is contained within this document For Pass/No Pass Only (or Pass/Satisfactory Progress/No Pass Only), must specify the criteria

required to earn a passing grade Points cannot be awarded for Attendance. Points can be awarded for participation in classroom

activities.

EXAMPLES:

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Instructional Methods: If a particular instructional method is required across all sections, then it must be listed in this

section. Should be a representative list of common methods used for instruction. If the Lecture or Laboratory box is marked, it should be consistent with the Units/Hours page

EXAMPLES:

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Distance Education: See SCC Curriculum and Instruction Council Handbook. Only for use when in-class instruction is replaced with distance education instruction. Responses should be unique to the discipline. While composing responses, keep in mind that these standards will be required for all faculty,

including adjunct, teaching this course. If you are listing any specific publisher learning management system, be sure that it is ADA

compliant. If you are unsure, then maybe list it generically, publisher-provided learning management system

Items to be addressed on the Distance Education Addendum in CurricUNET Method of Delivery:

1. Title 5 (55204) states that Any portion of a course conducted through distance education

includes regular effective contact between instructor and students, through group or individual meetings, orientation and review sessions, supplemental seminar or study sessions, field trips, library workshops, telephone contact, correspondence, voice mail, e-mail, or other activities. Describe/give examples of the methods of instruction which will be used in the hybrid/online course. Please include how the methods of instruction used in the traditional classroom will be modified and/or replaced in the hybrid/online classroom. How will these methods ensure that you will maintain regular effective contact with the students?

2. Describe how you will promote and monitor effective student-to-student contact.

3. Describe and give examples of how student learning will be evaluated.

4. List any special texts, equipment, or supplies needed for this course or sections of this course being offered through distance education.

5. Describe the college resources that will be required by you and your students (facilities, technology, student support services) for this course.

6. Section 55200 of title 5 states In addition, instruction provided as distance education is subject to the requirements that may be imposed by the Americans with Disabilities Act (42 U.S.C. 12100 et seq.) and section 508 of the Rehabilitation Act of 1973, as amended, (29 U.S.C. 794d). What technologies will you be using for instruction (video, flash, images, etc)? How will you ensure that instruction using these technologies is accessible to students with disabilities?

Examples:

Communication 111 Psychology 250

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Honors Addendum: Contact Honors Program coordinator See SCC Curriculum and Instruction Council Handbook See examples below from English 102H and Political Science 200H

Items to be addressed on the Honors Form in CurricUNET

1. Additional and advanced components that will be covered in this honors course. In addition to standard course content, this honors course will require the following:

2. Additional measurable instructional objectives that the honors student will be expected to accomplish include the following:

3. Additional reading, writing, and special projects in this honors course will require students to do the following:

4. Augmented critical thinking skills the honors student will develop include the following:

5. In addition to lecture, the following modes of instruction will be used: Examples:

English 102H Political Science 200H

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Course Materials: Textbooks must be no older than 7 years If the course is proposed for General Education or UC transferability, it must have at least 1

required textbook. If you want to use older material, a rationale must be provided and presented to the curriculum

committee. Make sure to include a complete 10-digit or 13-digit ISBN and an approximate price. Be sure to complete all required fields Include additional resources and materials such as sport items, laboratory equipment or tools, art

materials or anything else the student must have to participate effectively in the course and the approximate cost for each.

EXAMPLES:

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Outside of Class Assignment (CREDIT) / In Class Assignment (NONCREDIT) If lecture instructional method is assigned, approximately twice the hours are required to be done

outside of class. Do not list separate hours for each assignment. The system calculates the required hours. EXAMPLES:

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