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Using the Reference Guide

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Title: Using the Reference Guide


1
Using the Reference Guide
Marie Boyd, Chaffey College Zerryl Becker,
College of the Desert
2
Being the Expert
  • The day you become Curriculum Chair faculty will
    consider you the expert.
  • You cant know it all so gather your resources
    and read enough to know the basics.
  • Understand the difference between Title 5,
    Chancellors Office, Academic Senate, and local
    policy and requirements from the Accrediting
    Commission of Junior and Community Colleges
    (ACCJC).

3
Being the Expert
  • Dont be afraid to say I dont know.
  • Dont be afraid to say I will have to look that
    up.
  • Dont be afraid to ask others for opinions as
    well as facts.
  • Be aware that there might not be an absolute
    right answer.

4
Curriculum Resources
  • Standards for the Course Outline of Record appear
    in
  • Title 5 Regulation 55002 (Appendix 2 Course
    Outline of Record A Curriculum Reference Guide)
  • The Chancellors Office Program and Course
    Approval Handbook PCAH ( )
  • Accrediting Commission for Community and Junior
    Colleges (ACCJC) accreditation standards ( )

5
Curriculum Resources
  • In addition
  • System-wide intersegmental general education
    agreements with CSUs and UCs (CSU-Ge and IGETC)
    may also place requirements upon the course
    outline.

6
Curriculum Resources
  • And
  • There are Best Practices from the Academic Senate
  • And Memos/Decisions from the Chancellors Office
  • And Local Policies
  • And the Course Outline of Record A Curriculum
    Reference Guide

7
Experts!
  • So how much do you know?
  • We have some questions for you but please feel
    free to jump in any time with questions or
    comments of your own.
  • We wont be afraid to say that we dont know !

8
Why is the Course Outline So Important?
  • Serves as the basis for articulation agreements
  • Serves as part of the colleges Program Review
    process
  • Serves as a type of quality control - to spell
    out the expected content and learning objectives
    for a course for use by any faculty member who
    teaches the course
  • Other?

9
What justifies a new course?
  • All courses should be appropriate to the mission
    of the California Community College System, as
    defined in California Education Code 66010.4.
  • The outline must clearly state the courses role
    in the fulfillment of a degree, certificate,
    transfer, or other need.
  • How the course relates to, or differs from,
    similar courses should be distinguished.
  • The primary course purpose must be clearly stated
    to allow evaluation of objectives.
  • New career technical and transfer programs place
    external research requirements on demonstrating
    need for these programs and courses.

10
What are the first steps in creating a course
outline?
  • Identify a need and rationale
  • Determine the role
  • Transfer
  • General education
  • Basic skills
  • Degree applicable
  • Articulation

11
What elements of the course outline should be
integrated?
  • All
  • Specifically
  • Objectives
  • Content
  • Methods of Evaluation
  • Assignments
  • Methods of Instruction

Guide
12
What is a substantive change?
  • major change in Catalog Description, Objectives,
    or Content which
  • alters the need or justification for the course
  • calls into question the ability of the course to
    meet standards in Title 5 or the Program and
    Course Approval Handbook
  • change in units and hours
  • change in number of repetitions
  • change in credit/noncredit status
  • change in prerequisites, corequisites and
    advisories
  • change in modality, e.g. distance education
    (requires a separate review process)
  • delivery in a highly compressed time frame
  • offering a course in experimental status
  • determination of imminent need to initiate
    expedited approval

13
Does the course outline need objectives and
assignments for TBA contact hours?
This is a little tricky because until 2008 the
answer was pretty much no. In October, 2008 a
legal opinion stated that TBA hours must have
assignments that are NOT homework for the lecture
and that they must also have learning objectives.
14
Should the Curriculum Committee determine class
size ?
  • Based upon the goals, objectives and content of
    the course, determine the calendar parameters
    from which the course delivery should not depart
    if appropriate.
  • This is one area in which academic senate and
    bargaining agent purviews overlap and some
    portions of the issues may need to be negotiated.
  • Some faculty/district contracts include language
    which requires the designation of class size by
    the Curriculum Committee and documented within
    the course outline of record.
  • Title 5 55208 specifically emphasizes that class
    size in distance education courses may be
    determined by curriculum committees, but it does
    not require this.

Guide
15
Does Distance Education require documentation in
the course outline?
  • A separate review process is required if
    instructional modality will include any portion
    of the course being conducted at a distance, by
    design.
  • The Title 5 mandate for a separate review process
    (55206) does not require any documentation in
    the course outline of record.

16
Should the course outline include the textbook
ISBN and cost?
  • The Guide says
  • Texts and instructional materials should be
    completely referenced author, title, publisher,
    and date.

17
How detailed should the assignments section be?
  • Appropriate rigor.
  • Critical thinking.
  • SLO assessment.
  • Relate to course objectives.
  • Sample assignments.

18
What do we mean by rigor?
  • The course outline must be rigorous and effective
    in integrating the required components of
    critical thinking, essay writing/problem solving,
    collegelevel skills, and vocabulary throughout,
    if such are appropriate for the type of course
    being developed.

19
What are the current levels of scrutiny for
prerequisites?
  • Validation, when required, at a minimum must
    include a content review described below.
  • For pre- and corequisites, the course outline
    must document entry skills without which student
    success is highly unlikely.
  • For advisories, the course outline must document
    entry skills which are either necessary but are
    likely to be obtained by other means or, while
    not necessary, would broaden or enhance student
    learning but are not fundamental to student
    success.
  • Requisites may have implications for articulated
    courses.
  • Limitations on enrollment should be fair and
    reasonable and should produce consistent
    evaluation results.

20
Should SLOs be in the Course Outline?
It is important to note that Title 5 does NOT
discuss the inclusion of student learning
outcomes in the course outline of record. While
currently there is no consensus about this matter
across the state, the issues surrounding this
discussion are extremely complex and merit
significant comprehensive research that is beyond
the scope of this paper. In a survey conducted by
the Academic Senate in 2007, 50 of the colleges
responding have chosen to include learning
outcomes in the course outline of record and the
other half of the colleges have chosen to not do
so. Therefore, The Course Outline of Record A
Curriculum Reference Guide will not use the term
outcome or SLO some colleges may find that
this papers definition of course objectives is
similar to their definition of outcomes. The
Academic Senate is collecting research on the
pros and cons of including student learning
outcomes in the course outline and will report
back on its findings.
21
What are the Chancellors Office Course Data
Elements ?
  • Taxonomy of Programs (TOP) code,
  • Credit status,
  • Transfer status,
  • Basic skills status,
  • SAM code (occupational status)
  • Course classification code (CB11 required by
    SB361 and AB1943),
  • Special class status (CB13 for disabled
    students Title 5 56029),
  • Prior to college level (CB21 English/ESL
    courses prior to college level),
  • Funding agency category (CB23 funding for
    course development was an Economic Development
    Grant),
  • Program status (CB24 stand alone or in a
    program, AB1943)
  • http//www.cccco.edu/AboutUs/Divisions/TechResearc
    hInfo/MIS/DED/tabid/266/Default.aspx

22
How Important are Methods of Instruction?
  • The Methods of Instruction should tie to
    objectives and content.
  • Frequently course outlines just say exams and
    papers and assignments without specifying what
    kind of papers, what size papers. This will be a
    big issue if prerequisites change to content
    review only.
  • Consistency in this area among all faculty
    teaching the same course, be they full time or
    adjunct is an issue.
  • Field trips and the liability they represent,
    when the field trip is casually organized and
    left up to the students to get themselves to the
    appointed location what do you think?

23
What are the standards of approval for a credit
course?
  • Grading policy
  • units
  • intensity
  • prerequisites and corequisites
  • Basic skills requirements,
  • difficulty
  • Level
  • The first four apply to non-credit also

Guide
24
Should the Course Outline assign a course to a
discipline?
  • Each course must be assigned by the curriculum
    committee to the appropriate discipline(s).
  • Proper assignment of a course to discipline(s)
    ensures that faculty with the appropriate
    expertise will teach the course.
  • It is not a Title 5 requirement that the
    discipline assignment designations be contained
    within the course outline of record, but these
    assignments do need to be monitored somewhere and
    the course outline of record is a convenient
    location that will provide appropriate direction
    to those who would assign faculty to teach the
    course.
  • The Academic Senate has taken the position that
    discipline designation should be an element of
    the course outline of record

25
How do units relate to contact hours?
  • One credit hour or unit should encompass no fewer
    than 48 hours of coursework.
  • This standard sets a minimum of hours per unit
    relationship that can be exceeded within reason.
  • For a traditional lab course contact hours are 48
    semester hours times the number of lab units.
  • In the case of a traditional lecture course where
    the student is expected to spend 16 hours per
    unit in class and 32 hours per unit in study
    time, the contact hours would be 16, 32 or 48
    hours for a one-, two-, or three-unit course,
    respectively.
  • There is no Title 5 requirement that courses be
    so traditionally scheduled.
  • For example, in a three unit lecture course
    students might be required to
  • Spend 3 hours in lecture and 6 hours in homework
  • Spend 4 hours in lecture and 5 hours in homework
  • Spend 3 hours in lecture and 5 hours in lab and 1
    hour in homework

26
What are the key elements of assignments?
  • Assignment examples, if provided, should reflect
    coverage of all objectives and content.
  • Assignment examples can include supplemental
    reading materials beyond the required text(s).
  • Optional and alternate assignment examples can
    and in some cases should be included. (e.g. an
    alternate assignment allowed in lieu of a
    required field trip or a cost-bearing assignment
    such as theatre tickets).
  • In addition to listing graded assignments, the
    developer of the course outline should give the
    basis for grading, and relate assignments to
    skills and abilities in objectives. For example,
    say written assignments that show development of
    self-criticism. Attach examples if needed.
  • Out-of-class assignments must be sufficient to
    show independent work.
  • The difficulty standard for degree-applicable
    credit courses requires that assignments must
    reflect college-level effort, particularly in
    terms of critical thinking.

27
Some colleges use a checkbox list for methods of
instruction. Is this a good approach?
  • This approach does not meet all Title 5
    requirements because it does nothing to
    illustrate the methods for determining whether
    the stated objectives have been met by students
    and does little to cross validate (integrate)
    some of the other course outline elements.

Guide
28
Who determines repeatability?
Title 5 provides guidelines and an absolute
maximum on apportionment but the rules for your
college are determined by local policy.
29
Other Questions?
This PowerPoint will be available on the Academic
Senate web site under Curriculum Institute 2010.
Our thanks to all of you Zerryl Becker,
College of the Desert State Curriculum
Committee Marie Boyd, Chaffey College Curriculum
and SLO Chair
30
Guide on Method of Instruction
  • This objective/method of instruction

Observe and analyze the various components of a theatrical performance. In-class reading of dramatic texts by the instructor and students followed by instructor-guided interpretation and analysis.
Instead of this
Assignments Teaching Methods Evaluation Methods
Homework Lecture Essay Exam
Reading from Text Discussions Projects
31
Reference Guide - Integration
  • The following samples show integrated
    relationships that can exist within the primary
    elements of a course outline of record for a
    course in engine systems.
  • Students will be able to evaluate and diagnose
    most common fuel system problems safely (COURSE
    PURPOSE)
  • if they master the following OBJECTIVES
  • be able to research, assess and determine the
    proper handling of fuels and combustible
    materials,
  • be able to research and apply testing techniques
    and data to familiar and unfamiliar diagnosis
    scenarios.

32
Reference Guide - Integration
  • Which are composed of the following CONTENT
    elements
  • proper tool usage,
  • characteristics of petroleum products,
  • technical reading,
  • interpolating data in diagnostic process charts
    and schematics.

33
Reference Guide - Integration
  • Students will master these objectives by the
    following METHODS OF INSTRUCTION
  • engage in activities using laboratory simulators
    and test equipment,
  • participate in classroom demonstrations of fuel
    flammability,
  • conduct research on computer based repair and
    service information,
  • complete various in-class practice exercises to
    develop student diagnostic and analytical skills.

34
Reference Guide - Integration
  • Students will complete the following types or
    examples of homework ASSIGNMENTS
  • ?? read assignments from the course primary
    textbook to become familiar with basic tools and
    common
  • test equipment,
  • ?? research National Fire Protection Agency
    combustible liquids data sheets to determine
    flash and
  • flame points, and fire suppression techniques for
    selected fuel oils and solvents,
  • ?? review and complete responses in course
    workbooks to develop student troubleshooting
    skills.

35
Reference Guide - Integration
  • And this will be EVALUATED by
  • practical assessments where the student safely
    operates various test equipment and hand tools,
  • oral and practical assessments where the student
    safely handles various fuels and other hazardous
  • materials,
  • written assessments in which the student
    completes research questionnaires,
  • practical assessments in which the student
    successfully completes several diagnostic
    scenarios.

36
Ed Code 66010.4 Mission
  • (a) (1) The California Community Colleges shall,
    as a primary mission, offer academic and
    vocational instruction at the lower division
    level for both younger and older students,
    including those persons returning to school.
    Public community colleges shall offer instruction
    through but not beyond the second year of
    college. These institutions may grant the
    associate in arts and the associate in science
    degree.

37
Ed Code 66010.4 Mission
  • (2) In addition to the primary mission of
    academic and vocational instruction, the
    community colleges shall offer instruction and
    courses to achieve all of the following
  • (A) The provision of remedial instruction for
    those in need of it and, in conjunction with the
    school districts, instruction in English as a
    second language, adult noncredit instruction, and
    support services which help students succeed at
    the postsecondary level are reaffirmed and
    supported as essential and important functions of
    the community colleges.
  • (B) The provision of adult noncredit education
    curricula in areas defined as being in the
    state's interest is an essential and important
    function of the community colleges.
  • (C) The provision of community services courses
    and programs is an authorized function of the
    community colleges so long as their provision is
    compatible with an institution's ability to meet
    its obligations in its primary missions.

38
Ed Code 66010.4 Mission
(3) A primary mission of the California Community
Colleges is to advance California's economic
growth and global competitiveness through
education, training, and services that contribute
to continuous work force improvement. (4) The
community colleges may conduct to the extent that
state funding is provided, institutional research
concerning student learning and retention as is
needed to facilitate their educational missions.
39
Intensity, Difficulty, Level
For degree-applicable courses, difficulty calls
for critical thinking, understanding and
application of concepts at the college level and
intensity sets a requirement that most students
will need to study independently, possibly for
periods beyond that of the total course time
defined by the unit(s). The outline should build
the case that students will be required to study
independently outside of the class time
(intensity). Reading, writing and other outside
assignments qualify to fulfill both study time
as defined in the credit hour and the
independent study required to demonstrate
intensity. The course developer who creates a
course based solely upon laboratory/ activity or
lecture time with no designated outside study
time (e.g. students are in the class all 48 hours
per unit) will still need to demonstrate a depth
and breadth of student learning that requires
student effort beyond class time. The level
standard requires college level learning skills
and vocabulary.
40
Class Size and Calendar
  • Title 5 is somewhat silent about both session
    lengths (calendar) and class sizes, but both are
    considered to be academic and professional
    matters and are commonly negotiated elements.
  • If bargaining language or district policy
    language is not satisfactory or is leading to
    situations which do not seem pedagogically sound,
    it is critically important for the curriculum
    committee chair to initiate discussions between
    the local senate president and bargaining agent.
    In cases where district policy and contract
    language calls for a committee review and various
    signatures, there needs to be clear policy for
    how to proceed when a disagreement occurs.

41
Class Size and Calendar
  • Discipline expertise is the single most qualified
    source to appropriately determine limitations on
    calendar/ scheduling and class sizes. Inherent to
    this though, is the potential conflict of
    interest from being able to teach a profitable
    number of courses in a fairly shortened term.
  • This in no manner implies that there are not
    faculty who possess the skills and capabilities
    to remain highly effective under these
    conditions. It does, however, mean that faculty
    are obligated to monitor these practices, and to
    be diligent in maintaining our excellent
    reputation through high standards of rigor and
    quality.

42
Class Size and Calendar
  • To describe within this document a specific set
    of parameters which define either good or bad
    calendar/scheduling specifications is really not
    feasible given the large variety of courses and
    methods used to deliver them.
  • But there already exist some metrics that are
    relatively common across the state. These are
    faculty full-time load equivalency, and maximum
    course-load limitations for students. These two
    are pointed out because many of the more
    egregious cases of abuse seem to be reflected in
    these areas.

43
Class Size and Calendar
  • A five-unit course taught in a four-week format
    is equal to 133 of a facultys full time load in
    most districts where a full load equals 15 class
    time hours per week in a traditional semester,
    and would represent anywhere from a 133 to 150
    load for the student.
  • Under those terms, is instructional quality
    occurring for each and every student within that
    class, regardless of any delivery constraints?
  • Would this affect the quality of student success
    irrespective of who teaches the course or what
    types of services may or may not be available
    within any given four-week window?
  • What happens to regular effective contact and
    student success if that faculty is teaching
    three-, five-unit, distance education courses
    during this short term, thereby sustaining a 400
    load?
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