Source: http://slideplayer.com/slide/2574948/
Timestamp: 2017-10-17 19:03:32
Document Index: 83064425

Matched Legal Cases: ['§ 53200', '§ 53200', '§ 53200', '§55002', '§55002', '§55002', '§55003', '§55003', '§ 53200']

Academic SenateAcademic Senate  Title 5 § (10+1)  1. Curriculum, including establishing prerequisites. 2. Degree and certificate requirements. - ppt download
Academic SenateAcademic Senate  Title 5 § 53200 (10+1)  1. Curriculum, including establishing prerequisites. 2. Degree and certificate requirements.
Published byJerome Barnwell Modified over 3 years ago
Presentation on theme: "Academic SenateAcademic Senate  Title 5 § 53200 (10+1)  1. Curriculum, including establishing prerequisites. 2. Degree and certificate requirements."— Presentation transcript:
2 Academic SenateAcademic Senate  Title 5 § 53200 (10+1)  1. Curriculum, including establishing prerequisites. 2. Degree and certificate requirements. 3. Grading policies. 4. Educational program development. 5. Standards or policies regarding student preparation and success. 6. College governance structures, as related to faculty roles. 7. Faculty roles and involvement in accreditation processes. 8. Policies for faculty professional development activities. 9. Processes for program review. 10. Processes for institutional planning and budget development. 11. Other academic and professional matters as mutually agreed upon.
3 Curriculum CommitteeCurriculum Committee  AP 4020: “The Curriculum Committee is a standing committee of the Academic Senate, as established through mutual agreement between the District and the Academic Senate.  “The purpose of the Curriculum Committee is to maintain the quality and the integrity of the educational program.”  “Courses and programs will be evaluated for their educational content and their appropriateness and value to the students served”
4 Department ChairsDepartment Chairs  UPM/MCCD Contract 2010-2013  8.12.2 (a) 2. “In conjunction with department members develop and/or modify curriculum, subject to departmental and District approval.”  8.12.2 (C) “Curriculum/Instruction. Hold regularly scheduled advisory committee meetings for the occupational programs, attend curriculum committee meetings as needed, and distribute the minutes of official meetings to selected campus and Departmental offices.”
5 Dean (signature as professional courtesy) Office of Instructional Management (adds to Curriculum Agenda) Curriculum Committee (technical review) Union District Workload Committee (workload/contract issues) Curriculum Chair (signature) Board of Trustees (board packet) Department Chair (signature) Department Faculty Students and the General PublicDepartment FacultyChancellor’s OfficeAuditors CSU/UC/Other InstitutionsACCJC (WASC)Certification Agencies
6 CoM Curriculum Committee Website  www.marin.edu/curriculum www.marin.edu/curriculum
8 The Course OutlineThe Course Outline  The course outline of record (COR) is a legal document that must contain certain required elements that are outlined in §55002 of Title 5.  The COR serves as a legal contract between the faculty, student, and the college  All CORs must be approved by the local academic senate (curriculum committee) and the local governing board.
9 Importance of the CORImportance of the COR  The COR establishes the content and rigor of a course and ensures consistency for students across all section offerings.  The COR serves as the basis for articulation agreements and course identification number (C-ID) approval.  CORs are used to construct new or revised instructional programs.  CORs have many audiences: faculty, local board, ACCJC (WASC), Chancellor’s Office, auditors, certifying agencies, CSU and UC, students, and the general public.
10 Required Elements of the CORRequired Elements of the COR Course Number and Title Catalog Description Prerequisites/Corequisites /Advisories Units Total Contact Hours Course Content Objectives Instructional Methods Methods of Assessment Grading Criteria Outside of Class Assignments Required and Recommended Textbooks Repeatability Open Entry/Open Exit Justification of Need
11 Other Items in Our CORsOther Items in Our CORs ItemWhy we include it Student Learning OutcomesRequested to be part of COR by ACCJC College Level Reading and Writing Assignments Insufficient detail might lead to a request for syllabi Transfer/GE/Graduation Information Clarifies the role of the course at CoM Distance Ed InformationDocuments rigor of DE courses for ACCJC Instructional Materials FeesDocuments necessity for students fees for auditors
12 Course NumbersCourse Numbers  Every college will have a different numbering system.  Many colleges follow either the UC or CSU numbering methods  UC: 1 – 99 for lower division classes  CSU: Below 100 not transferable, 100 – 199 first year level, 200 – 299 sophomore level
13 Course DescriptionCourse Description  Should describe the content of the course and indicate who the intended audience is (if there is one).  This information is usually part of the catalog description.  Does your college require the use of complete sentences or are fragments acceptable (Remember this is a public document)?  What about special types of courses like TBA, Supplemental Instruction, Work Experience, etc? Do these courses need additional information?
14 Units and Hours: Following the Carnegie Unit  “One credit hour of community college work (one unit of credit) requires a minimum of 48 hours of lecture, study, or laboratory work at colleges operating on the semester system....” (§55002.5)  “A course requiring 96 hours or more of lecture, study or laboratory work at colleges operating on the semester... shall provide at least 2 units of credit.” (§55002.5)
15 Lecture and LabLecture and Lab  1 semester unit of lecture:  16-18 hours of lecture  32 hours of outside of class assignments or study  There is no way to know exactly how many hours each student will spend on homework but the assignments listed should correspond to approximately this amount of time given an average student.  1 semester unit of laboratory:  48-54 hours of lab  It is generally assumed that all work for lab courses is done in class but that is not always the case.
16 Requisites  Requisites and Advisories are described in §55003.  Prerequisites and corequisites should be established based upon skills that a student MUST have to be successful.  You MUST have a challenge policy in place established by your local board and it should be described in your college catalog.  Prerequisites and corequiresites must be reviewed every 6 years (2 years for CTE)  As of 2011, we can once again implement cross-disciplinary pre/co-requisites for communication, computation, and reading. We are working on a process for those interested at CoM.
17 Advisories (Recommended Prep)Advisories (Recommended Prep)  A condition of enrollment that a student is advised, but not required, to meet before or in conjunction with enrollment in a course or educational program  Typically these are courses that you feel will help the student be more successful but either there is no data available or content review is not appropriate to establish this as a prerequisite  These must be reviewed ever 6 years just like prerequisite and corequisites.  Counselors at CoM often advocate for the implementation of advisories to help counselors and students understand the expectations of required skills and abilities.
18 Course ContentCourse Content  This is the “meat and potatoes” of your course. It needs to include all of the material that will be covered in each section of the course.  Instructors have flexibility in how much time they spend on each item but they must cover them all.  If time permits, instructors can cover additional material that is not listed but not at the expense of the content listed.  Try to be as detailed as possible to help faculty as well as anyone reviewing the COR.  At CoM, our course content area has separate spaces for lecture and lab topics.
19 Objectives  These are a REQUIRED part of the COR and are important for UC articulation.  The objectives should indicate what skills or knowledge the student will acquire during the course. They do not necessarily need to be measurable like SLOs.  Typically there are be three to ten objectives for a course.
20 What About SLOs?What About SLOs?  Student Learning Outcomes (SLOs) are assessable outcomes successful students will be able to demonstrate. SLOs do not need to reflect all of the outcomes in a course.  We recommend including just three to five measurable SLOs in course outlines.  SLOs are not a required component of the COR according to Title 5.  The ACCJC wants to see SLOs listed on the COR.  Does this mean that you have to? Well no, but...  If SLOs are part of your COR, do you need to go through the same approval process to change them that you would to change any other part of the COR? Well yes, but...
21 Course Objectives vs. SLOsCourse Objectives vs. SLOs Course Objectives Objectives represent skills, tools, and/or content (the nuts and bolts) that are important for students to engage a particular course. Objectives can often be numerous, specific, and detailed. Measuring and reporting on each objective for each student may be impossible. Objectives often identify what specific skills, tools, and/or content faculty will focus on to help students achieve the student learning outcomes.
22 Course Objectives vs. SLOsCourse Objectives vs. SLOs Course Objectives Objectives represent skills, tools, and/or content (the nuts and bolts) that are important for students to engage a particular course. Objectives can often be numerous, specific, and detailed. Measuring and reporting on each objective for each student may be impossible. Objectives often identify what specific skills, tools, and/or content faculty will focus on to help students achieve the student learning outcomes. Student Learning Outcomes SLOs are statements that clearly identify the most important actions students will be able to DO upon successful completion of the course. SLOs are often fewer in number than course objectives (often 3-5) but may integrate those objectives and other course content. They must be observable and measurable against criteria. SLOs often integrate the course objectives, course content, and critical thinking elements into higher level actions.
23 Objectives vs. SLOsObjectives vs. SLOs ENGL 150 ObjectivesENGL 150 SLOs Write thesis statements, topic sentences and concluding strategies Use supporting details to flesh out thesis, t opic sentences Address audience, understanding tone Make inferences from texts Use a variety of rhetorical modes Demonstrate an advanced understanding of idiomatic spe ech and English syntax Demonstrate precision in appropriate word choice to exp ress complexity of thought Utilize coordination and subordination to e xpress logical relationships between thought s Utilize appositives, verbals, transitional phras es to link related ideas Follow rules of grammar, punctuation and usage Perform directed research Evaluate, incorporate and properly cite rese arch sources Write organized and well-supported essays (1,000-1,500 words), using a variety of writing strategies and reading materials Identify and evaluate central ideas, rhetorical strategies, evidence, organization, style, and implications of texts Perform directed research using information technology to effectively evaluate, incorporate, and properly cite research Use the rules of grammar, punctuation, and usage to write sentences that express clear relationships among ideas
24 Instructional MethodsInstructional Methods  Title 5 does not mandate a comprehensive list of instructional methods. Therefore faculty have the academic freedom to choose methods to best suit different teaching and learning styles  Should be appropriate to course objectives  COR must specify types/examples  E.g. *May include, but are not limited to: Lecture, Lab, Demonstration  E.g. *Will include lecture and demonstration.
25 Methods of EvaluationMethods of Evaluation  Title 5 does not mandate a comprehensive list of methods for evaluation. Therefore faculty have the academic freedom to choose assignments following their expertise  COR must specify types/examples  Must be appropriate to course objectives  Must effectively evaluate students’ critical thinking abilities
26 Assignments and/or Other ActivitiesAssignments and/or Other Activities  The assignments listed should be designed to support the content of the course and be expected to take an average student ~32 hours per every unit of lecture to complete.  The assignments section should be detailed enough to give instructors, students, and reviewers a clear understanding of the rigor of student work that is expected but not be so restrictive that it limits the flexibility of instructors.  This is an area where course syllabi are often requested because the COR does not adequately describe the rigor of writing assignments (i.e. amount required) or problem solving that the student is expected to complete.
27 Textbooks  Any course that is part of CSU GE Breadth or IGETC MUST have a required textbook  Do all instructors have to use the textbook listed on the COR? No.  The textbook listed may help your articulation with other universities.  For textbooks with a publication date more than five years old, a brief justification should be included in case your AO is asked about it.  We recommend including a textbook more recent than five years old.
28 Course Review CycleCourse Review Cycle  There is no specific review cycle outlined in Title 5 or the accreditation standards.  Title 5 §55003 requires that all prerequisites and corequisites are reviewed every six years (every two years for CTE).  CORs submitted for C-ID approval must have been reviewed within the last five years.  At CoM, our course review cycle requires each COR to be updated and reviewed every 5 years.
29 Putting it All Together: The Catalog Description  The catalog description should include:  Course Number and Title  Number of units and hours  Brief description of the course and content that includes the target audience (if any)  Any requisites or advisories  Whether the course is lecture, lab, or both  Information about required field trips or other required activities  You could also include information about transferability, C-ID, General Education, Etc.
30 Example DescriptionExample Description English 150: Reading and Composition (1A) 3.0 Units. 3 lecture hrs/wk. Prerequisite: ENGL 120 or 120SL or 120AC or English Placement Test or Equivalent. This course develops and refines students’ writing, reading, and critical thinking abilities. Students read and discuss various works and write expository and argumentative prose, including a research paper. The course emphasizes gathering, evaluating and documenting evidence. During the semester, students are required to write numerous essays for a total of between 8,000- 10,000 words. (CSU/UC) AA/AS Area D, CSU Area A-2, IGETC Area 1A
31 Useful ResourcesUseful Resources  http://www.marin.edu/curriculum/ http://www.marin.edu/curriculum/  Course Outline Form  Degree and Certificate Form  CoM Course Revision Cycle  Curriculum Committee Membership  CoM Course Outline Guide  ASCCC Curriculum Reference Guide  Title 5 and CA Education Code  http://www.ccccurriculum.info http://www.ccccurriculum.info  ASCCC Curriculum Resources  http://www.cccco.edu http://www.cccco.edu  Chancellor’s Office Curriculum Resources
32 CoM Curriculum Committee  Chairperson: Dave King (david.king@marin.edu)david.king@marin.edu  Regular Meetings: Thursdays, 2:15pm-3:45pm, SMN 225  Deadline for Fall 2014 Curriculum: Thursday, November 14 th 2013
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The Course OutlineThe Course Outline  The course outline of record (COR) is a legal document that must contain certain required elements that are outlined.