Importance of the COR The COR establishes the content and rigor of a course and ensures consistency for students across all section offerings Provides evidence of meeting Chancellor’s Office and Title 5 requirements Distinguishes a course from other courses Supports program review process Assists accrediting agency review Ensures quality and consistency of course delivery for faculty The COR serves as the basis for articulation agreements and course identification number (C-ID) designation Provides data for Management Information Systems (MIS) and apportionment Establishes CSU-GE and IGETC status CORs are used to construct new or revised instructional programs

ASCCC’s recommendations for credit courses The COR should demonstrate that the subject matter is rooted in basic theory and concepts of the discipline in each component of the course outline. The COR should integrate all its components; objectives, content, instructional techniques, assignments, and methods of evaluation should all offer proof that students can achieve the course learning outcomes. 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 and/or learning outcomes. Texts are of college level and cover the theory and principles of the subject. Pay particular attention to critical thinking.

Catalog Description Catalog descriptions should be succinct while providing the reader with a summary of the course content/what the student will learn. Identify the target audience: is the course required for major, degree or certificate, transfer? For example, "meets general education laboratory science requirement." It should have enough information that other colleges could use it to compare the course to a similar course at their institution. If field trips are required, that fact must be stated at the end of the description.

Justification Student/Community demand is no longer a satisfactory justification. Courses need to be tied to programs, completion of degrees, or transfer. Stand-alone courses can meet approval standards in certain circumstances, however, if they are justified as “experimental” or “special-topics” courses. See the PCAH, section II, B, 4 for details.

Student Learning Outcomes 3 - 5 CSLOs per course (remember that all SLOs must be assessed.) CSLOs should clearly indicate what a student will be able to do upon completion of the course. CSLOs should reflect the most general goals of the course in measurable terms. Outcomes should use the higher level verbs in Bloom’s Taxonomy and reflect the skills, knowledge, and dispositions that students acquire through course participation that can be applied to their professional, personal, or civic endeavor.

Course Objectives There should be roughly 3 objectives for each unit earned. Objectives can be thought of as concrete dimensions of, elements in, or steps toward, achieving a course student learning outcome (CSLO.) As such, they should identify core competencies, and be clearly connected to course learning outcomes. Objectives should cover all the major topic areas listed in the course content.

Course Objectives - cont Objectives should be specific enough to indicate which incorporate critical-thinking demands. At least some of the objectives must indicate the critical-thinking requirements of the course (analysis, synthesis, evaluation.) Objectives should use verbs that reflect what students will be able to do, using Bloom’s Taxonomy (found on the home page of CurricUNET) as a guide.

Course Content If course is lecture/lab, separate content is required for each. At least some content should clearly be tied to each of the objectives. Content should indicate the depth and rigor of the course. Content area should list all major topics to be taught in the course. Should be in outline form, i.e. topics with subheadings.

Methods of Instruction Should align with Unit/Hour section (lecture/lab) All courses must include Independent Study as a delivery modality

Instructional Techniques An exhaustive list of techniques is not required by Title 5, but “types or examples” of techniques should be specified Techniques should state how course objectives and/or outcomes will be achieved (e.g. “lecture/discussion comparing and contrasting sculpture of various eras and regions.”) At least some of the types or examples should show how critical thinking will occur (e.g. “group evaluation of in-class performance/presentation.”) Techniques that promote active learning are recommended.

Course Assignments Two hours of independent work outside of class are required for each unit/weekly lecture hour. List approximate time spent each week for each type of assignment.  Reading Assignments – list approximate time spent each week on reading assignments. Categorize or briefly describe the types of reading assignments (text book, instructor handouts, journals, etc.). Out-of-class Assignments - list approximate time spent each week on assignments that are not reading or writing Writing Assignments list approximate time spent each week writing assignments. Give examples of appropriate assignments - categorize or briefly describe the types of assignments (essay, term paper, practice exercises, etc.)

Course Assignments An exhaustive list of assignments is not required by Title 5, but types or examples should be specified. The examples should give some indication of how course SLOs might be assessed. The purpose of an assignment should be linked to the objective and/or outcome it is designed to achieve (e.g. “short reaction papers to develop critical-reading and analytical skills.”) Assignments should reflect coverage of all objectives. Assignments should align with methods of evaluation. Out-of-class assignments must be sufficient to show independent work. Remember that four-year institutions may check to see that assignments reflect the appropriate level of academic rigor.

Methods of Student Evaluation List examples of typical classwork/homework assignments in each of the two categories: Demonstration of Critical Thinking and Required Writing, Problem Solving, Skills Demonstration. Demonstration of Critical Thinking and Required Writing, Problem Solving, Skills Demonstration should describe how the achievement of objectives and/or outcomes will be measured (e.g. “evaluation of essays comparing and contrasting rationalism and empiricism”) and how critical thinking will be measured. Methods of evaluation should be tied to the objectives and outcomes of the course.

Types of courses: Credit Generates apportionment; student fees apply Degree applicable and non-degree applicable (developmental/basic skills) Unit bearing Not designated as repeatable (except in limited circumstances) Approval: Curriculum Committee, Board, Chancellor’s Office

Types of courses: Noncredit Generates apportionment – two levels (noncredit and enhanced noncredit); no student fees Enhanced noncredit = College Preparation and Career Development (CDCP) Certificates of completion and competency No units Designated as repeatable Limited to 10 different categories Approval: Curriculum Committee, Board, Chancellor’s Office

Types of courses: Does not earn apportionment Not-for-credit Does not earn apportionment Cannot be supported by general funds, (i.e. must be self-supporting) Subject to local approval process Contract Education Education/training paid for by a business or organization and restricted in enrollment. Credit and Not-for-credit may be offered through Contract Education

WHAT is C-ID and how does it impact the Local COR? C-ID is a supra-numbering system that has been developed to facilitate transfer and articulation between community colleges and articulation with California’s higher educational institutions. C-ID descriptors contain many elements from COR, but describe minimum requirements and are not intended to supplant or dictate local curriculum www.c-id.net

C-ID and Associate Degrees for Transfer (ADTs) The ADT is a degree that guarantees a student the ability to transfer to a California State University http://adegreewithaguarantee.com/ Inclusion of some courses in ADT requires submission for C-ID review and designation. Other courses are included through standard articulation mechanisms.

Essential Elements of the COR – Credit Course Number and Title Catalog Description Prerequisites /Co-requisites/ Advisories Units Total Contact Hours Course Content Objectives/Outcomes Instructional Methods Methods of Assessment Grading criteria (letter grade, P/NP) Outside of Class Assignments Required and Recommended Textbooks Repeatability Options Open Entry/Open Exit Justification of Need CCCCO Data Elements (e.g. TOP and SAM Codes, CB codes) Discipline Assignment(s)

Essential Elements of the COR – Noncredit Course Prefix, Number and Title Catalog Description Total Hours of Instruction TOP Code/SAM Code Total Contact Hours Noncredit Eligibility Category Materials Fees Special Characteristics Justification of Need Class Schedule Description Part of program/certificate Open Entry/Open Exit 20

Additional COR Items to Consider Why you might want it Student Learning Outcomes ACCJC Standard II.A.3 College Level Reading and Writing Assignments Insufficient detail might lead to a request for syllabi Transfer/GE Information/C-ID It can be helpful to have this info on the COR Supplemental Instruction Could SI be part of your course? TBA Hours Include TBA regulations? Enrollment limits Instructional quality, external accreditation requirements

Any questions?