1. WRITING AND REVISING THE COR (COURSE OUTLINE OF RECORD) January 2016

2. BASIC PROCESS  See the C & I handbook for the full process. You can find it online at our website www.glendale.edu/ciwww.glendale.edu/ci

3. WRITING OR REVISING A COURSE OUTLINE OF RECORD (COR) January 2016

4. SELECT ONE OPTION  Degree Applicable  Nondegree Applicable  Noncredit

5. COURSE ID Can be found on SharePoint (more later)

6. DATE OF PROPOSED MEETING

7. DEPARTMENT PREFIX, NUMBER, AND TITLE Include C-ID PREFIX, NUMBER, and TITLE If applicable

8. CATALOG STATEMENT Include full title of department (not prefix). Avoid “will” Keep it brief Don’t‘ describe what else the course does (grad requirement, pass/no pass, etc.) Just describe the class.

9. UNITS AND HOURS 1 lecture unit = 16.0 hours 1 laboratory unit = 48.0 hours See Sarah and Nancy for TBA questions Total up lecture lab hours in “Total Faculty Contact Hours”

10. PREREQUISITES, COREQUISITES, RECOMMENDED PREPARATIONS Use prefixes Separate line for each type—example Prerequisite: ENGL 101 Recommended Preparation: BIOL 123 Really think about adding “or equivalent” this gives you(r division) the right to determine eligibility

11. COURSE NOTES Without impacting credit limitations or limitations on enrollment = NSC A Example: This is an optional but strongly recommended class in the Registered Nursing curriculum. Example: PE 245 is designed for the intercollegiate men’s soccer team.

12. COURSE NOTES With a credit limitations or limitations on enrollment = NSC B Example: HIST 117 allows only 1 unit of credit for students who have completed HIST 110.

13. COURSE ENTRY EXPECTATIONS Use exit standards or representative exit standards from rec prep, prerec, and corequisite courses For courses with only a corequisite “While enrolled in the course the student should be able to…” For entry level courses with no advisory or limitation on enrollment two options 1. N/A 2. Basic, reasonable expectations Example for Spelunking 101 Prior to enrolling in the course the student should be able to *identify a cave;…

14. COURSE ENTRY EXPECTATIONS Copy/paste exit standards—or representative exit standards from rec preps, prerecs, and coreqs For entry level courses options with no rec prep, prerec, or corec are N/A or you select some reasonable things students should be able to do to succeed Spelunking 101 Course Entry Expectations *ability to identify a cave;…

15. COURSE EXIT STANDARDS What students need to be able to do at the end of a course Operational standards Blooms taxonomy Don’t forget C-ID, ASSIST, and other resources as a starting point

16. TOTAL FACULTY CONTACT HOURS Pretty self explanatory Combine lecture/lab hours in total

17. COURSE CONTENT (LECTURE COURSES) Topic based No verbs— or limit verbs No huge numbers of hours—break it up This is not the chapter index of your textbook Also, this is not your dissertation If you win the lottery and quit would someone be able to reasonably understand how to budget time for topics in the course? Don’t forget about the present and the future. Don’t let your outline date you (too much)

18. COURSE CONTENT (LECTURE COURSES) Topic based Avoid verbs Keep it short Your content is not the chapter index of your course’s textbook

19. LECTURE/LABORATORY COURSES Break up content—separate by lecture and laboratory Lecture should be topic based Laboratory should generally be activity based (so YES verbs can be okay…) What could be improved here?

20. LECTURE/LABORATORY COURSES For folks who’ve done this before— spilt up lecture/lab content completely. No shared topics

21. METHODS OF INSTRUCTION Be reasonable Use resources on C & I website under “Forms, Templates, and Samples”

22. OUT OF CLASS ASSIGNMENTS Be reasonable Use resources on C & I website under “Forms, Templates, and Samples” Limit examples for laboratory courses—(hours are in class, right?) Focus on what’s required in terms of writing

23. METHODS OF EVALUATION Be reasonable Use resources on C & I website under “Forms, Templates, and Samples” Focus on what’s required in class (not out of class)

25. TEXTBOOKS Representative textbooks Use what’s in print Follow out of date textbook policy (provide justification/evidence for out of date books) Use MLA

26. OTHER CONSIDERATIONS Discipline placement and minimum qualifications, TOP code and CIP code, articulation, and the Chancellor’s Office

27. DISCIPLINE PLACEMENT/MINIMUM QUALIFICATIONS  Use HR’s list of disciplines (minimum qualifications)  http://glendale.edu/index.aspx?page=1252 http://glendale.edu/index.aspx?page=1252  C & I minutes/process can further clarify course’s intention in terms of scheduling and staffing  Avoid myopia—before dreaming up a new course, see what we already have in other areas

28. TOP CODES, CIP CODES AND THE CHANCELLOR’S OFFICE  http://curriculum.cccco.edu/ http://curriculum.cccco.edu/  The college’s curriculum process determines TOP and CIP codes (these are not budget codes)  Use Chancellor’s Office public search to see what’s gone where at GCC and where courses may have been placed at other schools  Use Chancellor’s Office search function to review what we already have

29. QUESTIONS?