1. No category

 Writing Guide
 Sample Curriculum
 Bloom’s Taxonomy
 Forms
 Curriculum
Committee
Procedures
 Resources
 Committee Meeting
Dates
 Workshop Dates
 Membership List
2010-2011
Curriculum Contact Information:
Chairs:
Administrative Co-Chair: Richard Rowley 951.639.5420 [email protected]
Faculty Co-Chair: Michelle Stewart 951.639.5645 [email protected]
Curriculum Office Staff:
Angela Seavey, Class Scheduling and Information Specialist 951.487.3402
Debbie Grace, Curriculum Clerical Support 951.487.3403
Curriculum Website: From the MSJC Home Page, http://www.msjc.edu , select the Faculty &
Staff button, then select Curriculum Committee from the list on the page under Faculty & Staff
Resources.
Table of Contents Letter from the Curriculum Committee Chair ............................................................................. 1 Committee Information and Deadlines List of Current Committee Members and Areas Represented ........................................ 6 Calendar of Deadlines and Meetings ............................................................................... 7 Workshop Dates ............................................................................................................. 11 Process Information Course Approval Process Flow Charts ........................................................................... 14 Table of Form Procedures .............................................................................................. 16 Current Curriculum Committee Operating Procedures ................................................. 17 Tech Review Instructions for Blackboard ...................................................................... 29 Course Outline Writing Guide .................................................................................................... 32 Samples of Completed Course Curriculum ................................................................................ 44 Distance Education Information Regular Effective Contact Policy .................................................................................... 81 How to Approve DE Addenda ........................................................................................ 84 Sample Completed DE Form .......................................................................................... 85 DE Addendum ................................................................................................................ 90 Honors Information Honors Addendum Writing Guide ................................................................................. 94 Sample Completed Honors Addenda ............................................................................. 98 Honors Addendum ....................................................................................................... 100 Appendices Tech Review Checklist .................................................................................................. 102 Articulation (Form D) Instructions ............................................................................... 104 Tech Review Feedback Form ....................................................................................... 105 General Education Area Definitions and Student Learning Outcomes ....................... 107 Option A Requirements for AA/AS Degree .................................................................. 113 Other Resources and References................................................................................. 115 Forms ...................................................................................................................................... 117 All curriculum is, at bottom, a statement a college makes about
what it thinks is important.
Cohen and Brawer, The American Community College
Dear MSJC faculty,
Having recently returned from the Curriculum Institute (sponsored by the Academic Senate for
California Community Colleges), I am proud to be a faculty member and curriculum chair at
MSJC. The institute confirmed for me that we have a strong curriculum process, one that
reflects the contributions of the faculty on the committee as well as those who write and revise
courses, certificates, and programs. At the institute we were informed of some changes to Title
5 as well as some changes to requirements of the Chancellor’s Office, both of which will impact
what we do in the classroom and therefore what we must do with curriculum and the
curriculum process. It was helpful to hear about struggles at other community colleges in the
state (which we hope to avoid) as well as what is working elsewhere, ideas that we may modify
and incorporate into our own processes so that we can continue to demonstrate that what
happens in our classrooms is of the utmost importance to Mt. San Jacinto College.
In part, this handbook continues my goal as curriculum chair to educate faculty in the
curriculum process so that our curriculum does what good curriculum should do. It should
reflect our commitment to students and to providing for them a quality education, one that will
benefit them in their career and transfer educational goals. To this end, as you write and revise
curriculum, keep in mind the following five criteria that the Chancellor's Office identifies as
necessary for good curriculum (derived from statute, regulation, guidelines provided by transfer
institutions [including IGETC] and industry, recommendations of accrediting institutions and
standards of good practice established in the field of curriculum design):
Appropriateness to mission (the course should be an appropriate level for a community
college, should address a valid transfer, occupational, basic skills, civic education or
lifelong learning purpose, and should provide distinct instructional content and specific
instructional objectives)
Need (there should be evidence of the need for the course in the college service area)
Curriculum Standards (there should be a local approval process that includes scrutiny by
faculty and administrators, consistent with the requirements of accrediting agencies)
Adequate Resources (the college should have the resources needed to offer the course
at the quality described in the course outline of record)
Compliance (the design of course cannot be in conflict with any state or federal law,
statutes or regulations)
Because our curriculum represents us at many levels -- to the students, to the state, to transfer
institutions, to businesses and licensing entities, and to accreditation, what we put in our
course outlines of record should reflect the quality education provided at Mt. San Jacinto
College. Our integrity as instructors and as an institution is embodied in the paperwork we
write and revise. This is why it is crucial that you see the curriculum process as more than
"updating forms" or "filling in the blanks." Revised courses warrant the same kind of scrutiny
we give to new courses: we should consider whether the course content and objectives reflect
what is current in the field, whether current requisites remain valid or whether students would
benefit from additional requisites, whether other methods of instruction or evaluation would
benefit the students, whether DE or Honors addenda would be beneficial or, if existing, reflect
the same rigor of the course (for distance education addenda) or reflect increased rigor (for
Honors addenda). Writing and revising curriculum should be an opportunity for reflection, a
time to ensure that what is on the course outline of record represents what the student will
receive in the classroom since, as you all know, what is on the course outline of record is a
contract of sorts that we provide for what students will learn in the class.
The importance of curriculum as it represents us as an institution also explains the need for
forms; documentation of what we have done and when and why is crucial to the curriculum of
the college for articulation and accreditation as well as for outside agencies in the case of
career education. I know many of you get frustrated with changes to curriculum and forms, but
curriculum is an ever- evolving process, a good deal of which is out of the committee's control
or represents our attempts to clarify the process. While this document (the Best Practices of
Curriculum handbook) will be helpful beyond the coming year, please make it a habit to utilize
the curriculum website (available at
http://www.msjc.edu/CollegeInformation/Administration/Committees/CurriculumCommittee)
so that you can be aware of any changes as well as new requirements. We try to make as much
information available on the website as possible, and forms and information on the website will
reflect what is most current.
I sent an email out over the summer explaining some of the specific changes to the process of
which you should be aware. So that you have that information at your fingertips, I am
repeating much of it here:
Forms
Revised forms are now available on the website. Besides eliminating the color on the forms,
only a few changes have been made, including the new A forms (in place since January) and
minor changes to the B form: we locked the document so that required areas cannot be
inadvertently deleted from the form and have added an area where you will justify putting a
course or keeping a course in specific areas of our general education degree pattern based on
recently approved definitions of those areas (the document is available through a link). PLEASE
NOTE THAT YOU MUST SPELL CHECK THE INFORMATION ON THE B FORM OUTSIDE OF THE
FORM ITSELF (this is a limitation of locked documents in Word that we have not yet found a
way to circumvent). The E1 form has been revised to eliminate confusing redundancies and to
specify a few other types of prerequisites, corequisites, and recommended preparation. The E4
form has been revised to incorporate validation for portfolios and assessment scores (this form
may require further revision in the coming months depending on a vote by the Board of
Governors regarding Title 5 regulations governing prerequisites which, if approved, may be in
effect as early as the fall -- more on this as we get word from the state), and an E5 form has
been added for validating other enrollment criteria.
Process
The process at this time remains basically the same although we have revised deadlines so that
they all fall on Fridays at noon (with one exception due to a holiday). Blackboard will still be
used for Tech Review; with the latest version of Blackboard, you can subscribe to the thread for
any courses you are working on and be notified each time someone comments on your courses.
Remember that the process does not end once your course has made it through second read -all courses, revisions, addenda, and programs need to be approved by the Board of Trustees.
Courses requiring articulation then need to get approval by the CSU and UC systems, a process
which has its own set of deadlines and which we do not control. MSJC typically will not offer
courses that need to be articulated until they have been approved for articulation, something
to keep in mind when planning your schedules.
Please note that if your department will be putting a large number of courses through
curriculum this year, we will accept only ten courses per department per week in order to allow
us to process the information in a timely manner. We encourage all faculty not to wait until the
deadline to submit your courses.
Catalog deadline
The date for submitting materials for the 2011-2012 catalog is October 8, 2010. Please note,
however, a few changes to keep faculty writing curriculum as well as those on the committee
from having to deal with marathon meetings in November. We will be dealing in the November
cycle only with courses that affect the catalog. This includes courses that are new or course
revisions that have changes to the title, units, prerequisite/corequisite/recommended
preparation, repeatability, or catalog description or that affect changes to degrees or
certificates. This necessitates two important changes. (1) Any course put through the cycle in
September and October that does not make it through the process in those months will be held
until January if the course does not affect catalog. Please keep in mind that in January, we are
slated to begin CurricUNET, which will require faculty whose courses did not complete the cycle
in September or October to cut and paste any revisions made to course outlines of record into
the CurricUNET database. Of course, this is incentive to complete the process in
September/October! (2) Courses submitted for the November cycle that do not affect the
catalog will be held until January as well (which will also require putting the information into
CurricUNET). Therefore, if you are making changes to any of the items specified above, you
should make that clear on the A1 form since that will be the screening mechanism for
determining which classes make it to the agenda along with the Tech Review done by the
curriculum office (Angela Seavey and Debbie Grace). If the revisions you are making will not
affect the catalog, we suggest you get your courses in early in the fall or wait until spring. (If
you are not sure whether your revisions will affect the catalog, feel free to contact me, Angela
Seavey, or Debbie Grace.)
Curriculum Workshops
In the fall during college hours, members of the curriculum committee will hold workshops so
that you can meet face-to-face with members of the committee who can help you with
completing the forms, understanding the process, or clarifying what is being asked of you in
Tech Review. The meetings will alternate campuses, but plan ahead since deadlines cannot be
changed to accommodate the workshop schedule.
CurricUNET
We will be testing CurricUNET in the fall in anticipation of using it in the spring. As we have
been working with the developer to make CurricUNET work with our MSJC processes, we are
pleased with the progress and have heard positive feedback from other colleges around the
state who use the system. Once CurricUNET is up and running, there will be a learning curve on
our end as well as yours. CurricUNET should make the process more transparent (at any point,
you can see what has been received or not and where it stands in the process), make sure we
all are working on the most recent (and same) version of your documents, and make gathering
signatures easier. At the same time, however, CurricUNET will not eliminate the need for forms
or Tech Review. As we get a better sense of how it works, we will provide you with details.
Out of date Course Outlines of Record
We appreciate the efforts so many made this past year to revise out-of-date course outlines of
record. However, there are still quite a few that have not yet been revised. Courses that are
out of compliance because course outlines of record have not been revised and approved
within the last 6 years are in jeopardy of not being offered.
Set a schedule for revising/keep your department current
We know the process is complicated. One of the best things your department can do is to set a
schedule for revising courses so that (1) you do not have to do them all (or too many) at once
since the more courses you are working on at one time, the more frustrating the system seems,
and (2) you stay current with the smaller changes to the process so that you are not having to
learn so many changes all at once.
We have a great group of faculty on the curriculum committee -- but could always use more! It
is a tremendous workload but fulfilling. We appreciate all the hard work you do to put your
courses through the system. Please let us know if there are other things we can do to help you
navigate the system more easily.
Best,
Michelle Stewart
Faculty Curriculum Co-Chair
[email protected]
639-5645
Committee Information & Deadlines Curriculum Committee Membership
2010-2011
Chairs:
Vice President of Instruction, or Representative (Non-Voting)
Faculty Co-Chair (Drawn from Voting Faculty Members)
Representation by Instructional Area
Applied Tech
Business/CIS, MVC
Business/CIS, SJC
Social/Behavioral Sciences, MVC
Social/Behavioral Sciences, SJC
Math and Science, MVC
Math and Science, SJC
Arts, MVC
Arts, SJC
Language and Letters, MVC
Language and Letters, SJC
Student Development
Allied Health
Representation by Function
Faculty Member at Large (4)
Learning Center
Librarian
Counselor
Articulation
Associated Students (2)
Classified Senate (1)
Administration (2)
Richard Rowley [5420]
Michelle Stewart [5645]
Rhonda Goetz (MVC) [5550]
David Candelaria [5522]
Gary Vargas [5759]
Kelly Billingsley [5762]
Marlon Nance [3745]
Jeremy Brown [5665] Prerequisite subcommittee chair
Tennille Lambert [3630]
Michelle Stewart [5645]
Andrea Hammock 3755]
Marlene Cvetko [3490]
Raelene Brooks [5191]
Jorge Valdez, SJC [3758]
Leslie Greer, MVC [5399]
Yula Flournoy, TEC [6642]
Debbi May, MVC [5256]
Evelyn Menz, SJC [3488] (non-voting)
Ted Blake (MVC) [5487]
Monica Flores (MVC) [5456]
Hyman Alvia (SJC) [3256]
Janet McCurdy [3280]
Angela Seavey [3402]
Pat James [5440]
Joyce Johnson [5350]
Support Staff (Non-Voting)
Charles Hawkins, Research [5430 on and off]
Angela Seavey, Class Scheduling and Information Specialist [3402]
Debbie Grace, Curriculum Clerical Support [3403]
Jared Davis, Enrollment Services [5219]
Extension numbers are designated in brackets. To dial any member directly, you can
use 639 and the extension for MVC faculty or 487 and the extension for SJC faculty.
2010‐11 Curriculum Meetings and Deadlines Schedule Meeting Dates and
Location
Organization Meeting
Deadlines
Monday
August 23, 2010
SJC/1254
Certification for Local
Approval of Credit Courses
Friday Aug 13, 2010
12:00 pm
Monday
Sep 13, 2010
3:30 pm
Tech Review deadline for submission to
[email protected] for agenda.
*Honors Addenda must be submitted to the Honors
Committee by this date (and cc
[email protected]).
Friday Aug 20, 2010
12:00 pm
Tech Review will respond to initial submission by
12:00 pm - Three reviewers - Debbie Grace and
Angela Seavey (Curriculum Office) and a Faculty
Reviewer (Curriculum Member)
Friday Aug 27, 2010
12:00 pm
Revisions posted by author back to Tech Review
SJC/1254
Action Required
Course Author must have all 3 Tech Reviewers
approvals to move forward. Anything posted after
the Aug 27th - 12:00 pm deadline will be considered
late and will not make it to this agenda cycle.
Friday Sep 3, 2010
12:00 pm
Monday
Sep 27, 2010
3:30 pm
Course author forwards completed curriculum
documents (with all required signatures) to
Curriculum Office by 12:00 pm
Friday Sep 17, 2010
12:00 pm
Course author posts revised course outline (Form B)
and/or DE Addenda to Tech Review and forwards
newly revised and completed curriculum documents
and back up materials to the Curriculum Office by
12:00 pm
Friday Sep 10, 2010
12:00 pm
Tech Review deadline for submission to
[email protected] for agenda.
CCCConfer
Monday
Oct 11, 2010
3:30 pm
*Honors Addenda must be submitted to the Honors
Committee by this date (and cc
[email protected]).
Friday Sep 17, 2010
12:00 pm
Tech Review will respond to initial submission by
12:00 pm - Three reviewers - Debbie Grace and
Angela Seavey (Curriculum Office) and a Faculty
Reviewer (Curriculum Member)
Friday Sep 24, 2010
12:00 pm
Revisions posted by author back to Tech Review
MVC/LRC 805
Course Author must have all 3 Tech Reviewers
approvals to move forward. Anything posted after
the Sep 24th - 12:00 pm deadline will be considered
late and will not make it to this agenda cycle.
Friday Oct 1, 2010
12:00 pm
Monday
Oct 25, 2010
3:30 pm
CCCConfer
Friday Oct 15, 2010
12:00 pm
Course author forwards completed curriculum
documents (with all required signatures) to
Curriculum Office by 12:00 pm
Course author posts revised course outline (Form B)
and/or DE Addenda to Tech Review and forwards
newly revised and completed curriculum documents
and back up materials to the Curriculum Office by
12:00 pm
Friday Oct 8, 2010
12:00 pm
Monday
Nov 15, 2010
3:30 pm
*Honors Addenda must be submitted to the Honors
Committee by this date (and cc
[email protected]).
Friday Oct 15, 2010
12:00 pm
Tech Review will respond to initial submission by
12:00 pm - Three reviewers - Debbie Grace and
Angela Seavey (Curriculum Office) and a Faculty
Reviewer (Curriculum Member)
Friday Oct 22, 2010
12:00 pm
Revisions posted by author back to Tech Review
SJC/1254
Tech Review deadline for submission to
[email protected] for agenda.
Course Author must have all 3 Tech Reviewers
approvals to move forward. Anything posted after
the Oct 22nd - 12:00 pm deadline will be considered
late and will not make it to this agenda cycle.
Friday Oct 29, 2010
12:00 pm
Course author forwards completed curriculum
documents (with all required signatures) to
Curriculum Office by 12:00 pm
Friday Nov 19, 2010
12:00 pm
Course author posts revised course outline (Form B)
and/or DE Addenda to Tech Review and forwards
newly revised and completed curriculum documents
and back up materials to the Curriculum Office by
12:00 pm
Monday
Dec 6, 2010
3:30 pm
SJC/1254
Monday
Dec 13, 2010
3:30 pm
MVC/LRC 805
(Only If Necessary) Friday Dec 3, 2010
12:00 pm
Monday
Jan 31, 2011
3:30 pm
*Honors Addenda must be submitted to the Honors
Committee by this date (and cc
[email protected]).
Friday Dec 10, 2010
12:00 pm
Tech Review will respond to initial submission by
12:00 pm - Three reviewers - Debbie Grace and
Angela Seavey (Curriculum Office) and a Faculty
Reviewer (Curriculum Member)
Friday Dec 17, 2010
12:00 pm
Revisions posted by author back to Tech Review
MVC/LRC 805
Tech Review deadline for submission to
[email protected] for agenda.
Course Author must have all 3 Tech Reviewers
approvals to move forward. Anything posted after
the Dec 17th - 12:00 pm deadline will be considered
late and will not make it to this agenda cycle.
Friday Jan 21, 2011
12:00 pm
Monday
Feb 14, 2011
3:30 pm
CCCConfer
Friday Feb 4, 2011
12:00 pm
Course author forwards completed curriculum
documents (with all required signatures) to
Curriculum Office by 12:00 pm
Course author posts revised course outline (Form B)
and/or DE Addenda to Tech Review and forwards
newly revised and completed curriculum documents
and back up materials to the Curriculum Office by
12:00 pm
Friday Jan 28, 2011
12:00 pm
Monday
Feb 28, 2011
3:30 pm
*Honors Addenda must be submitted to the Honors
Committee by this date (and cc
[email protected]).
Friday Feb 4, 2011
12:00 pm
Tech Review will respond to initial submission by
12:00 pm - Three reviewers - Debbie Grace and
Angela Seavey (Curriculum Office) and a Faculty
Reviewer (Curriculum Member)
Friday Feb 11, 2011
12:00 pm
Revisions posted by author back to Tech Review
SJC/TBA
Course Author must have all 3 Tech Reviewers
approvals to move forward. Anything posted after
the Feb 11th - 12:00 pm deadline will be considered
late and will not make it to this agenda cycle.
THURSDAY, Feb 17, 2011
12:00 pm
Monday
Mar 14, 2011
3:30 pm
CCCConfer
Tech Review deadline for submission to
[email protected] for agenda.
Friday Mar 4, 2011
12:00 pm
Course author forwards completed curriculum
documents (with all required signatures) to
Curriculum Office by 12:00 pm
Course author posts revised course outline (Form B)
and/or DE Addenda to Tech Review and forwards
newly revised and completed curriculum documents
and back up materials to the Curriculum Office by
12:00 pm
Friday Feb 25, 2011
12:00 pm
Monday
Mar 28, 2011
3:30 pm
*Honors Addenda must be submitted to the Honors
Committee by this date (and cc
[email protected]).
Friday Mar 4, 2011
12:00 pm
Tech Review will respond to initial submission by
12:00 pm - Three reviewers - Debbie Grace and
Angela Seavey (Curriculum Office) and a Faculty
Reviewer (Curriculum Member)
Friday Mar 11, 2011
12:00 pm
Revisions posted by author back to Tech Review
MVC/LRC 805
Tech Review deadline for submission to
[email protected] for agenda.
Course Author must have all 3 Tech Reviewers
approvals to move forward. Anything posted after
the Mar 11th - 12:00 pm deadline will be considered
late and will not make it to this agenda cycle.
Friday Mar 18, 2011
12:00 pm
Monday
April 11, 2011
3:30 pm
CCCConfer
Friday Apr 1, 2011
12:00 pm
Course author forwards completed curriculum
documents (with all required signatures) to
Curriculum Office by 12:00 pm
Course author posts revised course outline (Form B)
and/or DE Addenda to Tech Review and forwards
newly revised and completed curriculum documents
and back up materials to the Curriculum Office by
12:00 pm
Friday Mar 25, 2011
12:00 pm
Monday
May 2, 2011
3:30 pm
*Honors Addenda must be submitted to the Honors
Committee by this date (and cc
[email protected]).
Friday Apr 1, 2011
12:00 pm
Tech Review will respond to initial submission by
12:00 pm - Three reviewers - Debbie Grace and
Angela Seavey (Curriculum Office) and a Faculty
Reviewer (Curriculum Member)
Friday Apr 8, 2011
12:00 pm
Revisions posted by author back to Tech Review
SJC/TBA
Course Author must have all 3 Tech Reviewers
approvals to move forward. Anything posted after
the Apr 8th - 12:00 pm deadline will be considered
late and will not make it to this agenda cycle.
Friday Apr 15, 2011
12:00 pm
Course author forwards completed curriculum
documents (with all required signatures) to
Curriculum Office by 12:00 pm
Friday May 6, 2011
12:00 pm
Course author posts revised course outline (Form B)
and/or DE Addenda to Tech Review and forwards
newly revised and completed curriculum documents
and back up materials to the Curriculum Office by
12:00 pm
Monday
May 16, 2011
3:30 pm
CCCConfer
Tech Review deadline for submission to
[email protected] for agenda.
Dates for Curriculum Workshops
2010-2011
Curriculum workshops will be held during College Hour, 12:30-2:00
(rooms subject to change)
August 17, MVC, room 355B
August 26, SJC, room 107A
September 7, SJC, room 107A
September 23, MVC, room 355B
October 5, MVC, room 355B
October 21, SJC, room 107A
November 2, SJC, room 107A
November 18, MVC, room 355B
January 20, SJC, room 107A
February 1, SJC, room 107A
February 17, MVC, room 355B
March 1, MVC, room 355B
March 17, SJC, room 107A
April 5, SJC, room 107A
April 28, MVC, room 355B
Process Information Flow Chart of Course Approval Process
Revised 07/22/09
Author Writes Course
Department District-wide Review
Articulation Officer
Review (Form D)
Library Review
(Form C)
Chair Review
Tech Review
Program Page
Review / Program
Review Status
DE Review
Honors Review
Committee 1st Read
Committee 2nd Read
Board of Trustees
Courses numbered
099 and Below
Courses numbered
100 and Above
UC/CSU submission
for Articulation
Catalog Inclusion
Course Offering
Dean Review
Flowchart for Standard Course Approvals
Revised 2010-11
Prepare Submission
***Distance Education Addenda
require an A4 form, appropriate
signatures, technical review, one
reading and separate approval. In
order to add a Distance Education
addendum to a previously approved
course, revision to course outline is
required.
If the course is being recommended as
an AA/AS GE course contact your
Department Chair and the Counselor
on the Committee to confirm
placement.
Program updates are required to add,
remove or update courses within a
program – a separate form with back
up materials is required for each
degree (A5), certificate (A6) and ECC
(A7). Contact the Class Scheduling &
Information Specialist for additional
information.
1. Request for Placement (Form A)
2. Integrated Course Outline of Record (Form B)
3. Library Resources (Form C)
4. Transfer Level Course (Form D – if applicable)
5. Prerequisite, Co requisite, Advisory (Form E1-E4)
Submit to Curriculum email ([email protected])
in electronic format. *See the Curriculum Meeting
Schedule for deadlines, due dates and meeting
dates.
*4 wks prior to the Curriculum Meeting date,
course author forwards electronic copies of all forms for
submission to the Curriculum Clerical Support at
curriculum email to be placed in Blackboard for Technical
Review. Submit Honors addendum electronically to
Honors Coordinator for technical review by Honors
committee along with an A3 form to curriculum email.
Library Resources Forms (Form C)
are required for all course and
program submissions that require
Board of Trustee approval. Submit
to a Librarian 2 weeks before the
submission due date.
If the course is being recommended as
a transfer course (course number 100
or above) email the COMPLETED
Transfer Form (Form D) to the
Articulation Coordinator.
If a prerequisite/
corequisite or recommended
preparation is recommended for the
course, see E1 for details. For further
clarification, contact the Prerequisite
Subcommittee.
*At least 1 wk+ prior to the Curriculum Meeting
date, the course author or Dean’s Administrative
Associate submits the complete signed package to the
Curriculum Clerical Support.
*1st READ – The course author will be notified by
**If revisions are required between
1st Read and 2nd Read, Course
Author must submit the revised
curriculum to the corresponding
thread in Tech Review (Blackboard)
by the deadline for placement on the
Curriculum agenda for 2nd read.
the Curriculum Clerical Support as to which
Curriculum Committee meeting date the submittal
will be reviewed (1st read). The course author, dept
chair or dean is required to attend the meeting to
present the submitted material.
No Revisions Required
**Course Author is required to
review comments made by
committee in Tech Review and make
all changes recommended by Tech
Review before forwarding to dept
chair and then dean’s
Administrative Associate for dean’s
signature. Three separate approvals
are required: technical, catalog, and
pedagogical.
*2nd READ - The Course Author, Dept Chair or
Dean must be present to discuss revisions at
the 2nd read. If course and meeting minutes are
approved, at the following curriculum meeting, the course
is set up with a start or revision date that is concurrent
with the beginning of the new catalog (fall of the following
academic year). In rare cases, the Vice President of
Instruction may approve courses to be taught prior to
their being printed in the college catalog. (This will
require the Vice President’s signature on A1 Form.)
The items are forwarded to the Board of Trustees for final
approval.
After final approval by the Board of Trustees, the course is
added/updated in the course database.
The course outline of record is sent out for Articulation by the
Articulation Coordinator (for transfer level courses).
* Curriculum Meeting Schedule
** Tech Review Requirements
Course will be offered
effective with the curriculum
and Board of Trustee
approved term and catalog
inclusion and for courses
listed 100 and above – after
UC and/or CSU transfer
articulation is determined.
***Distance Education Requirements
Table of Forms/Procedures
FORM
A1
B
C
D
A2
E forms
A3
Honors addendum
A4
DE addendum
A5
A6
A7
A8
By Tech Review deadline, send to
Curriculum email
Curriculum email
Librarian
Articulation Officer
Curriculum email
Curriculum email
Curriculum email
Curriculum email, Honors coordinators
Curriculum email
Curriculum email
Curriculum email
Curriculum email
Curriculum email
Curriculum email
Revisions
posted to
Blackboard?
X
X
X
Revisions sent
to curriculum
email?
X
X
X
X
X
X
X
X
X
CURRICULUM COMMITTEE
OPERATING PROCEDURES
Shared Governance Description
Charge
This committee shall serve to consider and recommend policies and procedures regarding curriculum
development, prerequisite, graduation requirements, general education requirements, program review,
grading policies, and program discontinuance.
On curricular and grading issues of a daily operational nature, this committee will make
recommendations to the Board of Trustees with College Council review.
Committee Structure
Co-Chairs:
Vice President of Instruction
One Elected Faculty Member
Faculty Members as follows:
Single representation from the areas of Applied Technology, Student Development , Allied Health
A representative from each campus for the areas of Business/CIS, Social/Behavioral
Sciences, Math and Science, Arts, Language and Letters
Faculty Members-at-Large (4)
Membership:
Counselor
Librarian
Learning Center Representative
Vice President of Instruction as a Non-voting Chair
Two (2) Instructional Administrators
Articulation Officer
Classified Staff Member
Two (2) Students, preferably 1 from each campus
Support Staff (non-voting):
Class Scheduling and Informational Specialist
Curriculum Clerical Support
Director of Research
Enrollment Services Dean or Evaluator or a representative
Membership Appointments
All appointments shall be forwarded to the Faculty Co-Chair prior to the end of the previous term.
The Area Representatives are appointed by their Area with the approval of the Academic
Senate.
The Faculty Members-at-Large and the Counselor are appointed by the Academic Senate.
The Instructional Administrators are appointed by the Vice President of Instruction
The Enrollment Services Dean or Evaluator is appointed by the Dean of Enrollment Services.
The Classified Member is appointed by the Classified Senate.
The 2 Students are appointed by the ASB.
Selection of Faculty Co-Chair
The term of office for the faculty co-chair will be two years. During the first meeting in the Spring
Semester, the faculty members on the committee will elect a Faculty Co-Chair for the following two
years from the current membership or other interested faculty.
The election date for the Faculty Co-Chair will be published in the Curriculum Committee Calendar in
August at the beginning of the Academic Year. The deadline for nominations will be two weeks before
the election date. The list of nominees will be published in the agenda for the first meeting in the spring
semester. Each candidate may speak for up to five minutes prior to the committee vote. If a candidate
is unable to be present at the election, a representative may speak on the candidate’s behalf.
Voting for Faculty Co-Chair will be limited to faculty members serving on the Committee. The election
will be chaired by the Administrative Co-Chair or designee, and voting will be done by a secret ballot,
which will be prepared prior to the meeting. Voting may be done by proxy. Permission for proxy voting
must be submitted to the curriculum office prior to the meeting.
Committee Roles and Functions
All members are responsible for participating in tech review, reviewing curriculum agenda materials
prior to each meeting, attending each meeting and participating in the deliberation process. In addition,
all members should report relevant curriculum policies, procedures, and actions to their respective
constituencies in a timely fashion.
Faculty Co-Chair
The Faculty Co-Chair will preside over the meetings of the Committee using an adapted form of Robert's
Rules of Order. In the absence of the faculty co-chair, another voting faculty member will be chosen by
the Committee to conduct the meeting. Other responsibilities of Faculty Co-Chair include, but are not
limited to, the following:
Remaining current on Title 5 and State Academic Senate Best Practices for curriculum;
Working with the Curriculum Office in Instruction to create materials, prepare meeting
schedules, agendas and minutes, and maintain Committee web page;
Interpreting Curriculum Committee policy between meetings,
Serving as liaison with the Academic Senate, Program Review, college administration, and
other college entities; and
Overseeing the Technical Review process;
Communicating curriculum policies, procedures, and actions to the faculty and the
Academic Senate in a timely fashion; and
Scheduling and overseeing relevant information and training sessions during college-wide
meetings and in conjunction with faculty-development activities.
Technical Review
The technical review subgroup will develop a rubric for the review of curriculum for compliance with
Title 5 and local policies by which they evaluate course proposals and revisions. Faculty representatives
will be responsible for review of course proposals and revisions submitted as assigned by the curriculum
faculty co-chair. See Catalog Deadlines and Process Information for more information.
The committee has established three types of technical review:
Technical
Technical review will be conducted by the Curriculum Clerical Support. It will entail checking
objective information on curriculum forms. Objective errors may be corrected by the Curriculum
Clerical Support before material is sent to the Board of Trustees.
Catalog
Catalog review will be conducted by the Class Scheduling and Information Specialist. It will
entail checking information that affects catalog and scheduling such as catalog description,
prerequisite/co-requisite/recommended preparation language, and repeatability. Additionally,
information related to programs and certificates will be reviewed.
Pedagogical
Pedagogical review will be conducted by faculty committee members. It will entail providing
feedback to the course author about bringing proposed curriculum content into compliance
with local and state curriculum guidelines. Additionally, requested MSJC GE Breadth placement
will be reviewed.
See Appendix for checklist of evaluation criteria used for Technical Review.
Prerequisite Review Subcommittee
Prerequisite Review Subcommittee shall be a standing subcommittee of the Curriculum Committee. The
Subcommittee will be charged with (1) reviewing Title 5 requirements and the state of prerequisites, corequisites, and recommended preparation at MSJC, (2) overseeing the implementation Board policy in
regard to prerequisites, co-requisites, and recommended preparation, (3) developing research-methods
and statistical standards for justifying writing and math prerequisites, and (4) reviewing prerequisites,
co-requisites, and recommended preparation for new and revised courses as they are submitted to the
Curriculum Committee for approval.
The composition of the Prerequisite Review Subcommittee shall include the following:
One counselor
Three additional faculty members
One student
College Researcher (advisory)
Class Scheduling and Information Specialist (advisory)
Non-Voting Faculty Member
A non-voting faculty member of the committee will not vote unless and until he or she is promoted
to voting status to fill the vacancy of a voting faculty member on the committee.
Curriculum Committee Meeting Procedures
Robert’s Rules of Order and Quorum
Meetings will be conducted using a simplified approach to Robert’s Rules of Order as established by
Committee tradition. Discussion should be limited to agenda items which have been motioned and
seconded to bring them to the floor.
A quorum shall consist of one-third (1/3) plus one of the voting membership.
Meeting Schedule
The committee shall meet at a date and time to be determined each semester, with regular meetings
each month during the school year, generally August through May. The Committee may meet more
frequently if the Committee so votes.
Organization of Work:
The committee will work on a one month cycle: Major curriculum issues which require two readings for
passage will be initiated at the first meeting of the month and come back for a final reading at the
second meeting of the month.
Generally, the first meeting is reserved for the introduction of new course proposals, course
revisions, new program proposals, prerequisite additions and changes, and program revisions on
the Open Agenda.
The second meeting of the month is reserved for final approval of the above items as well as
proposed course addenda (honors/distance education). Information Items are heard at both
meetings.
The agenda will be organized by the type of curriculum issue being considered, as follows:
1) Opening of Meeting
a) Call to order
b) Approval of Minutes
c) Comments of individuals, groups, delegations limited to agenda items.
2) Consent Agenda - Action Items
a) Final Approval - New Course proposals- Second Reading
b) Final Approval - Course Revisions- Second Reading
c) Final Approval - Prerequisite/Co-requisite/Recommended Preparation Proposals- Second
Reading
d) Final Approval - New Program Proposals- Second Reading
e) Final Approval - Program Revisions- Second Reading
f) Final Approval - Procedure Revisions - Second Reading
g) Final Approval - Other Curriculum Changes - Second Reading
h) Final Approval - 2 year Career Education Review – First and only Reading
i) Final Approval - Honors Addendum Proposals- First and only Reading
3) Open Agenda - Action Items
a)
b)
c)
d)
Final Approval - Distance Education Addendum Proposals- First and only Reading
Conceptual Approval - New Course Proposals- First Reading
Conceptual Approval - Course Revisions- First Reading
Conceptual Approval–Prerequisite/Co-requisite/Recommended Preparation Proposals –First
Reading
e) Conceptual Approval - New Program Proposals- First Reading
f)
g)
h)
i)
Conceptual Approval - Program Revisions- First Reading
Conceptual Approval–Procedure Revisions –First Reading
Conceptual Approval – Other Curriculum Changes - First Reading
Conceptual Approval - 2 year Career Education Review - First Reading
4) Information/Discussion Agenda
5) Adjournment
Unfinished Business
Regarding curriculum approvals with suggested amendments at final reading, the committee
reached a consensus that items which are approved with required changes should be tabled
pending re-submission with recommended changes and should return on the following Consent
Agenda for the committee’s final approval.
All tabled items will be carried to the following Committee agenda unless the requestor asks that
the item be removed. At the end of the academic year, the last meeting minutes will be approved
by electronic vote and any unresolved items on the agenda will be removed. There will be no carry
over items forwarded for the new academic year.
Submission of Curriculum for Approval
Catalog Inclusion Date:
Each academic year, the Curriculum Committee will publish a catalog inclusion deadline which
accounts for Committee action time, Board of Trustee approval dates, and College Catalog printing
deadlines. When the catalog inclusion deadline has passed, curriculum submissions will apply to the
next available catalog. Departments which miss catalog deadlines for courses that they plan to teach
before the catalog is printed must follow Title 5 guidelines for publicizing such courses. Departments
that intend to offer courses which are not printed in the current catalog are advised to consider
carefully issues related to graduation requirements, transferability, and articulation of these
courses. All such exceptions require approval by the Vice President of Instruction.
Submission and Approval Process
Instructions and forms are available on the Curriculum Committee website. The two-meeting a
month schedule with curriculum considered at each meeting is intended to stream-line the time
period for adoption of new curriculum or revision of established curriculum.
Submission Deadlines
For specific information and dates: See Calendar of Deadlines.
Items requiring Technical Review (new courses, course revisions, and distance education
addenda).
Four weeks prior to the designated meeting, the outline and, if applicable, distance education
addendum must be forwarded electronically to the Curriculum Office (via the curriculum email) for
Technical Review. Two weeks prior to the meeting, after making the changes suggested through the
three aspects of Technical Review (as defined above) and getting approval to get signatures, the
revised version should be forwarded to the department chairs and dean for review and signature.
Four weeks prior to the designated meeting, the Honors addendum, if applicable, must be
forwarded electronically to the Curriculum Office (via the curriculum email) as well as to one of the
Honors Coordinators. The Honors committee will conduct a separate Technical Review. Two weeks
prior to the meeting, approved revised Honors addendum should be forwarded electronically to the
Curriculum Office (via the curriculum email). The A3 form should be signed and forwarded to the
department chairs, Honors coordinators, and dean for review and signature.
Ten days prior to the meeting the complete submission is due in the Curriculum Office for
placement on the agenda.
Items not requiring Technical Review (all submissions other than those listed above)
Such items are due in the Curriculum Office ten days prior to the meeting.
Required Representation for Curriculum Submissions
In order to assure that curriculum items will be considered by the Curriculum Committee,
representation is required. The Committee highly encourages the course author to speak to the
issues regarding curriculum submissions but understands that it is not always feasible for the course
author to attend at the scheduled meeting time and place. Therefore, the committee will accept
representation by a department chair, a designated faculty member, or instructional administrator
for that department, as long as the committee determines that the representative is knowledgeable
concerning the relevant issues and has reasonable access and commitment to communicate needed
changes to the course author. If representation is not deemed adequate, the committee reserves
the right to table the curriculum item. If someone besides the course author represents the course,
the course author is responsible for contacting the representative concerning feedback from the
Curriculum Committee.
Submission Types and Requirements
For specific information and dates: See Calendar of Deadlines.
New Course
New course submissions require appropriate signatures, technical review, two readings and Board
of Trustee approval.
Course Revision
Course revision submissions require appropriate signatures, technical review, two readings and
Board of Trustee approval. Additionally, when a Course Outline of Record is submitted to the
Curriculum Committee for revision, any Honors or Distance Education Addenda applied to that
course must be reviewed, revised (if necessary), and resubmitted for approval at the same time as
the revised Course Outline of Record. The submission of a Course Outline of Record without the
resubmission of applicable Honors and Distance Education Addenda will be deemed incomplete and
will not be placed on the Curriculum Committee agenda until reviewed or revised Honors and
Distance Education Addenda are submitted.
Course Deactivation
Course deactivation submissions require appropriate signatures, two readings and Board of Trustee
approval. The action of deactivating a course will necessarily include the deactivation of any
associated distance education addendum or honors addendum of the course.
Prerequisite Change
Course prerequisite, corequisite and recommended preparation advisories require appropriate
signatures, two readings and separate approval. For prerequisite, corequisite and recommended
preparation advisory changes to previously approved courses, revision to course outlines is
required.
The committee has established guidelines to standardize prerequisite, corequisite, and
recommended-preparation language:
1.
2.
3.
Prerequisite, corequisite, and recommended-preparation language should reflect economy
of wording. It should not include the following wording:
a.
“Or equivalent”
b.
Other superfluous wording.
All prerequisite courses will include the language: “with a grade of C or higher.”
For recommended preparation or corequisites, the course only should be listed (do not use
“with a grade of C or better”).
Distance Education Addendum
A Distance Education Addendum requires appropriate signatures, technical review, one reading and
separate approval. In order to add a Distance Education Addendum to a previously approved
course, a revision to the course outline is required. Additionally, when a Course Outline of Record is
submitted to the Curriculum Committee for revision, any Distance Education Addenda applied to
that course must be reviewed, revised, and resubmitted for approval at the same time as the
revised Course Outline of Record.
A Distance Education Addendum must be approved by the Committee in order for a course to be
taught in Fully Online and/or Hybrid form. The approved fully-online Distance Education Addendum
for a course will allow a department to offer the course in a hybrid form without additional
Curriculum Committee approval. However, in the case that only a hybrid Distance Education
Addendum exists, a department must submit a fully-online Distance Education Addendum in order
to offer the course fully online. A fully-online Distance Education Addendum will replace any existing
hybrid addendum. (See Appendix for definitions of types of technology-assisted courses and Regular
Effective Contact Hours Policy.)
A department is advised to deactivate an existing fully-online Distance Education Addendum and
replace it with a hybrid Addendum if the department determines that the fully-online form is not
viable.
An Honors course requires a separate Distance Education addendum in order to be offered online.
However, the MSJC Honors Committee, as a member of the National Council of Honors Programs,
follows the position of the NCHP and does not approve of honors addenda for fully online Honors
courses. The Honors committee is willing to consider hybrid honors addenda that require some faceto-face meeting between the instructor and the student.
Honors Addendum
Honors Addenda require appropriate signatures including Honors Coordinator, one reading and
separate approval. In order to add an Honors addenda to a previously approved course, revision to
the course outline is required. Additionally, when a Course Outline of Record is submitted to the
Curriculum Committee for revision, any Honors Addenda applied to that course must be reviewed,
revised (if necessary), and resubmitted for approval at the same time as the revised Course Outline
of Record. Note that the Honors committee conducts a separate Technical Review. See information
above regarding submission deadlines. It was the consensus of the committee that an Honors
course will require a separate Distance Education addendum in order to be offered online; see
information above about the Honors committee’s position on online Honors courses.
New Program
New program submissions require appropriate signatures, two readings and Board of Trustee
approval. (For specific information: See the Curriculum Website.)
Program Revision
Program revision submissions require appropriate signatures, two readings and Board of Trustee
approval.
State Approved Certificates (minimum 18 units)
New and revised state approved certificate submissions require appropriate signatures, two
readings and Board of Trustee approval.
Employment Concentration(fewer than 18 units)
New, revised, or deactivated employment concentration submissions require appropriate signatures
and back up materials and one reading on the “Information” agenda.
College Curriculum Policy
Items of curriculum policy include, but are not limited to, grading, course equivalency such as CLEP
and AP, and graduation requirements. Such a proposal may be requested as “Information Item,” at
which time the committee shall determine placement for consideration on future agendas. If an
item is approved by the committee, it must be forwarded to the Board of Trustees for approval.
High School Articulation Agreements
High school articulation agreement submissions require appropriate signatures and back up
materials and one reading on the “Information” agenda.
Program Review Department Summaries
Program review department summary submissions require appropriate signatures and back up
materials and one reading on the “Information” agenda.
Two year Career Education Review
Title 5 requires Career Ed curriculum be reviewed every two years. In order to make this process
more manageable for faculty, the Curriculum Committee has approved a form that allows faculty to
review courses to meet this requirement without having to revise the courses unless major revisions
are required. Courses will need to go through the complete curriculum process at least every six
years.
Other Curriculum Committee Roles and Responsibilities
Role of the Committee with respect to Student Learning Outcomes
It is the consensus of the Curriculum Committee (1) to support the process of developing and
assessing student learning outcomes at Mt. San Jacinto College on various levels and (2) to become
a repository of assessment materials and results.
At the course level, the Committee will continue to ask that learning objectives be phrased in the
form of behavioral outcomes. These objectives along with examples of assignments serve as starting
points for developing and applying assessment tools. To allow for flexibility in assessment, the
committee has decided that the assessment procedures will not become part of the outline of
record.
At the department level, the Committee has added a field to the Request for Placement form which
asks departments to explain how a new and revised program or course supports the discipline’s
Departmental Learning Outcomes. The information will not become part of the outline of record or
program proposal, but rather the question is intended to stimulate and maintain an ongoing
discussion of DLOs.
At the institutional level, the Committee will be part of the process of developing and revising
Institutional Learning Outcomes. A fundamental question in reviewing new or revised curriculum is
how the curriculum supports the learning outcomes of the college as a whole.
Role of Committee in Program Review
The committee will work with departments, programs, and the Program Review Committee in
recommending new courses, revising outdated courses and deactivating courses which are no
longer needed in the curriculum.
The Curriculum Committee must review and approve policy and procedure established by the
Program Review Committee which relates to the Curriculum Committee change, that is, “curriculum
development, prerequisite, graduation requirements, general education requirements, program
review, grading policies, and program discontinuance.” Such policies and procedures will be dealt
with as two-read action items. In addition, the Curriculum Committee expects summary reports of
curricular review which have been submitted by individual programs. These submissions will be
entered into the official record as Information Items on the Committee agenda.
In the event of financial crisis, the Curriculum Committee will develop guidelines for reducing or
eliminating departments and programs.
Role of Committee in Distance Learning
The committee will work with the Education Technology Committee in developing policy for
distance education including providing guidelines for distance education addenda, class size, and
other pedagogical issues related to delivery of courses via internet technology.
Articulation
A memorandum will be sent to the Articulation Officer and Curriculum Committee Counselor
requesting:
a) A master schedule of dates for ASSIST, UC-TCA, IGETC, and CSU-GE submission for
articulation purposes so that departments may more effectively plan the
proposal/review/revision of curriculum.
b) Information on how we might improve the process of articulating courses with other
systems of higher education to facilitate a seamless transfer process.
c) Information of how we might improve the process of placement of courses in the AA/AS
degree and certificate requirements.
Updated 08/24/10
Instructional Services - Curriculum Office
Curriculum Committee – Technical Review
All Technical Review takes place in Blackboard between the Tech Reviewers and the Course Author.
There are deadlines for:
-
The Initial Submission to be e-mailed to [email protected]
The Tech Reviewers to respond to the submission
The Course Author to review the recommendations in Blackboard and post the revised
version in the appropriate thread
The Tech Reviewers to confirm changes were made by the Course Author
The Course Author to post the final version to be used for 1st read and
The Course Author to send remainder of the submission with signatures to the Curriculum
Office by the due date.
Go on the MSJC website: http://www.msjc.edu
Click on “my.msjc.edu”.
If a Security Box pop-up appears – select “yes”
If you know your USERNAME and PASSWORD, please LOGIN.
There are several black tabs across the top – click the one marked “Courses”.
If a Security Box pop-up appears – select “yes”
If you are enrolled in “Curriculum Committee”, click on Curriculum Committee.
**There are tabs to the lower left, under the heading on “My Groups”
There are threads for each Monthly Cycle, click on the Cycle for the meeting you submitted for.
Course outlines are listed under the Area for your area/department. Each course outline has a separate
thread that will also contain A1 forms and, if applicable, Distance Ed addendum. (Note: Honors Addenda
are not listed in Tech Review, but they do require separate Tech Review by the Honors committee as well
as the signature of the Honors Coordinator on the A3 form.)
The initial posting is from either the Curriculum Clerical Support or Curriculum Faculty Co-Chair with an
attachment (the outline or addendum you submitted). All comments are posted under the initial posting.
If you subscribe to the thread for your course, you will receive an email each time someone makes a
comment with regard to your course; the Curriculum Committee highly encourages you do this.
Please review all comments and add the revised version back to the thread by the due date.
Check for additional comments from Tech Reviewers through the next deadline.
Post to the appropriate thread the final version for 1st read at the Curriculum meeting by the deadline.
Submit remainder of the submission with signatures to the Curriculum Office- San Jacinto Campus, Office
of Instruction by the due date.
If you are not enrolled in “Curriculum Committee” and do know your USERNAME and
PASSWORD, please see below:
Go on the MSJC website: http://www.msjc.edu
Click on “my.msjc.edu”.
If a Security Box pop-up appears – select “yes”
Please Login
There are several black tabs across the top – click the one marked “Courses”.
If a Security Box pop-up appears – select “yes”
Please do a “Course Search” by clicking in the box in the upper left hand corner called “Course Search”.
Type in “Curriculum Committee” and click on GO!
st
*Attention 1 Time Users – Do not click on “Curriculum Committee”. Click the Enroll button on the
right hand side to “enroll”
If a Security Box pop-up appears – select “yes”
Click “submit”
You should receive “Receipt: success” reply if done correctly. At this point, you may continue with the
directions from above beginning with ** regarding the tabs on the left for the groups.
Please contact the Curriculum Office at ext 3403 (or [email protected]) for further assistance.
If you are not enrolled in “Curriculum Committee” and you do not know your Username
and password contact Belinda Heiden-Scott, DE Coordinator, SJC at (951) 487-3521,
[email protected] or Del Helms, DE Coordinator, MVC at (951) 639-5758,
[email protected].
Course Outline Writing Guide Course Outline Writing Guide
Discipline/ Department/Subject:
There are links for all three of these areas to be sure you are putting appropriate information into each box.
If a course is cross-listed or cross-discipline, list all departments and subjects.
Course Number:
Does the numbering make sense in relation to other offerings of this department? Also if this is a cross-listed
class, is documentation from both departments included? Consult with the Curriculum Clerical Support for
course numbering. When considering a course number, allow yourself enough flexibility to consider the
possibility of adding related classes at a future time. Be sure your transfer class is at a lower division
standard. Non-degree applicable courses should be numbered less than 70. Degree-applicable but nontransferable courses must be numbered from 70 to 99. Transfer courses must be numbered 100 and above.
Course Title:
Is the title a brief (45 spaces) clear indication of course content? If you are changing the title, be sure you
recognize that by putting the old course name with "formerly" in parentheses: English 240 American Indian
Literature (formerly Native American Literature).
Units:
List the units and number of Lecture/Lab/ hours based on the following guidelines:
Lecture: 1 hour lecture per week (with two hours of assignments outside of class) = 1 Carnegie unit.
Lab: 3 hours lab per week (with no lab assignments outside of class) = 1 Carnegie unit or 2 hours lab
per week (with one hour of lab assignments outside of class) = 1 Carnegie unit
Note: All courses require a minimum of three hours of work per week, including class time,
for each Carnegie unit of credit, prorated for short term, laboratory and activity courses.
AA/AS Degree General Ed Breadth Area:
Enter the areas in which the course has been or should be approved. See the degree pattern in the catalog
for more information. For each area approved, you must also indicate in the area below, the general
education learning objectives for that area met by the course. Do not just list the objectives but justify how
the course fulfills those objectives. There is a link in the B form to a worksheet that defines each area and
gives the learning objectives for each.
Max Enrollment:
Indicate the maximum number of students enrolled in the course based on pedagogical concerns, not room
size. If this is a course revision, please find the enrollment previously approved; if you wish to modify that
size, you must indicate that on the A1 form and justify the change.
TOP Code:
TOP (Taxonomy of Program) codes are used for aligning the course to the appropriate discipline and/or
program. A link on the B form will help you determine which TOP code best fits your course (if you have
questions, contact the Curriculum Chair or the Curriculum Clerical Support). If this is a course revision, please
find the TOP code previously approved; if you wish to modify that code, you must indicate that on the A1
form and justify the change.
Pass/No Pass only:
Most courses allow students to take the course as Pass/No Pass but do not require the course be taken for
Pass/No Pass rather than a grade. If the class is graded Pass/No Pass only, mark "Yes"; otherwise, mark "No."
Repeatability:
Title 5 allows all students to repeat classes for which they receive substandard (nonpassing) grades. This
section of the form relates to courses that allow students to repeat the class even if they have taken and
passed it previously. Title 5 specifies the types of classes that can be repeated for credit, including lab
courses that increase skills or lecture courses that significantly change content from year to year may be
repeated. These courses may not be repeated more than four times.
Stand Alone:
A Stand Alone course is a non-degree applicable credit course or a degree applicable credit course which is
not part of a degree or state certificate and is not approved in one of the GE areas. If a course is only
approved in an employment concentration certificate, it is considered Stand Alone. If the course is Stand
Alone, indicate that in this box as well as in the Stand Alone field on Form A1.
Catalog Description:
Is the description a concise (75 words or less) and clear indication of course content? Description should be
written in complete sentences, in the present tense and should summarize what a successful learner can
demonstrate at the end of the course. We no longer include a statement about the students for which the
course is intended, so if you are revising an older course outline that incorporates that language, please
delete it (examples to delete include “first course in the graphic arts major” or “intended for students in
allied health majors” or “meets foreign language requirement.”) We also no longer include repeatability
information in the catalog description since Datatel will automatically incorporate that information into the
catalog.
Remember that this description is the main vehicle students use to select classes, counselors use to advise,
and upon which outside reviewers base their assessments. Strive for a succinct, accurate but comprehensive
summary of the course.
Schedule Description:
Is the course described in fewer than 25 words? Does it represent a composite of the catalog description?
Need/ Justification/ Goals:
Is this statement an effective summary of the role of the course in the major program or general educational
areas in which it is designed to serve? State fulfillment of Degree, Certificate, Transfer or other need.
Prerequisite/s (Requisites), Corequisite, Recommended Preparation, or
other Enrollment Criteria:
This requires an additional approval as a separate action. Attach completed Prerequisite Form E1-E5
(depending on type of prerequisite/corequisite/recommended preparation).
What are Prerequisites?
“Prerequisites are conditions of enrollment that students are required to meet prior to enrollment in
particular courses and programs. The assignment of a prerequisite to a course signifies that the courses,
skills, or body of knowledge described in the prerequisite are essential to the success of the student in
that course and that it is highly unlikely that a student who has not met the prerequisite will receive a
satisfactory grade in the course (or at least one course in the program) for which the prerequisite has
been established.”
Prerequisites, Corequisites, Advisories, and Limitations on Enrollment (Fall 1997), Chancellor’s Office, California Community
Colleges, Student services and Special Programs Division
The following are justifications for prerequisites/corequisites/recommended preparation:
To insure that the students have the skills, concepts, and information necessary to complete the
course successfully
To insure the health and safety of the students
It is required in comparable courses by four-year institutions
It is required by statute or regulation
Prerequisite
Language for Course
Outlines of Record
Examples of
different
prerequisite types
Ok to use
Ok to use
Do not use
or assessment score
or higher
Successful completion of ENGL-101
No prerequisite
Single Course required
Prerequisite: None
Prerequisite: DMS-110 (with a grade of C or better)
Prerequisite: DMS-120, DMS-122, DMS-124 and DMS126 (all with a grade of C or better)
Prerequisite: ENGL-098 (with a grade of C or better) OR
ESL-098W (with a grade of C or better)
Prerequisite: Acceptance in the Honors Enrichment
Program; ANAT-101 (with a grade of C or better)
Multiple Courses required
Alternate Courses required
Honors Course
Corequisite
language
Recommended
Preparation types
Should simply list course:
READ-064
Do not use “(with a grade of C or better).”
Do not use “(with a grade of C or better).”
Learning Objectives:
List the major objectives for the course that will be monitored and assessed. Do these statements
reflect what the Learner will have learned upon successfully completing the course? Number each
objective and express in behavioral terms.
Be broad in scope, encompassing the theory, principles and concepts of the course while not being
too narrow and specific.
Be concise but complete. The numbers of objectives typically range from ten to twelve.
Use verbs which demonstrate a measurable outcome. Some examples are define, discuss, interpret,
illustrate, apply, and evaluate
Place the verb at the beginning of the objective.
Use verbs showing analysis and critical thinking; rather than “understand,” “identify” or “describe,”
use “explain” or “compare and contrast.” See chart of “Bloom’s Taxonomy of Verbs - Cognitive
Domain” on page 36. For performance-based classes, use “Bloom's Taxonomy of Verbs Psychomotor Domain” on page 37. For transfer-level courses, at least half of the objectives should
be in the analysis, synthesis, or evaluation columns for cognitive domain or correct, apply, coach for
psychomotor domain (those columns colored in grey).
The expected outcomes must demonstrate that critical thinking is an essential component of the
course and are well integrated into methods of instruction and evaluation.
The expected outcomes must relate in concept and language to both course description and course
content.
Course Content:
This is a comprehensive compilation of course topics. It should list major units of instruction with subtopics in
an outline format. Does the content adequately support (integrate) all of the expected outcomes (Learning
Objectives)? Half a page is not enough. Keep in mind that the content listed in the course outline is required
to be taught by all faculty teaching the course. The listed content, however, does not limit instructors from
going beyond the topics in the outline. Course content should reflect exposure to information related to
cultural diversity.
Methods of Instruction, Methods of Evaluation, and Assignments
“The title 5 Regulations do not mandate a comprehensive list of assignments, instructional methods,
and evaluations. Rather, the outline must ‘specify types or provide examples.’ Thus faculty have the
academic freedom to structure the course following their expertise in the subject matter. In all cases
these methods must be such that the ‘stated objectives have been met by students.’ In addition because
the objectives must include critical thinking, the methods of instruction must effectively teach critical
thinking and the methods of evaluation must effectively evaluate student’s mastery of critical thinking.”
Stylistic Considerations in Writing Course Outlines of Record 1998 pg. 14
Methods of Instruction:
The methods must appropriately align with the expected learner outcomes, content and evaluation methods
of the course as well as reflect the needs of a variety of learning styles. Choices of methods can include class
lecture/ discussion/demonstrations, drill and pattern exercises, videos/films/slides/audiotapes, pair and
small group activities/ discussion, reports and papers, cooperative learning tasks, guest lecturers, computer
assisted instruction, distance learning, directed study, work experience and/or internships. However,
methods of instruction must tie back to learning objectives and specifically state how the method will apply
in the classroom. Simply listing the methods is not sufficient; tie the specific methods to course objectives.
Examples of this
might include
In-class and out-of class video presentations of Shakespearean plays followed by
instructor-guided analysis of character and plot.
Lecture presentation and classroom discussion on current environmental concerns and
their impact on scientific study.
Methods of Evaluation:
Explain both the methods of evaluation and the frequency of evaluation. For a degree applicable course, the
grades must be based, at least in part, on demonstrated proficiency in written essays and/or problem solving.
The concepts delineated in the learning objectives must be integrated into the methods of evaluation such as
“Evaluation of final written essay examination and occasional tests for content of terminology, knowledge of
subject matter and ability to contrast types of dramatic material.” Rather than saying “evaluation of written
analysis,” the faculty originators might explain this as “Evaluation of written analyses for content, form, and
application of dramatic performance review techniques.” Statements in this section should clearly show the
basis for grading -- not just what is evaluated but how it is. With respect to written essays, for example, some
courses evaluate them with respect to content most significantly while other courses also evaluate them with
respect to proper syntax, grammar, and mechanics; still other classes require that a specific type of format
(i.e., report writing) be followed.
NOTE: Attendance alone is not permitted as an aspect of evaluation. As an acceptable alternative
graded, in-class assignments/tests are permitted as a measure of a student’s participation.
**Specific Grading Policies if included in the course outline need not reflect percentages of each evaluation
used unless specific restrictions are warranted and agreed upon by the department as a whole. Overall
evaluation elements should delineate the major tasks the student must demonstrate in order to complete
the course successfully. Grading Policies are to be included in the teacher’s syllabus, prepared each semester
for each course and submitted to the instructional office. This information should also be provided to the
students.
Examples of Assignments:
List at least two typical assignments that reflect coverage of expected learning outcomes and content. Write
the examples as you would present them to the students. Examples that emphasize reading, writing and
critical thinking should be included as should at least one out-of class example that shows independent work.
A full description of the types or examples of assignments are required. For example, rather than simply
saying “term paper,” state “term paper comparing and contrasting the social aspects of the hunting tactics of
two mammal species.”
Textbooks:
The current versions of texts and instructional materials should be completely referenced: author, specific
title, publisher, ISBN and date of publication. Textbooks must be published within the last 5 years. If the
best textbook is one that does not have a recent publishing date, find an additional text that would also be
applicable and add that as well. Do not use the words "or most current edition." Texts and other
instructional reading materials should show the required rigor and scope. In degree credit courses, texts
should be written for college level students. If “instructor-designed materials” are the only citation, a
description of the scope should be in the outline and samples included. If supplemental reading materials
are applicable, they should represent the same rigor as above. Supplies and equipment should be listed only
if they go beyond the “normal learning supplies.”
Revised August 2010
.
Sample MSJC Behavioral Objectives *
Appraise learning strengths and weaknesses through assessment and analysis of results. (LNSK 051)
Compare changes in cardiovascular and respiratory function before and during exercise and relate
those measurements to the level of body fitness. (BIOL 100)
Perform piano literature of an intermediate level in front of an audience (MUS 112)
Relate the practical knowledge learned in the course to the writing of forensic analysis reports and
courtroom testimonies. (ANTH 201)
Assess the influence of specific historical events and cultural and religious values and beliefs on
various ethnic American literary traditions to decode unfamiliar individual and social experiences
found in texts. (ENGL 280)
Document the role of cultural patterns, verbal codes, non-verbal codes in the development of
intercultural interpersonal relationships. (COMM 108)
Determine limits, continuity, and the domain of functions of several variables. ( MATH 213)
Identify persons, events, major developments, and institutions that have shaped US history in the
period covered by the course. (HIST 111)
Develop a philosophy of early childhood education and early intervention and apply this philosophy
when creating and evaluating an appropriate curriculum. (CDE 103)
Differentiate between drugs used for medicinal purposes and psychoactive substances used to alter
an individual's perceptions of reality. (HS 123)
Apply appropriate Federal and California income tax laws to determine the corporate income tax
liability. (ACCT 081)
Analyze the concept "globalization" and its evolution as well as its impact on business, environmental
policies and national sovereignty. (BADM 170)
* Some of the objectives above have been modified slightly to provide a clearer model for emulation.
Examples of Integrated Learning
Objectives, Methods of Instruction,
Assignments, and Methods of Evaluation
These may not be actual samples from course outlines but are meant as examples only.
Psychology of Aging GER 112
Learning Objective
Compare, and contrast seven (7) psychological theories of adult development and aging.
Method of Instruction
Lecture with multimedia presentations/simulations will be used to present psychological theories of
adult development and aging.
Method of Evaluation
Essay questions that demonstrate how knowledge of psychological theories of the aging impacts the
interaction of gerontology professionals and their patients.
Example of Assignments
Research and report on a current article related to the psychological needs of the elderly. Describe
the issues raised related to the seven (7) psychological theories of adult development and aging.
A Brief Survey of US History HIST 110
Learning Objective
Examine the general origins and evolution of major US political parties and compare their central
ideologies.
Method of Instruction
Small group analysis of text readings regarding major political parties with presentations to the class
by group participants.
Method of Evaluation
Objective portions of weekly examinations will require students to distinguish critical differences
between the reactions by the various political parties to current social issues.
Examples of Assignments
Read relevant articles from the newspaper related to one of the major US political parties and write a
paper in standard English format which analyzes and interprets the ideological stance of the political
party in relation to a specific issue discussed in the articles.
Introduction to Geographic Information Systems GEOG 110
Learning Objective
Formulate and interpret geographically referenced data.
Method of Instruction
Computer demonstrations utilizing applicable software will be used to illustrate the interpretation of
geographically referenced data.
Method of Evaluation
Weekly in-class worksheet assignments will require the student individually or in groups to read,
measure, and interpret geographic data which will be evaluated for completeness and accuracy.
Examples of Assignments
Using internet search tools, seek out information about GIS and Digital map data on-line covering
your own town or city. Make an inventory of Data you located annotating the agencies supplying the
data. Write a brief summary description of your assessment of the reliability of the information,
supporting your interpretation with facts.
Bloom’s Taxonomy - Cognitive Domain
Learning Outcomes Related To Knowledge
NOTE: for "higher order verbs" use those in grey (right three columns)
Comprehension
Application
Analysis
Synthesis
Evaluation
Student
remembers or
recognizes
information or
specifics as
communicated
with little
personal
assimilation.
Student grasps
the meaning
behind the
information and
interprets,
translates,
or comprehends
the
information.
Student uses
information to
relate and apply
it to a new
situation with
minimal
instructor input.
Student
discriminates,
organizes, and
scrutinizes
assumptions in
an attempt to
identify
evidence for a
conclusion.
Student
creatively
applies
knowledge and
analysis to
integrate
concepts or
construct an
overall theory.
Student
judges or
evaluates
information
based upon
standards and
criteria, values
and opinions.
acquire
define
know
identify
list
memorize
name
recall
recognize
record
relate
repeat
conclude
describe
discuss
draw
explain
express
identify
illustrate
infer
interpret
locate
recognize
report
represent
restate
review
tell
translate
apply
calculate
demonstrate
dramatize
employ
exhibit
illustrate
interpret
operate
organize
practice
relate
restructure
schedule
show
sketch
translate
use
analyze
appraise
categorize
classify
compare
contrast
criticize
debate
deduce
detect
diagram
differentiate
discover
discriminate
dissect
distinguish
examine
experiment
inquire
inspect
inventory
investigate
probe
question
scrutinize
separate
solve
survey
test
arrange
assemble
collect
combine
compose
construct
create
derive
design
develop
document
formulate
generalize
invent
modify
organize
originate
plan
predict
prepare
produce
propose
relate
set up
appraise
argue
assess
choose
compare
conclude
consider
criticize
decide
deduce
estimate
evaluate
infer
judge
measure
rate
revise
score
select
validate
value
Knowledge
Bloom’s Taxonomy - Psychomotor Domain *
Learning Outcomes Related To Skills
NOTE: for "higher order verbs" use those in grey (right three columns)
Observe
Model
Recognize
Standards
Correct
Apply
Coach
Students
translate
sensory input
into physical
tasks or
activities.
Students are
able to
replicate a
fundamental
skill or task.
Students
recognize
standards or
criteria important
to perform a skill
or task correctly.
Students use
standards to
evaluate their
own
performances
and make
corrections.
Students
apply this
skill to real
life situations.
Students are
able to instruct
or train others
to perform this
skill in other
situations.
hear
identify
observe
see
smell
taste
touch
watch
attempt
copy
follow
imitate
mimic
model
reenact
repeat
reproduce
show
try
check
detect
discriminate
differentiate
distinguish
notice
perceive
recognize
select
adapt
adjust
alter
change
correct
customize
develop
improve
manipulate
modify
practice
revise
build
compose
construct
create
design
originate
produce
demonstrate
exhibit
illustrate
instruct
teach
train
NOTE: usually
no outcomes
or objectives
are written at
this level.
* This list of verbs should be used for performance-based classes only.
Sample Course Curriculum
Page 1 of 2
Mt. San Jacinto College
Request for Placement on Curriculum Committee Agenda
COURSE
Form A1
Submitted by:
Suzanne Uhl & Rich Rowley
Catalog:
2011-12
Proposed Course:
Comm 108X Communication and Culture (formerly
Intercultural Communication)
Course Name and Title
Example: ENGL 101 Freshman
Composition
New
X
X
Revised
Date:
Deactivation
3-22-10
Reactivation
Yes, course is part of an Instructional Program in the college catalog
If course is part of a program, submit all forms required for Major Program Revision
No, course is Stand Alone
A Stand Alone course is a Non-degree applicable credit course and/or a degree applicable credit course which is not part of an approved
educational program. If course is Stand Alone, indicate in Stand Alone field on Form B.
Rationale (if new course)/Summary of changes (if revision):
Rationale behind submittal – this is the place to summarize the “what” and the “why”. Please be aware that all changes to a course should be
described in this rationale, i.e. Update Course Outline of Record to Integrated format, change repeatability to 4, change TOP code from
1103.10 to 1103.99, change to Pass/No Pass Only, course capacity changed from 30 to 33.cross disciplined with BIOL, etc.
The name of the course has been changed to bring the course title in line with the common
title at transfer institutions. A prerequisite of COMM-120 was added in order to prepare
students to be successful in the course. The content of the former outline was review, and no
other changes have been made.
Relation to Department Student Learning Outcomes (DLOs): REQUIRED
For course and program submissions: Briefly discuss how this course/program is consistent with DLOs which have been determined by the
department. DLO field cannot be completed with DLO’s “currently in progress” or any similar language.
1. Recognize and discuss the ways in which communication affects lives.
• This course emphasizes varied cultural groups.
2. Differentiate between effective and ineffective communication practices in various contexts (e.g.,
intrapersonal, interpersonal, intercultural, group, organizational, mass, and mediated communication
among others).
• The course explores how intercultural communication can vary within contexts.
3. Delineate, compare, and contrast the basic communication theories of small group, public,
organizational and mass communication.
• Several perspectives are explored that focus exclusively upon intercultural communication.
4. Examine theories of social behavior and motivation.
• Several perspectives are explored that focus exclusively upon intercultural communication.
5. Explore rhetorical foundations of the field of Communication studies.
• This DLO is not a heavy emphasis within this course.
6. Compare and contrast the impact and variables of verbal and nonverbal communication.
• The course explores the variations between cultures in both verbal and nonverbal practices.
7. Locate, read, and critically evaluate research (traditional and electronic), comparing and contrasting
research methodologies used in the discipline.
• Course assignments require application of methodology and evaluation of research.
8. Construct and present different types of speeches both individually and group, demonstrating
effective communication practices (e.g., active listening, self presentation).
• This DLO is not a heavy emphasis within this course.
9. Appraise and continuously reevaluate the extent to which technology affects communication.
• The course considers the digital divide as it relates to intercultural communication;
REV 12/09
Page 2 of 2
Mt. San Jacinto College
Request for Placement on Curriculum Committee Agenda
COURSE
Form A1
furthermore, students explore the use of technology within varied cultural contexts.
Approval Signatures required on all lines before submittal to Curriculum Office
1.
(Submitter)
2.
(SJC Department Chair)
3.
(MVC Department Chair)
4.
(Instructional Dean)
If this action concerns a course which cross-lists with another course in another subject/department/discipline, then signatures of all associated department
chairs (from both campuses) are required.
(VP of Instruction signature is required for offering request prior to FA11 (2011-12 Catalog)
REV 12/09
Mt. San Jacinto College
Integrated Course Outline of Record
Page 1 of 6
Suzanne Uhl & Rich Rowley
Subject
Department
(select from this
Submitted by:
Form B
Date:
5-3-10
CommunicationM
Communication
Studies
COMM
Course
Number
108X
History – M
Dance – M
HIST
HIST
151
History and Appreciation of Dance
DAN
DAN
100
History and Appreciation of Dance
Discipline
(select from this list)
(select from this list)
list)
Title
Communication and Culture
(formerly Intercultural
Communication)
Course Number:
a) 001-069 Non-Degree credit, b) 070 and higher: Degree credit, c) 070-079 are intended for students with learning
disabilities, d) 100 or higher: Transfer credit (please click here for the transfer form).
Title:
If this course is having a subject or number change, the course author must include after the Course Title (formerly
{Subj}{Course Number}) i.e. Technology in the Classroom (formerly CDE 160).
Units/Hours:
Each lecture unit requires 1 hour per week of class time, and 2 hours per week of study outside of class.
Each laboratory unit requires 3 hours per week of class time.
Lecture
Units/Hours
1 unit – 16-18
2 units – 32-36
3 units – 48-54
4 units – 64-72
5 units – 80-90
Maximum
Enrollment:
Pass/No Pass
ONLY
Can
be
taken
1
Lab
Units/Hours
1 unit – 48-54
2 units – 96-108
3 units – 144-162
4 units – 192-216
5 units – 240-270
30
Enter number
No
Yes or No
(usually No)
Lecture Units
3
Lecture Hours
48-54
+
Lab Units
0
Lab Hours
=
Total Units
3
Total Hours
+
0
=
48-54
TOP code
(choose only 1)
1506.00
(click here for TOP
code website)
time(s) for credit (max 4) (More detailed information on course repeatability can be found here).
(If more than 1, justify with one of the following)
Because the course content differs each time it is offered …
… and the student who repeats it is gaining an expanded educational experience because skills and proficiencies are
enhanced by supervised repetition and practice within class periods
… and the student who repeats it is gaining an expanded educational experience because active participatory
experience in individual study or group assignments is the basic means by which learning objectives are
obtained.
Stand Alone Course
Check box if Stand Alone course.
A Stand Alone course is a non-degree applicable credit course or a degree applicable credit course which is not part of a degree or state certificate and is not
approved in one of the GE areas. If a course is only approved in an employment concentration certificate, it is considered Stand Alone. If course is Stand
Alone, indicate in Stand Alone field on Form A1.
AA/AS Degree General Ed Breadth Area(s):
B2
F
Courses should be appropriately placed on the General Ed pattern, please select one or more areas from this list. In the box below, justify placement
for each general education area indicated using the general education definitions and student learning outcomes found here.
REV 5/10
Page 2 of 6
Mt. San Jacinto College
Integrated Course Outline of Record
Form B
Area B2: This course is designed to meet the objectives for local area B2 because it focuses
on human communication behavior in relation to human social, political and economic
institutions. It supports each of the student learning outcomes for area B2 by analyzing
complex social issues and connections related to communication, employing social science
research and methods to explore social problems, developing individual responsibility and
respect for diversity of communication styles, and examining ethical issues with respect to
intercultural communication.
Area F: The course is designed to meet the objectives for local area F because it focuses on
non-dominant groups and issues of race, gender and culture in the United States. It supports
each of the student learning outcomes for area F by examining communication similarities
and differences in diverse cultures, comparing the underlying world views which interact with
these similarities and differences in communication, and promoting understanding and
respect for diverse cultures through communication principles.
Catalog Description: (Please do not refer to transferability or degree, certificate, or employment concentration applicability.
Please only describe the course). (75 words or less in gray box below).
This course studies intercultural communication. It is designed to develop the student’s
understanding of intercultural communication between/among people from different cultures
across a variety of contexts. This course focuses on the development of cultural awareness
(self & others), knowledge, appreciation, and current theoretical intercultural perspectives. It
examines potential sources of intercultural understanding and conflict, and explores ways to
enhance the effectiveness of communication.
To count words, select only the words within the catalog description, then go to Tools, and to Word Count. Careful! If you select the
entire box that the words are within, it won’t give an accurate count.
Schedule Description: (Please do not refer to transferability or degree, certificate, or employment concentration applicability.
Please only describe the course). (25 words or less in gray box below).
This course examines communication in and between various cultural groups through
theory, exploration, and activity.
To count words, select only the words within the catalog description, then go to Tools, and to Word Count. Careful! If you select the entire
box that the words are within, it won’t give an accurate count.
Need for the course: (For more information on demonstrating need, click here)
As an institution committed to meet the needs of a growing diverse population and to
promote the cultural and ethnic diversity of that population, and to provide programs for
personal enrichment and cultural opportunities, it becomes apparent that a course focusing
on the communication between such culturally diverse individuals is warranted. This course
differs from other intercultural courses by its focus on communication and the interactions
between people of differing cultural backgrounds. Furthermore, the course is designed to go
far beyond providing a base knowledge but to help each student become more personally
competent in intercultural encounters.
Prerequisite(s):
Prerequisites go through a separate approval process. See Forms E1-E5 for details.
(For further clarification, contact the Prerequisite Subcommittee)
COMM-120 (with a grade of C or better)
Corequisite(s):
Corequisites go through a separate approval process. See Forms E1-E5 for details.
None
Recommended Preparation:
Recommended Preparation goes through a separate approval process. See Forms E1-E5 for details.
None
Other Enrollment Criteria:
See Forms E1-E5 for details.
None
Learning Objectives: (please number each objective and express in behavioral terms)
Upon the completion of the course the student will be able to do the following:
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Page 3 of 6
Mt. San Jacinto College
Integrated Course Outline of Record
Form B
1. Analyze, evaluate and understand the relationship between culture and
communication.
2. Consider the theoretical base for understanding the concepts of intercultural
communication and exhibit an ability to apply theoretical taxonomies to own culture
and others (Hofstede, Hall, Bond, and Klockhohn and Strodtbeck).
3. Examine culture shock and adaptation skills.
4. Document the role of cultural patterns, verbal codes, non-verbal codes in the
development of intercultural interpersonal relationships.
5. Assess, improve and demonstrate their own empathetic abilities and acknowledge
alternative perspectives.
6. Describe, analyze and when possible apply competent intercultural communication,
including identifying potential obstacles, guidelines for mitigating difficulties, and
techniques to improve their own communication competence.
7. Research, examine, and report on customs, traditions, values, lifestyles, and unique
communication component of another culture.
8. Demonstrate an increased personal awareness of the way in which they are a walking
and talking cultural artifact and appreciate “others” as cultural artifacts of a different
sort than themselves.
Course Content: (please number the outline of main topics and subtopics)
1.
Introduction to Communication and Culture
A. Topic justification
B. Influence of Intercultural communication (interconnectedness)
C. Terms
D. Process and Model(s)
E. United States diversity
2.
3.
4.
5.
Own Culture
A. Local and Global
B. Membership and Identification
C. Practical/personal influence
A.
B.
C.
D.
Cultural Patterns
Different approaches to studying Cultural communication
Taxonomies (Hofstede, Bond, Hall, and Klockhohn & Strodtbeck)
Hi/Low context
Beliefs, values, norms
A.
B.
C.
D.
E.
F.
Language and Culture
Language influence
Verbal codes
Cultural variations
Language usage
Theories/hypotheses (Linguistic determinism/relativism)
Effects of language
Non-verbal
A. Non-verbal communication defined and characteristics
B. Cultural Influences
C. Distinct nonverbal codes/dimensions
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Page 4 of 6
6.
7.
8.
9.
10.
11.
Mt. San Jacinto College
Integrated Course Outline of Record
Form B
Environment
A. Different contexts (e.g.: Education, Healthcare, Business)
B. Influence
A.
B.
C.
D.
Stereotypes/Prejudice/Racism
Perception process
Biases
Stereotypes/Racism
Changing
A.
B.
C.
D.
E.
Relationship Development
Universal aspects
Cultural variation
Development/stages
“Face”
Improving Intercultural relationships
Intercultural Adaptation
A. Culture Shock
B. Perspectives
C. Stages/Models
A.
B.
C.
D.
E.
Intercultural competence
Factors/Rules/Definitions
Theories
Dimensions
Components
Tools to improve
Ethics and Future
A. Nature of Intercultural ethics
B. Immigrant flow
C. Cultural dominance
Methods of Instruction: (please number and be reflective of a variety of learning styles)
Methods of instruction may include, but are not limited to the following:
1. Lecture presentation and discussion with supporting visual materials (overhead slides
or multimedia), introducing concepts and communication skills throughout the course
(e.g., communication & cultural theories; perceptual, gender, and social variables;
language and nonverbal communication, communication choices and competence;
culture and relationship development; prejudice/stereotypes and adaptation).
2. Small group application of content (e.g., discussion and analysis of a culture’s norms,
values, beliefs etc.; cultural issues that arise in relationships; effects of context on
intercultural communication).
3. Small group application of skills to realistic situations (e.g., cultural perception and
language differences, dimensions of intercultural competence, and conflict.)
4. Small group creation of simulated dialogue and role-play of realistic interpersonal
REV 5/10
Page 5 of 6
Mt. San Jacinto College
Integrated Course Outline of Record
Form B
communication situations to raise awareness, stimulate discussion, encourage
empathy, demonstrate effective strategies for dealing with collectivistic and
individualistic cultures, and practice constructive skills.
5. The use of experiential materials (film, video, essays, guest speakers, and/or
intercultural encounters) to illustrate other cultural perspectives, as well as present an
opportunity for students to identify the cultural influences involved.
Methods of Evaluation: A student's grade shall be determined by the instructor using multiple measures of performance
related to the course objectives. Methods of evaluation may include but are not limited to the following:
1. Quizzes: Periodic short objective tests of course-related concepts, such as the
characteristics of intercultural communication, influence of cultural norms, effects of
language, findings of nonverbal communication research, and relationship patterns.
2. Midterm and final exams: A combination of objective questions of important concepts
(previously quizzed or discussed in class) and essay questions which show analysis
and application of intercultural skills.
3. Written Assignments: These will apply important concepts and skills to the student’s
experience outside the classroom. The focus might be on analyzing a personal
intercultural encounter, evaluating and responding to hypothetical situations,
evaluating a culturally focused film or essay, and dissecting their own culture. The
assignments will be evaluated according to simple standards of good writing
(complete sentences, thesis statements etc.), ability to connect life to course, and skill
at identifying appropriate course concepts.
4. Group and/or individual research project and presentation related to concepts and
skills developed throughout the course. Project will be evaluated according to project
guidelines (oral presentation guidelines, content such as theoretical connections,
event participation, assessment of personal competence, etc).
Examples of Assignments: Students will be expected to understand and critique college level texts or the equivalent.
Reading and writing, as well as out of class assignments are required. These assignments may include but are not limited to the following:
1. Sample theory paper: “Select another culture and research the cultural patterns that
are dominant in that culture. You will also need to assess your own cultural patterns
and the degree to which you are a “typical” member of your culture. Identify and
describe the most significant cultural patterns that you believe would influence your
communication with members of the culture you have selected. Your description
should include both ways in which the cultural patterns might lead to more competent
intercultural communication and ways the cultural patterns might lead to problems and
misunderstandings. Focus on the juxtaposition of your own culture and that of
someone from another culture as you attempt to engage in competent intercultural
communication. You should use one of the following taxonomies described in
Chapter 5 as a framework for this analysis: Kluckhohn and Strodtbeck, Hofstede,
Hall, or Bond.”
2. Sample application paper: “View the film Babel. Analyze the film for cultural
influences on persuasion, power, stereotypes, relationships, and basic interaction.
What specific scenes are most indicative of the hi/low context differences,
stereotypes, individualistic/collectivistic differences, and differing conflict strategies?
REV 5/10
Page 6 of 6
Mt. San Jacinto College
Integrated Course Outline of Record
Form B
What specific advice would you give to the lead characters that might have helped
them avoid the problems they later encountered?”
3. Sample group research presentation: “The class will be divided into groups of four to
five students. Each group should select a culture different from their own. The group
should be able to discuss the verbal, non-verbal, gender, environmental influences,
stereotypes, relational influences of that culture. Research must include individual
contact with a member of that culture, in addition to text-based research”
Textbook (s): The required college-level textbooks may include, but are not limited to the following:
Required (1):
Samovar, Proter, and McDaniel
Communication Between Cultures
Author
Wadsworth/Cengage
Publisher
Required (2):
Lustig and Koester
Title
0-495-56744-2
ISBN
Publisher
Title
0-205-59575-8
ISBN
Required (3):
Martin and Nakayama
Publisher
Supplemental (1):
Title
0-07-340668-6
ISBN
Author
Publisher
Supplemental (2):
Supplemental (3):
ISBN
REV 5/10
Publication Date
Title
ISBN
Author
Publisher
2008
Publication Date
Title
Author
Publisher
2010
Publication Date
Experiencing Intercultural Communication
Author
McGraw
Publication Date
Intercultural Competence
Author
Allyn & Bacon (Pearson)
2010
Publication Date
Title
ISBN
Publication Date
Mt. San Jacinto College
Page 1 of 1 Library Resources Joint Review for New Courses/ Major Program
or Course Review
Form C
Course:
Course
Communication and Culture (formerly Intercultural
(i.e. ENGL 101) COMM 108X
Title:
Communication)
Submitted by:
Suzanne Uhl & Rich Rowley
Date: 3-22-10
To be completed jointly by curriculum originator and librarian
Please allow two weeks prior to the deadline for the librarian to fill in the information
Please note: Special expenditures and/or costs for library support are not reasons for denial of a course. If
courses are to be taught on both campuses, library holdings on each campus should be reviewed. Librarians
will work with faculty to assess current collections and recommend materials.
New Course/Program: Course(s) will be taught at
List of Courses
in Program
Add separate line/s if there is more than one course
30
SJC
MVC
Projected Enrollment
Per Section
5-8
x
BOTH
Projected Number of
Sessions per Year
Based upon the following worksheet:
Does the library have adequate support material for this course/program?
Item
Book Collection
Periodical and Index Collections
Electronic Databases
Other Material/Equipment
Strong
x
YES
Adequate Inadequate
X
X
X
X
NO
N/A
N/A
If no, outline a brief plan identifying materials necessary for adequate course support. MSJC librarians will
work with you to identify appropriate materials and estimate costs for acquiring new resources. Attach
additional sheets as necessary. (The plan will be kept on file in the library).
Type (book, periodical, video)
Title
Estimated Cost
Are library service hours adequate for this course/program?
Will library assignments be used in the new course/program?
Will this course/program require the assistance of library faculty for orientations or
other library instruction?
Total estimated cost for acquiring new library material to support this course/program
Signatures Required:
Submitted by:
Librarian:
Yes
X
X
No
X
$0
N/A
Page 1 of 1
Transfer Level Course Form
(for courses numbering 100 or greater)
Form D
Comm
Communication and Culture (formerly
Course
Course
108X
Intercultural Communication)
(i.e. ENGL 101)
Title:
Suzanne
Uhl
&
Rich
Rowley
Author:
3-22-10
***PLEASE NOTE***
Complete form with information above. Locate up to four universities with GE and/or majors
and paste the MSJC catalog description below.
Please email the form to the Articulation Coordinator via the link below.
Articulation Coordinator’s Initials:
List up to four UC/CSU/Private Universities
College/University
Satisfies GE
Requirements
(Yes/No)
Satisfies
Major/Program/
Certificate
Requirements
(Yes/No)
Which Major/Certificate
Requirements?
Cal Poly Pomona
Yes
Yes
CSU Chico
Yes
Yes
Communication all tracks
All Majors Global Diversity
requirement
CSU: Yes
UC: Yes
CSUGE: D7
IGETC: N/A
MSJC Catalog Description:
(REQUIRED before submitting to Articulation Coordinator)
This course studies communication and culture. It is designed to develop the student’s
understanding of intercultural communication between/among people from different cultures
across a variety of contexts. This course focuses on the development of cultural awareness (self
& others), knowledge, appreciation, and current theoretical intercultural perspectives. It examines
potential sources of intercultural understanding and conflict, and explores ways to enhance the
effectiveness of communication.
REV 8/09
Page 1 of 1
Mt. San Jacinto College
Request for Placement on Curriculum Committee Agenda
PREREQUISITE/COREQUISITE/RECOMMENDED PREPARATION
Submitted by:
Suzanne Uhl & Rich Rowley
Catalog:
2011-12
Proposed Course:
COMM-108X Communication and Culture (formerly Honors
Intercultural Communication)
Course Name and Title
Example: ENGL 101 Freshman
Composition
New
Revised
Date:
Form A2
3-22-10
Reviewed/Unchanged
Rationale:
Rationale behind submittal of prerequisite/corequisite/recommended preparation. This is the place to summarize the “what” and
the “why”. If this is a new or revised prerequisite/corequisite or recommended preparation, justify the need for such preparation. If you have
reviewed the prerequisite/corequisite/recommended preparation but are not making any changes, explain why the current preparation meets student
needs.
In order to be successful in COMM-108X, students need to have an understanding of
communication theories. It is important to place intercultural communication in the
broader context of communication, and many types of communication are reflected
in intercultural communication.
Approval Signatures required on all lines before submittal to Curriculum Office
1.
(Submitter)
2.
(SJC Department Chair)
3.
(MVC Department Chair)
4.
(Instructional Dean)
If this action concerns a course which cross-lists with another course in another subject/department/discipline, then signatures of all associated department
chairs (from both campuses) are required.
(VP of Instruction signature is required for offering request prior to FA10 (2011-12 Catalog)
REV 12/09
Page 1 of 2
Mt. San Jacinto College
Prerequisite/Corequisite/Recommended Preparation
Form E1
Submitted by:
Suzanne Uhl & Rich Rowley
Date:
3/22/10
Dept:
Communication Studies
Program:
Communication Studies
1. Course Title:
Communication and Culture (formerly Intercultural
Communication
2. Course Number:
COMM-108
It is recommended that the following
Course Name/Prog/Language:
Be ADDED as
Be REMOVED as
Course
Program
Language
COMM-120 Survey of Communication Studies
Prereq
Co-req
Recommended
Preparation
Reviewed/Unchanged
Type of
Prequisite/Corequisite/Recommended
Preparation/Other Enrollment Criteria
Justification Attached
(Form E2, E3, E4, E5)
Type #1 Prerequisite/Corequisite
within a discipline in a sequence
1. Skills Analysis /Content Review Form (E2)
Type #2 Prerequisite/Corequisite
within another discipline excluding English or
computational Math
1. Skills Analysis /Content Review Form (E2)
2. UC/CSU Prerequisite/Corequisite
Justification form (E3)
Type #3 Prerequisite/Corequisite
of English or Math computational
course for courses in another
discipline
1. Skills Analysis /Content Review Form (E2)
2. UC/CSU Prerequisite/ Corequisite
Justification Form (E3) and/or
3. Research Analysis/Other Justification
Summary (E4)
1. Skills Analysis /Content Review Form (E2)
2. Data Collection/Research Analysis
Summary (E4)
1. Skills Analysis /Content Review Form (E2)
2. Research Analysis/Other Justification
Summary (E4)
1. Skills Analysis /Content Review Form (E2)
2. Research Analysis/Other Justification
Summary (E4)
1. Skills Analysis /Content Review Form (E2)
Type #4 Prerequisite/Corequisite
health and safety
Type #5 Prerequisite/Corequisite
Portfolio
Type #6 Prerequisite/Corequisite
Assessment Scores
Type #7 Recommended
Preparation
Type #8 Other Enrollment Criteria
REV 5/10
1. Other Enrollment Critiera Form (E5)
Mt. San Jacinto College
Skills Analysis /Content Review
Page 1 of 2
Submitted by:
Subject
COMM
(one prerequisite, corequisite or recommended
preparation per form)
Suzanne Uhl & Rich Rowley
Course
Number
108X
Date:
Form E2
3/22/10
Title
Communication and Culture (formerly Intercultural
Communication)
It is recommended that the following
Course Name/Prog/Language:
Be ADDED as
Be REMOVED as
Course
Program
Language
COMM-120 Survey of Communication Studies
Prereq
Co-req
Recommended
Prep
Reviewed/Unchanged
Instructions
1. List all exit competencies (skills) from the prerequisite/corequisite/advisory course or
preparation. These skills are listed in the “Learning Objectives” section of the course
outline. To avoid typing, please access an electronic version of the Course Outline of
Record and copy and paste those objectives in the table below. If a portfolio is a part
of the prerequisite, please attach a detailed outline of the components for admission
into the course.
2. Indicate which of the listed exit competencies are necessary entry skills needed for
success in target course. Check the box next to each necessary skill.
3. If this is a prerequisite removal-- indicate which of the listed exit competencies which
were, but are no longer necessary entry skills needed for success in target course.
Check the box next to each skill.
Skills Analysis
All Exit Skills Outlined in Prerequisite/Corequisite/Recommended Preparation
Please check the box at the beginning of each item to indicate required Entry Skills.
Example: Differentiate between fauna and flora.
1. Recognize and discuss the ways in which communication affects their lives.
2. Differentiate between effective and ineffective communication practices in
various contexts (e.g., intrapersonal, interpersonal, intercultural, group,
organizational, mass, and mediated communication).
3.Delineate, compare, and contrast the basic communication theories of small
group, public, organizational and mass communication.
4. Examine theories of social behavior and motivation.
5. Explore rhetorical foundations of the field of Communication studies
REV 12/09
Page 2 of 2
Mt. San Jacinto College
Skills Analysis /Content Review
(one prerequisite, corequisite or recommended
preparation per form)
Form E2
6. Compare and contrast the impact and variables of verbal (language) and
nonverbal (bodily) communication.
7. Locate, read, and critically evaluate research (traditional and electronic),
comparing and contrasting research methodologies used in the discipline.
8. Construct and present different types of speeches both individually and
group, demonstrating effective communication practices (e.g., active
listening, self-presentation).
9. Appraise the extent to which technology affects communication.
REV 12/09
Page 1 of 1
Mt. San Jacinto College
Request for Placement on Curriculum Committee Agenda
HONORS ADDENDUM
Submitted by:
Suzanne Uhl & Rich Rowley
Catalog:
2011-12
Proposed Course:
COMM-108XH Honors Communication and Culture (formerly
Honors Intercultural Communication)
Course Name and Title
Example: ENGL 101H Honors
Freshman Composition
New
X
Revised
Date:
Form A3
Deactivation
3-22-10
Reactivation
Rationale:
Rationale behind submittal – this is the place to summarize the “what” and the “why”. If this is a new Honors addendum, explain why this
course fits with the mission of the Honors program. If this is a revision of the addendum, explain what kinds of changes have been made.
Due to a course title change and the addition of a prerequisite, it was necessary to
review and revise the Honors addendum. No changes have been made other than the
title change.
Approval Signatures required on all lines before submittal to Curriculum Office
1.
(Submitter)
2.
(SJC Department Chair)
3.
(MVC Department Chair)
4.
(Instructional Dean)
5.
(Honors Coordinator)
If this action concerns a course which cross-lists with another course in another subject/department/discipline, then signatures of all associated department
chairs (from both campuses) are required.
(VP of Instruction signature is required for offering request prior to FA10 (2010-11 Catalog)
REV 12/09
Mt. San Jacinto College
Honors Course Outline Addendum
Submitted by:
Suzanne Uhl & Rich Rowley
Course
Discipline:
COMM
Course
Number:
108X
Title (Must begin with “Honors”:
Date:
3-22-10
Honors
Courses End
in “H”
H
Honors
Communication and Culture (formerly
Intercultural Communication)
Goals:
This honors addendum is to advance the basic course goals of providing an
overview of the study of communication and culture. Specifically, application of
intercultural theories (taxonomies) to other cultures is expanded. Honors
students will be able to identify intercultural communication breakdowns in a
variety of contexts and create a pragmatic approach to resolution and prevention
Topics to be
covered:
In addition to regular course content, the honors student will be taught:
 Additional theoretical perspectives beyond Hofstede and Kluckhohn &
Strodtbeck (Ting-Toomey’s research on Facework; Michael Bond’s
research on Confucian Dynamism, Edward Hall’s analysis of context in
interpretation)
 Application of theory to “real life”, specifically exploring current
examples in media, politics and research. (For example, “How might
this data on Afghan refugees be utilized to reduce conflict and
enhance effective cultural assimilation?”)
 Additional research options (Qualitative techniques such as
ethnography, a Historical approach to cultural studies, quantitative
techniques: use of surveys, interviews, demographic analysis)


Instructional
Objectives:


More in depth analysis of the relationship between culture and
communication;
Evaluate the role of cultural patterns, verbal codes, and nonverbal
codes in the development of intercultural interpersonal relationships by
analyzing a variety of cultures;
Analyze the obstacles to competent intercultural communication and
create detailed plan to improve;
Identification of cultural influences in varied communication contexts
and in varied dilemmas.
The instructor may select from the following samples (two minors and one
major; OR four minors OR two majors):
Minor
 Write a 500 word typed description of your cultural background and
how you think it affects your communication with others here at this
school and elsewhere.
Enrichment
 Write a one-page description of your stereotype of three US cultural
Assignments:
groups other than your own.
 Create a directory of intercultural events and groups in the area.
 Submit a two-page typed critique on an academic article regarding
cultural studies. The instructor will supply the article.
 Dissect two intercultural films looking for influencing factors. See
instructor for a list of approved films. Submit your analysis in a two
Mt. San Jacinto College
Honors Course Outline Addendum
Major
page review.
Write 5 discussion questions, with answers, on 8 of the 10 chapters in
text. At least three times during the semester, Honor students will
gather together for at least an hour and will present each other with a
copy of their questions (answers are only submitted to the instructor).
Collectively, honor students will select questions to discuss. The
author of that particular question will facilitate the discussion.
 Find an actual intercultural misunderstanding in the political, business,
education, healthcare etc communities. Using established
assessment techniques, determine the source of misunderstanding.
Relate this to a theoretical approach. Create a strategy (program) to
improve communication and reduce such “misunderstandings” in the
future. Final product should be in the form of a 5 page paper.
 Select a culture to study (must be approved by instructor). Student
must give a 10 minute presentation, with PowerPoint. Presentation
must include the following: geography, language, religion, political
system, cultural traditions (such as attire, food, dance), and
communication norms (verbal and non-verbal). Student must apply
either Hofstede’s or Kluckhohn & Strodtbeck’s perspective. Outline of
presentation is due; 5 sources.
NOTE: Regardless of minor-vs-major typology of assignment, honors students
will meet with the instructor face to face a minimum of three times over the
semester.



Evaluation:


Taxonomy papers evaluated according to chosen taxonomy.
Oral presentations assessed by prearranged delivery criteria as well
as depth of content.
Group work determined by peer evaluations, predetermined content
criteria, writing, and use of research.
Promptness, clarity, research, and depth of assignments are additional
criteria for evaluation.
Page 1 of 1
Transfer Level Course Form
(for courses numbering 100 or greater)
Comm
108XH
Course
Course
(i.e. ENGL 101)
Title:
Suzanne Uhl & Rich Rowley
Author:
Form D
Honors Communication and Culture
(formerly Honors Intercultural
Communication)
3-22-10
***PLEASE NOTE***
Complete form with information above. Locate up to four universities with GE and/or majors
and paste the MSJC catalog description below.
Please email the form to the Articulation Coordinator via the link below.
Articulation Coordinator’s Initials:
List up to four UC/CSU/Private Universities
College/University
Satisfies GE
Requirements
(Yes/No)
Satisfies
Major/Program/
Certificate
Requirements
(Yes/No)
Which Major/Certificate
Requirements?
Cal Poly Pomona
Yes
Yes
CSU Chico
Yes
No
Communication all tracks
All majors Global Diversity
requirement
CSU: Yes
UC: Yes
CSUGE: D7
IGETC: N/A
MSJC Catalog Description:
(REQUIRED before submitting to Articulation Coordinator)
This course studies communication and culture. It is designed to develop the student’s
understanding of intercultural communication between/among people from different cultures
across a variety of contexts. This course focuses on the development of cultural awareness (self
& others), knowledge, appreciation, and current theoretical intercultural perspectives. It examines
potential sources of intercultural understanding and conflict, and explores ways to enhance the
effectiveness of communication.
REV 8/09
Page 1 of 1
Mt. San Jacinto College
Request for Placement on Curriculum Committee Agenda
DISTANCE ED ADDENDUM
Form A4
Submitted by:
Suzanne Uhl & Rich Rowley
Catalog:
2011-12
Proposed Course:
COMM 108X Communication and Culture (formerly
Intercultural Communication)
Course Name and Title
Example: ENGL 101 Freshman
Composition
New
X
Revised
Date:
Deactivation
3-22-10
Reactivation
Rationale:
Rationale behind submittal – this is the place to summarize the “what” and the “why”. If this is a new DE addendum, explain why the
distance-Ed format will benefit students who take this course. If this is a revision, summarize the changes that were made.
Due to a course title change and the addition of a prerequisite, it was necessary to
review and revise the DE addendum. No changes have been made other than the title
change.
Approval Signatures required on all lines before submittal to Curriculum Office
1.
(Submitter)
2.
(SJC Department Chair)
3.
(MVC Department Chair)
4.
(Instructional Dean)
If this action concerns a course which cross-lists with another course in another subject/department/discipline, then signatures of all associated department
chairs (from both campuses) are required.
(VP of Instruction signature is required for offering request prior to FA11 (2011-12 Catalog)
REV 11/09
Mt. San Jacinto College
Distance Education Addendum
Suzanne Uhl & Rich Rowley Effective Term:
Fall 2010
Communication Studies
COMM 108X
Course Number:
Communication and Culture (formerly Intercultural Communication)
 Please place an X in one of the gray boxes. 
X
Submitted by:
Dept:
Course Title:
Hybrid Only
Both Fully Online and Hybrid Online
The course has online components and regularly scheduled face
to face meetings
Please describe how this hybrid class will meet face-to-face in
the box below:
The course has no required face to face meetings.
Fully Online Delivery Requirements:
• Students must be notified via the college schedule of
classes and the syllabus for the class, if proctored tests
are required for this course.
• Any planned face-to-face meetings, such as an
orientation or study session, must be optional.
• The MSJC Curriculum Committee requires the use of
asynchronous discussion as a component of every fully
online course.
• Accommodations regarding disabled student
accessibility to online content must be made as
prescribed in the Distance Education Guidelines
regarding Section 508, as published by the California
Community College Chancellor’s office.
Course Outline: The two methods that significantly change when teaching a course online are methods of
instruction and methods of evaluation. Please describe how these methods will be adapted for online
instruction.
Methods of Instruction: Copy your Methods of Instruction from the course outline into the left side of the table below. Specify
any adaptations in instructional methodology resulting from offering this course in the distance learning mode you have selected
(online or hybrid), as opposed to the face-to-face mode assumed by the current course outline. Examples of online methods of
instruction: Course management system (CMS) discussion boards; instructor developed web lectures; converted power point
presentations; digital video clips; graphics (digital charts, diagrams, photos, images, annotated screen shots); digital animations; web
quests; online reference resources; chat; email; publisher prepared online materials; course cartridge materials; CD/DVD support
materials; instructor web site; online library resources; text book supplements.
Methods of Instruction
Example: Lecture and Discussion will be used to analyze and
synthesize major trends in twentieth century history.
1.
Lecture presentation and discussion with
supporting visual materials (overhead slides
or multimedia), introducing concepts and
communication skills throughout the course
(e.g., communication & cultural theories;
perceptual, gender, and social variables;
language and nonverbal communication,
Online Adaptation
Example: Lecture will be accomplished using instructor prepared
web based lectures and links to appropriate reference sites and
historical web sites. Discussions will take place using the course
management system discussion board in both group and whole
class setting
1. Lecture can be communicated via the
course management system (CMS).
Lecture may be in a variety of forms. It
might be a printed text based lecture, a
PowerPoint presentation with or without
audio, or a Camtasia lecture. Multimedia
components (video clips etc) can be
Mt. San Jacinto College
Distance Education Addendum
communication choices and competence;
culture and relationship development;
prejudice/stereotypes and adaptation).
captured and available online.
2.
Small group application of content (e.g.,
discussion and analysis of a culture’s norms,
values, beliefs etc.; cultural issues that arise
in relationships; effects of context on
intercultural communication).
2. Classroom group discussion will be
accomplished via discussion boards. This
can be content oriented or application
oriented.
3.
Small group application of skills to realistic
situations (e.g., cultural perception and
language differences, dimensions of
intercultural competence, and conflict.)
3. Practical application exercises may be
available and submitted via the learning
unit.
4.
Small group creation of simulated dialogue
and role-play of realistic interpersonal
communication situations to raise
awareness, stimulate discussion, encourage
empathy, demonstrate effective strategies for
dealing with collectivistic and individualistic
cultures, and practice constructive skills.
4. Small group creation of simulated dialogue
and role-playing of realistic interpersonal
communication situations to raise
awareness and stimulate discussion can
be done via the discussion board.
5.
The use of experiential materials (film, video,
essays, guest speakers, and/or intercultural
encounters) to illustrate other cultural
perspectives, as well as present an
opportunity for students to identify the
cultural influences involved.
5. Varied internet sources can be referred to
or even required to further supplement
course content.
Mt. San Jacinto College
Distance Education Addendum
Methods of Evaluation: Copy your methods of evaluation from the course outline into the left side of the table below and
describe how the evaluation methods in the course outline will be adapted for use in the online environment. Examples of online
methods of evaluation: Essays and research papers submitted via email attachments; Open-book essay and short answer exam
questions submitted via email; timed quizzes and tests using the CMS; Projects submitted via attachments in the CMS discussion
forum; Online discussion participation(pairs, groups, whole class); proctored exams.
Methods of Evaluation
Example:
1.
2.
Research projects in specified topics will be
completed.
2. Exams evaluating the students’ comprehension of
the effects of technology on politics will be given.
Online Adaptation
Example:
1.
2.
Students will use the college online library and
specified web site references to complete a research
project that will be submitted to the instructor via
email attachment.
Proctored exams that can happen either at the
college learning center or at the location agreed
upon by the student and the instructor will take
place twice in a semester.
Individual instructors will have choices of
evaluation similar to those on campus:
1. Quizzes: Periodic short objective tests of
course-related concepts, such as the
characteristics of intercultural communication,
influence of cultural norms, effects of
language, findings of nonverbal
communication research, and relationship
patterns.
1. Online unit quizzes evaluating
comprehension of textbook content.
2. Midterm and final exams: A combination of
objective questions of important concepts
(previously quizzed or discussed in class) and
essay questions which show analysis and
application of intercultural skills.
2. Essay midterm and final submitted within
the CMS, evaluating understanding of both
lecture and textbook principles.
3. Written Assignments: These will apply
important concepts and skills to the student’s
experience outside the classroom. The focus
might be on analyzing a personal intercultural
encounter, evaluating and responding to
hypothetical situations, evaluating a culturally
focused film or essay, and dissecting their
own culture. The assignments will be
evaluated according to simple standards of
good writing (complete sentences, thesis
statements etc.), ability to connect life to
course, and skill at identifying appropriate
course concepts.
3. Written Assignments: Journals related to
course content and skills, submitted
periodically by email or within the CMS.
These are assessed to determine the
ability to relate course concept to student’s
everyday life outside of the classroom.
Individual application of skill assignments
submitted by email or within the CMS. An
individual research project submitted by
email (or within the CMS) and posted for
threaded discussion. Project will be
evaluated according to project guidelines
(content such as theoretical connections,
event participation).
Mt. San Jacinto College
Distance Education Addendum
4. Group and/or individual research project and
presentation related to concepts and skills
developed throughout the course. Project will
be evaluated according to project guidelines
(oral presentation guidelines, content such as
theoretical connections, event participation,
assessment of personal competence, etc).
4. A group research project exploring a
particular culture. Project will be evaluated
according to project guidelines (content
such as theoretical connections, event
participation, assessment of personal
competence, etc).
5. Instructor feedback about relevance and
quality of threaded discussion participation
Sample Assignment: Please give an example of an assignment that students will do in the online class format described in
this document:
1. Sample application paper: View the film Babel. Analyze the film for cultural influences on
persuasion, power, relationships, and basic interaction. What specific scenes are most
indicative of the hi/low context differences, stereotypes, individualistic/collectivistic differences,
and differing conflict strategies? What specific advice would you give to the lead characters
that might have helped them avoid the problems they later encountered?
2. Sample Contacts paper: After engaging in an intercultural exchange with someone from
another culture via the online web pen-pal sites (given in class) discuss the source potential
conflicts, misunderstandings, insights and lessons learned.
3. Sample Events paper: This assignment actual consists of two separate short papers written in
response to your attendance at two different intercultural events in the area. This assignment
asks you to learn about some of the public activities that involve people from other cultures
and to participate in them. I want you to “field test” some of the knowledge that you are
gaining in class. You will address such things as the purpose and origin of the event, a
comparison between this event and events within your own culture, possible misinterpretations
between cultures and your overall reaction.
All assignments such as these would be submitted within the CMS
Regular Effective Contact: Define how you will provide regular effective contact according to MSJC policy.
The instructor will maintain regular contact with the online students in the following ways:
1. Initial contact with the students will be made through announcements on the course shell
where in, the guidelines to take online hybrid course, course syllabus and course outline will be
posted.
2. Instructors will also make themselves available through campus email and campus phone, if
available, during office hours to answer any questions regularly.
3. Instructors will post announcements at least weekly in Blackboard.
4. Email will be sent to the enrolled students to check the Blackboard for the updated information
and to communicate with them more than once a week.
5. Instructors will create group discussion boards for group assignments. They will be active in
facilitating, responding to, and evaluating the group activities.
Mt. San Jacinto College
Distance Education Addendum
6. Instructors will provide written expectations concerning their response-time to student inquiries,
generally within a 24-48 hour period.
7. In the discussion board, a separate folder and threads will be allowed for the students to talk
about the general questions regarding the course.
8. Lectures and course material will be updated every week through e-lectures, discussion
boards, and practice assessments in addition to weekly assessments.
• Instructors will provide timely feedback and grading of assignments submitted throughout the
course.
Page 1 of 2
Mt. San Jacinto College
Request for Placement on Curriculum Committee Agenda
COURSE
Submitted by:
K.DIMEMMO
Catalog:
2010-11
Proposed Course:
NEW COURSE: SEMA 101X – Fundamentals of Energy
Assessment in Business
Course Name and Title
Example: ENGL 101 Freshman
Composition
X
New
Revised
Date:
Form A1
Deactivation
10/19/09
Reactivation
Yes, course is approved in a GE area or part of a degree or state certificate (18
or more units) in the college catalog
X
No, course is Stand Alone
A Stand Alone course is a non-degree applicable credit course or a degree applicable credit course which is not part of a degree or state
certificate and is not approved in one of the GE areas. If a course is only approved in an employment concentration certificate, it is
considered Stand Alone. If course is Stand Alone, indicate in Stand Alone field on Form B.
Rationale (if new course)/Summary of changes (if revision):
Rationale behind submittal – this is the place to summarize the “what” and the “why”. Please be aware that all changes to a course should be
described in this rationale, i.e. Update Course Outline of Record to Integrated format, change repeatability to 4, change TOP code from
1103.10 to 1103.99, change to Pass/No Pass Only, course capacity changed from 30 to 33.cross disciplined with BIOL, etc.
This is a new course that we are offering that supports that growing global trend of
energy sustainability. It will be offered as an employment concentration within the
Business Administration program.
Relation to Department Student Learning Outcomes (DLOs): REQUIRED
For course and program submissions: Briefly discuss how this course/program is consistent with DLOs which have been determined by the
department. DLO field cannot be completed with DLO’s “currently in progress” or any similar language.
1. Students will communicate effectively through appropriate modes of
communication (listening, speaking, reading, writing) as they pertain to the
business environment.
2. Students will analyze data to determine relevant information needed to
produce reports, visual presentations and other business documents.
3. Students will identify and solve business problems, assess results, and
determine alternative courses of action.
4. Students will identify and recognize the various social, cultural, and business
environments and how to respond appropriately while demonstrating a respect
for diversity.
5. Students will identify current business trends being used in today’s business
environment.
6. Students will display personal responsibility and accountability, identify
personal goals and needs, demonstrate the ability to identify the resources
REV 5/10
Page 2 of 2
Mt. San Jacinto College
Request for Placement on Curriculum Committee Agenda
COURSE
Form A1
needed to meet these goals and needs, and display an awareness of how to
sustain career resiliency and a positive attitude.
7. Students will display civic responsibility and a respect for ethical behavior in
the business environment.
Approval Signatures required on all lines before submittal to Curriculum Office
1.
(Submitter)
2.
(SJC Department Chair)
3.
(MVC Department Chair)
4.
(Instructional Dean)
If this action concerns a course which cross-lists with another course in another subject/department/discipline, then signatures of all associated department
chairs (from both campuses) are required.
(VP of Instruction signature is required for offering request prior to FA11 (2011-12 Catalog)
REV 5/10
Mt. San Jacinto College
Integrated Course Outline of Record
Page 1 of 4
Submitted by:
Form B
Date:
K DiMemmo
Discipline
Department
(select from this list)
(select from this list)
Subject
(select from this
list)
Course
Number
10/19/2009
Title
BUSINESS
BADM
SEMA
101X
Fundamentals of Energy
Assessment in Business
History – M
Dance – M
HIST
HIST
151
History and Appreciation of Dance
DAN
DAN
100
History and Appreciation of Dance
Course Number:
a) 001-069 Non-Degree credit, b) 070 and higher: Degree credit, c) 070-079 are intended for students with learning
disabilities, d) 100 or higher: Transfer credit (please click here for the transfer form).
Title:
If this course is having a subject or number change, the course author must include after the Course Title (formerly
{Subj}{Course Number}) i.e. Technology in the Classroom (formerly CDE 160).
Units/Hours:
Each lecture unit requires 1 hour per week of class time, and 2 hours per week of study outside of class.
Each laboratory unit requires 3 hours per week of class time.
Lecture
Units/Hours
1 unit – 16-18
2 units – 32-36
3 units – 48-54
4 units – 64-72
5 units – 80-90
Lab
Units/Hours
1 unit – 48-54
2 units – 96-108
3 units – 144-162
4 units – 192-216
5 units – 240-270
Maximum
Enrollment:
Pass/No Pass
ONLY
Can
be
taken
1
40
Enter number
No
Yes or No
(usually No)
Lecture Units
3
Lab Units
+
Lecture Hours
48-54
Total Units
=
0
Lab Hours
+
TOP code
(choose only 1)
0
3
Total Hours
=
0506.00
48-54
(click here for TOP
code website)
time(s) for credit (max 4) (More detailed information on course repeatability can be found here).
(If more than 1, justify with one of the following)
Because the course content differs each time it is offered …
… and the student who repeats it is gaining an expanded educational experience because skills and proficiencies are
enhanced by supervised repetition and practice within class periods
… and the student who repeats it is gaining an expanded educational experience because active participatory
experience in individual study or group assignments is the basic means by which learning objectives are
obtained.
Stand Alone Course
Check box if Stand Alone course.
A Stand Alone course is a non-degree applicable credit course or a degree applicable credit course which is not part of a degree or state certificate and is not
approved in one of the GE areas. If a course is only approved in an employment concentration certificate, it is considered Stand Alone. If course is Stand
Alone, indicate in Stand Alone field on Form A1.
AA/AS Degree General Ed Breadth Area(s):
Courses should be appropriately placed on the General Ed pattern, please select one or more areas from this list. In the box below, justify placement
for each general education area indicated using the general education definitions and student learning outcomes found here.
REV 7/10
Mt. San Jacinto College
Integrated Course Outline of Record
Page 2 of 4
Form B
Catalog Description: (Please do not refer to transferability or degree, certificate, or employment concentration applicability.
Please only describe the course). (75 words or less in gray box below).
This course introduces students to the systematic study of energy consuming processes, the flow of energy,
and efficient energy utilization. The course will focus on business energy assessment surveys and will include
analysis of the different opportunities and impacts of energy systems that exist. The range of current and future
energy choices will be examined, and the role of renewable energy in developing cohesive business policies
and processes will be explored.
To count words, select only the words within the catalog description, then go to Tools, and to Word Count. Careful! If you select the
entire box that the words are within, it won’t give an accurate count.
Schedule Description: (Please do not refer to transferability or degree, certificate, or employment concentration applicability.
Please only describe the course). (25 words or less in gray box below).
This course introduces students to the systematic study of energy consuming processes, the flow of energy,
and efficient energy utilization.
To count words, select only the words within the catalog description, then go to Tools, and to Word Count. Careful! If you select the entire
box that the words are within, it won’t give an accurate count.
Need for the course: (For more information on demonstrating need, click here)
This course will count towards the requirements of the SEMA employment concentration, will be degree
applicable and will be CSU transferable.
Prerequisite(s):
Prerequisites go through a separate approval process. See Forms E1-E5 for details.
(For further clarification, contact the Prerequisite Subcommittee)
None.
Corequisite(s):
Corequisites go through a separate approval process. See Forms E1-E5 for details.
None.
Recommended Preparation:
Recommended Preparation goes through a separate approval process. See Forms E1-E5 for details.
None.
Other Enrollment Criteria:
See Forms E1-E5 for details.
None.
Learning Objectives: (please number each objective and express in behavioral terms)
Upon the completion of the course the student will be able to do the following:
1.
Define measures used to monitor energy consumption through the flow of energy and thermal
envelopes.
2.
List the methods used in developing an energy assessment plan.
3.
Explain the current state of technology used in managing energy consumption.
4.
Define the basic management techniques utilized to encourage renewable energy within the business
environment.
5.
Analyze the relationship between energy consumption and finance.
6.
Develop and implement an energy assessment tool.
7.
Define energy sustainability and describe its role in the development of corporate and governmental
energy policies.
8.
Describe the concept of energy as it relates to business.
9.
Describe the global distribution of energy resources.
10.
Describe the concept of supply and demand as it applies to energy consumption.
Course Content:
(please number the outline of main topics and subtopics)
1.
a.
b.
c.
Unit 1 - Introduction to Renewable Energy
History
Present Day
Future
2.
a.
b.
c.
Unit 2 - Describe measures used to monitor energy consumption.
Utilities
Meters
Watt-Rate Meter
3.
Unit 3 - Describe the concept of supply and demand as it applies to energy
REV 7/10
Page 3 of 4
Mt. San Jacinto College
Integrated Course Outline of Record
4.
a.
b.
c.
d.
e.
Unit 4 - List the steps used in developing an energy assessment plan.
Business development
Identification of energy waste
Reducing energy costs without major changes in operations
Finance/Incentives/Reporting
Implementation
5.
a.
b.
c.
d.
e.
f.
Unit 5 - Implementation strategies of Renewable Energy within Organizations
Domestic Business
International Business
Imports
Exports
Tariffs/Barriers
Socio-Economic/Demographic Barriers
6.
Unit 6 - Describe the current state of technology used in managing energy consumption.
Form B
7.
Unit 7 - Describe the basic management techniques utilized to encourage the use renewable energy
within the business environment.
8.
Unit 8 - Describe the use of policies in the utilization of renewable energy.
a.
b.
c.
Within the domestic business environment
Within the global business environment
Government
Methods of Instruction: (please number and be reflective of a variety of learning styles)
Methods of instruction may include, but are not limited to the following:
A. Lecture and discussion to explain the fundamentals of Energy Assessment, the components of an effective
Energy utilization plan, and implementation of renewable energy strategies and policies within the business
environment.
B. Guest speakers (Faculty, Community Members) to provide insight as to the current energy assessment
practices within the community at different levels.
C. Readings in the field of study (trade books, journal articles, institutional/organizational pledges,
proclamations, treaties, laws) to assist students in understanding the current status of the energy assessment
movement on a domestic and global level.
D. Class activities ( small group interaction, group service-learning , peer evaluation, guided discussion,
student presentations) to assist students in understanding concepts of energy assessment, and implementation
of energy strategies and policies.
Methods of Evaluation: A student's grade shall be determined by the instructor using multiple measures of performance
related to the course objectives. Methods of evaluation may include but are not limited to the following:
1. Quizzes and tests to determine student’s understanding of and ability to apply concepts of energy
assessment.
2. Writing Assignments that are comprehensive that establishes a strong understanding of energy assessment,
energy policies and strategies within global and domestic environments.
3. Group Project/Presentation that encourages students to work together to identify energy assessment plans
within the global and/or domestic business environment. This presentation helps student recognize the
successful strategies that ensure the accurate development of energy assessment and utilization plans.
Examples of Assignments: Students will be expected to understand and critique college level texts or the equivalent.
Reading and writing, as well as out of class assignments are required. These assignments may include but are not limited to the following:
1.
Written analysis of current policies and strategies within the energy assessment field will be regularly
journaled.
2.
Individual student participation will be evaluated based on the inquiry of energy assessment and
utilization plans within the business environment.
3.
Group projects and presentations on energy assessment and utilization plans that incorporate current
policies and regulations within domestic and international organizations.
4.
Midterm/Final Exam in multiple choice and essay format and will assess the students comprehension
energy sustainability, renewable energy and the different methods used in the Energy Assessment process.
Textbook (s):
REV 7/10
The required college-level textbooks may include, but are not limited to the following:
Page 4 of 4
Mt. San Jacinto College
Integrated Course Outline of Record
Required (1):
John Krigger and Chris Dorsi
Residential Energy: Cost Savings and Comfort for
Existing Buildings
Author
Thomson-Shore, Inc.
Publisher
Required (2):
Title
1-880120-09-7
ISBN
Author
Publisher
Form B
1/1/2009
Publication Date
Title
ISBN
Publication Date
Required (3):
Author
Publisher
Title
ISBN
Supplemental (1):
James J. Winebrake
Alternate Energy
Author
Fairmont Press
Publisher
Supplemental (2):
Title
0824742893
ISBN
Edward S. Cassedy
Publisher
Supplemental (3):
REV 7/10
Publication Date
Title
0521631203
ISBN
Author
Publisher
1/1/2003
Prospects for Sustainable Energy – A critical
assessment
Author
Cambridge University Press
Publication Date
1/1/2000
Publication Date
Title
ISBN
Publication Date
Mt. San Jacinto College
Page 1 of 2 Library Resources Joint Review for New Courses/ Major Program
or Course Review
Form C
Course:
Course
(i.e. ENGL 101) SEMA
Title:
Energy Sustainability Employment Concentration
Submitted by:
K. DIMEMMO
Date: 10/05/09
To be completed jointly by curriculum originator and librarian
Please allow two weeks prior to the deadline for the librarian to fill in the information
Please note: Special expenditures and/or costs for library support are not reasons for denial of a course. If
courses are to be taught on both campuses, library holdings on each campus should be reviewed. Librarians
will work with faculty to assess current collections and recommend materials.
New Course/Program: Course(s) will be taught at
SEMA 100
SEMA 101
SEMA 110
List of Courses
in Program
Add separate line/s if there is more than one course
40
40
40
SJC
MVC
Projected Enrollment
Per Section
1
1
1
X
BOTH
Projected Number of
Sessions per Year
Based upon the following worksheet:
Does the library have adequate support material for this course/program?
Item
Book Collection
Periodical and Index Collections
Electronic Databases
Other Material/Equipment
Strong
X
YES
Adequate Inadequate
X
X
X
NO
N/A
N/A
X
If no, outline a brief plan identifying materials necessary for adequate course support. MSJC librarians will
work with you to identify appropriate materials and estimate costs for acquiring new resources. Attach
additional sheets as necessary. (The plan will be kept on file in the library).
Type (book, periodical, video)
Book
Book
Book
Book
Book
Book
Book
Title
The Sustainability Revolution:
Portrait of a Paradigm Shift
Renewable Energy Policy
Energy Systems and Sustainability:
Power for a Sustainable Future
Prospects for Sustainable Energy –
A Critical Assessment
Alternate Energy
Residential Energy: Cost Savings
and Comfort for Existing Buildings
Energy – Its’ Use and the
Environment, 4th Ed.
Estimated Cost
$40
$36
$65
$55
$40
$60
$60
Are library service hours adequate for this course/program?
Will library assignments be used in the new course/program?
Will this course/program require the assistance of library faculty for orientations or
Yes
x
x
No
x
N/A
Mt. San Jacinto College
Page 2 of 2 Library Resources Joint Review for New Courses/ Major Program
or Course Review
other library instruction?
Total estimated cost for acquiring new library material to support this course/program
$360
Signatures Required:
Submitted by:
Librarian:
Form C
Page 1 of 1
Transfer Level Course Form
(for courses numbering 100 or greater)
SEMA 101
Course
(i.e. ENGL 101)
K. DiMemmo
Author:
Course
Title:
Form D
Fundamentals of Energy Assessment in
Business
***PLEASE NOTE***
Complete form with information above. Locate up to four universities with GE and/or majors
and paste the MSJC catalog description below.
Please email the form to the Articulation Coordinator via the link below.
Articulation Coordinator’s Initials:
List up to four UC/CSU/Private Universities
College/University
Satisfies GE
Requirements
(Yes/No)
Satisfies
Major/Program/
Certificate
Requirements
(Yes/No)
Which Major/Certificate
Requirements?
CAL STATE CHICO
CSU:
UC:
CSUGE:
IGETC:
MSJC Catalog Description:
(REQUIRED before submitting to Articulation Coordinator)
This course introduces students to the systematic study of energy consuming processes,
the flow of energy, and efficient energy utilization. The course will focus on business
energy assessment surveys and will include analysis of the different opportunities and
impacts of energy systems that exist. The range of current and future energy choices will
be examined, and the role of renewable energy in developing cohesive business policies
and processes will be explored.
REV 8/09
Page 1 of 2
Mt. San Jacinto College
Request for Placement on Curriculum Committee Agenda
INFORMATION ITEM
Submitted by:
K.DIMEMMO
Catalog:
2010-11
Item:
INFORMATION ITEM/ NEW EMPLOYMENT CONCENTRATION:
SUSTAINABLE ENERGY MANAGEMENT FOR BUSINESS
Example: High School Articulation;
New Employment Concentration;
Revised Employment Concentration
Date:
Form A7
10/19/09
Summary of Information Item
This is the place to summarize the “what” and the “why” of this action, such as New Employment Concentration Certificate (ECC), Revised
ECC, Deactivated ECC, Reactivated ECC, High School Articulation.
This is a new employment concentration that we are offering that supports that
growing global trend of energy sustainability. It provides a pathway for student
success as they consider new careers or transfer to a 4-year university.
Relation to Department Student Learning Outcomes (DLOs): IF APPLICABLE
For ECC submissions and revisions: Briefly discuss how this ECC is consistent with DLOs which have been determined by the department.
DLO field cannot be completed with DLO’s “currently in progress” or any similar language.
1. Students will communicate effectively through appropriate modes of
communication (listening, speaking, reading, writing) as they pertain to the
business environment.
2. Students will analyze data to determine relevant information needed to
produce reports, visual presentations and other business documents.
3. Students will identify and solve business problems, assess results, and
determine alternative courses of action.
4. Students will identify and recognize the various social, cultural, and business
environments and how to respond appropriately while demonstrating a respect
for diversity.
5. Students will identify current business trends being used in today’s business
environment.
6. Students will display personal responsibility and accountability, identify
personal goals and needs, demonstrate the ability to identify the resources
needed to meet these goals and needs, and display an awareness of how to
sustain career resiliency and a positive attitude.
7. Students will display civic responsibility and a respect for ethical behavior in
the business environment.
REV 11/09
Distance Education Information
MSJC Regular Effective Contact Policy
Regulations:
Title 5 and the Distance Education Guidelines for the California Community Colleges
state:
55211 (just changed to 55224). Instructor Contact.
In addition to the requirements of section 55002 and any locally established requirements
applicable to all courses, district-governing boards shall ensure that: (a) All approved courses
offered as distance education include 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. email, or other activities. (b) All distance education courses are delivered consistent with guidelines
issued by the Chancellor pursuant to section 409 of the Procedures and Standing Orders of the
Board of Governors. Regular effective contact is an academic and professional matter pursuant to
title 5, section 53200. Note: Authority cited: Sections 70901 and 66700, Education Code.
Reference: Sections 70901 and 70902, Education Code.
Guideline for Section 55211
This section defines what contact must be maintained between instructor and student:
Subsection (a) stresses the responsibility of the instructor in a DE course to initiate regular
contact with enrolled students to verify their participation and performance status. The use
of the term “regular effective contact” in this context suggests that students should have frequent
opportunities to ask questions and receive answers from the instructor of record.
Subsection (b) honors the principle that for DE courses, there are a number of acceptable
interactions between instructor and student, not all of which may require in-person contact. Thus,
districts will need to define “effective contact, “ including how often, and in what manner
instructor-student interaction is achieved. It is important that districts document how regular
effective contact is achieved. Since regular effective contact was declared an academic and
professional matter, this documentation must include demonstration of collegial consultation with
the academic senate, for example through its delegation to the local curriculum committee. A
natural place for this to occur is during the separate course approval process . Documentation
should consist of the inclusion of information in applicable outlines of record on the type and
frequency of interaction appropriate to each DE course/section or session. As indicated in the
Guideline to Section 55219, districts need to describe the type and quantity of student-faculty
interaction in their annual reports to their local governing boards and the State Chancellor’s
Office.
Background:
In hybrid or fully online courses, ensuring Regular Effective Instructor/Student
Contact guarantees that the student receives the benefit of the instructor’s presence in the
learning environment both as a provider of instructional information and as a facilitator
of student learning. In a face to face course the instructor is present at each class meeting
and interacts via all class announcements, lectures, activities and discussions that take a
variety of forms. For example, discussions can be held as part of a lecture format, group
work scenarios, or content review sessions. The instructor also serves as a content
advisor when he or she answers questions both as they come up in class and as they arise
in individual situations. These types of questions are dealt with via the telephone, email,
or face to face office visits.
Title V regulations do not make a distinction between regular and distance
education courses beyond the need to have a separate curriculum approval process
and the need to ensure regular effective contact. Therefore, it is assumed that
those qualities of regular effective contact described above for the face to face
environment, should also be applied to the distance education situation. The DE
Guidelines require colleges to develop a policy regarding regular effective contact
that addresses “the type and frequency of interaction appropriate to each DE
course/section or session”.
MSJC Policy:
All DE courses at MSJC, whether hybrid or fully online will include regular effective
contact as described below:
•
Initiated interaction: Instructors will regularly initiate interaction with students
to determine that they are accessing and comprehending course material and that
they are participating regularly in the activities in the course. Providing students
with an open ended question forum, although appropriate, does not constitute the
entirety of effective instructor initiated interaction.
•
Frequency: DE Courses are considered the “virtual equivalent” to face to face
courses. Therefore, the frequency of the contact will be at least the same as
would be established in a regular, face to face course. At the very least, the
number of instructor contact hours per week that would be available for face to
face students, will also be available, in asynchronous and/or synchronous mode,
with students in the DE format. Contact shall be distributed in a manner that will
ensure that regular contact is maintained, given the nature of asynchronous
instructional methodologies, over the course of a week and should occur as often
as is appropriate for the course.
•
Establishing expectations and managing unexpected instructor absence: An
instructor and/or department established policy describing the frequency and
timeliness of instructor initiated contact and instructor feedback, will be posted in
the syllabus and/or other course documents that are made available for students
when the course officially opens each semester. If the instructor must be out of
contact briefly for an unexpected reason (such as illness or a family emergency
that takes the instructor offline), notification to students will be made in the
announcements area of the course that includes when the students can expect
regular effective contact to resume. If the offline time results in a lengthy absence
(i.e. more than three or four days) a substitute instructor should be sought who can
assist students while the instructor is unavailable.
Type of Contact: Regarding the type of contact that will exist in all MSJC DE courses,
instructors will, at a minimum, use the following resources to initiate contact with
students:
•
•
•
•
•
Threaded discussion forums with appropriate instructor participation.
General email
Weekly announcements in the Course Management System
Timely feedback for student work.
Instructor prepared e-lectures or introductions in the form of e-lectures to any
publisher created materials (written, recorded, broadcast, etc.) that, combined with
other course materials, creates the “virtual equivalent” of the face to face class.
Suggestions:
•
Instructors should also choose to use other forms of communication, as mentioned
in section 55211 of Title 5. (“…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.”) and/or CCCConfer, video conference, pod cast, or other
synchronous technologies may also be included.
•
It is suggested that Instructors should have a threaded discussion that is set aside
for general questions about the course and may wish to have weekly or other
timely, question and answer sessions available to students. This may also be
accomplished through virtual office hours.
Curriculum Committee Approval 05-22-06
Revision 4/2008 (Title 5 section numbers changed)
Separate Approval Process for Distance Education Courses
What items should curriculum reviewers look for when approving online course addenda?
Course content and objectives do not change, methods of instruction and evaluation do. Make
sure you have a copy of the original course outline along with the addendum. If the original course
methods of instruction (MOI) and methods of evaluation (MOE) are not tied to the course objectives, it
will be difficult to assess the potential effectiveness of the online adaptations.
If the course is checked as ONLINE, make sure there are no required FTF meetings. If the course
is checked as HYBRID, make sure that the FTF to Online ratio is described. In other words, how often is it
anticipated that that course will meet FTF? What elements will be online? This may appear in more detail in
the MOI areas. Sometimes, people will check Online and describe Hybrid.
Methods of instruction (MOI) seem plausible online. Ask questions if you don’t understand.
A variety of online delivery methods are used and link back to the course objectives. Make sure that
the original MOI are linked to the objectives and then check to see that each MOI has a DE method adaptation
that is specific. Do not accept general statements that you don’t understand like, “Digital techniques will be
used”. Some specific possibilities are: PowerPoint presentations converted to web format, digital video clips,
instructor developed web pages, web tutorials and informational sites appropriate to the discipline, discussion
forums, email attachments, images and screen shots for diagrams, graphs and other visual information formatted
for online use, online quizzes and tests, proctored tests, online lectures, etc.
Evaluation methodology (MOE) that makes sense to you following the same linking back to MOE
as you did for MOI. : proctored testing, online testing using course management software, projects or
portfolios, essay exams, etc. (match the appropriate method with the discipline being addressed)
If proctored testing is indicated, be sure to mention in committee that it cannot be required to be done
at an MSJC site. Alternative arrangements should be made for students who cannot get to an MSJC site.
Course Author has some technical experience and online savvy. You will be able to tell when you
read the addendum, if the verbiage is correct. Watch for duplicated content across addenda. Not all courses in
the same discipline will have the same adaptation, although it may be similar across the discipline. In other
words, beware of cut and paste! It can be the same, but it must make sense to you.
Sample assignments show appropriate use of the Internet and courseware management tools that
are available at your college.
Consideration has been given to compliance with accessibility guidelines (Sec. 508)
Regular Effective Contact is described specifically and includes reference to instructor initiated
use of discussion forums. The policies of the MSJC curriculum committee require the use of discussion
forums in fully online courses. See the Regular Effective Contact Policy for reference.
.
112
Mt. San Jacinto College
Distance Education Addendum
Suzanne Uhl & Rich Rowley Effective Term:
Fall 2010
Communication Studies
COMM 108X
Course Number:
Communication and Culture (formerly Intercultural Communication)
 Please place an X in one of the gray boxes. 
X
Submitted by:
Dept:
Course Title:
Hybrid Only
Both Fully Online and Hybrid Online
The course has online components and regularly scheduled face
to face meetings
Please describe how this hybrid class will meet face-to-face in
the box below:
The course has no required face to face meetings.
Fully Online Delivery Requirements:
• Students must be notified via the college schedule of
classes and the syllabus for the class, if proctored tests
are required for this course.
• Any planned face-to-face meetings, such as an
orientation or study session, must be optional.
• The MSJC Curriculum Committee requires the use of
asynchronous discussion as a component of every fully
online course.
• Accommodations regarding disabled student
accessibility to online content must be made as
prescribed in the Distance Education Guidelines
regarding Section 508, as published by the California
Community College Chancellor’s office.
Course Outline: The two methods that significantly change when teaching a course online are methods of
instruction and methods of evaluation. Please describe how these methods will be adapted for online
instruction.
Methods of Instruction: Copy your Methods of Instruction from the course outline into the left side of the table below. Specify
any adaptations in instructional methodology resulting from offering this course in the distance learning mode you have selected
(online or hybrid), as opposed to the face-to-face mode assumed by the current course outline. Examples of online methods of
instruction: Course management system (CMS) discussion boards; instructor developed web lectures; converted power point
presentations; digital video clips; graphics (digital charts, diagrams, photos, images, annotated screen shots); digital animations; web
quests; online reference resources; chat; email; publisher prepared online materials; course cartridge materials; CD/DVD support
materials; instructor web site; online library resources; text book supplements.
Methods of Instruction
Example: Lecture and Discussion will be used to analyze and
synthesize major trends in twentieth century history.
1.
Lecture presentation and discussion with
supporting visual materials (overhead slides
or multimedia), introducing concepts and
communication skills throughout the course
(e.g., communication & cultural theories;
perceptual, gender, and social variables;
language and nonverbal communication,
Online Adaptation
Example: Lecture will be accomplished using instructor prepared
web based lectures and links to appropriate reference sites and
historical web sites. Discussions will take place using the course
management system discussion board in both group and whole
class setting
1. Lecture can be communicated via the
course management system (CMS).
Lecture may be in a variety of forms. It
might be a printed text based lecture, a
PowerPoint presentation with or without
audio, or a Camtasia lecture. Multimedia
components (video clips etc) can be
Mt. San Jacinto College
Distance Education Addendum
communication choices and competence;
culture and relationship development;
prejudice/stereotypes and adaptation).
captured and available online.
2.
Small group application of content (e.g.,
discussion and analysis of a culture’s norms,
values, beliefs etc.; cultural issues that arise
in relationships; effects of context on
intercultural communication).
2. Classroom group discussion will be
accomplished via discussion boards. This
can be content oriented or application
oriented.
3.
Small group application of skills to realistic
situations (e.g., cultural perception and
language differences, dimensions of
intercultural competence, and conflict.)
3. Practical application exercises may be
available and submitted via the learning
unit.
4.
Small group creation of simulated dialogue
and role-play of realistic interpersonal
communication situations to raise
awareness, stimulate discussion, encourage
empathy, demonstrate effective strategies for
dealing with collectivistic and individualistic
cultures, and practice constructive skills.
4. Small group creation of simulated dialogue
and role-playing of realistic interpersonal
communication situations to raise
awareness and stimulate discussion can
be done via the discussion board.
5.
The use of experiential materials (film, video,
essays, guest speakers, and/or intercultural
encounters) to illustrate other cultural
perspectives, as well as present an
opportunity for students to identify the
cultural influences involved.
5. Varied internet sources can be referred to
or even required to further supplement
course content.
Mt. San Jacinto College
Distance Education Addendum
Methods of Evaluation: Copy your methods of evaluation from the course outline into the left side of the table below and
describe how the evaluation methods in the course outline will be adapted for use in the online environment. Examples of online
methods of evaluation: Essays and research papers submitted via email attachments; Open-book essay and short answer exam
questions submitted via email; timed quizzes and tests using the CMS; Projects submitted via attachments in the CMS discussion
forum; Online discussion participation(pairs, groups, whole class); proctored exams.
Methods of Evaluation
Example:
1.
2.
Research projects in specified topics will be
completed.
2. Exams evaluating the students’ comprehension of
the effects of technology on politics will be given.
Online Adaptation
Example:
1.
2.
Students will use the college online library and
specified web site references to complete a research
project that will be submitted to the instructor via
email attachment.
Proctored exams that can happen either at the
college learning center or at the location agreed
upon by the student and the instructor will take
place twice in a semester.
Individual instructors will have choices of
evaluation similar to those on campus:
1. Quizzes: Periodic short objective tests of
course-related concepts, such as the
characteristics of intercultural communication,
influence of cultural norms, effects of
language, findings of nonverbal
communication research, and relationship
patterns.
1. Online unit quizzes evaluating
comprehension of textbook content.
2. Midterm and final exams: A combination of
objective questions of important concepts
(previously quizzed or discussed in class) and
essay questions which show analysis and
application of intercultural skills.
2. Essay midterm and final submitted within
the CMS, evaluating understanding of both
lecture and textbook principles.
3. Written Assignments: These will apply
important concepts and skills to the student’s
experience outside the classroom. The focus
might be on analyzing a personal intercultural
encounter, evaluating and responding to
hypothetical situations, evaluating a culturally
focused film or essay, and dissecting their
own culture. The assignments will be
evaluated according to simple standards of
good writing (complete sentences, thesis
statements etc.), ability to connect life to
course, and skill at identifying appropriate
course concepts.
3. Written Assignments: Journals related to
course content and skills, submitted
periodically by email or within the CMS.
These are assessed to determine the
ability to relate course concept to student’s
everyday life outside of the classroom.
Individual application of skill assignments
submitted by email or within the CMS. An
individual research project submitted by
email (or within the CMS) and posted for
threaded discussion. Project will be
evaluated according to project guidelines
(content such as theoretical connections,
event participation).
Mt. San Jacinto College
Distance Education Addendum
4. Group and/or individual research project and
presentation related to concepts and skills
developed throughout the course. Project will
be evaluated according to project guidelines
(oral presentation guidelines, content such as
theoretical connections, event participation,
assessment of personal competence, etc).
4. A group research project exploring a
particular culture. Project will be evaluated
according to project guidelines (content
such as theoretical connections, event
participation, assessment of personal
competence, etc).
5. Instructor feedback about relevance and
quality of threaded discussion participation
Sample Assignment: Please give an example of an assignment that students will do in the online class format described in
this document:
1. Sample application paper: View the film Babel. Analyze the film for cultural influences on
persuasion, power, relationships, and basic interaction. What specific scenes are most
indicative of the hi/low context differences, stereotypes, individualistic/collectivistic differences,
and differing conflict strategies? What specific advice would you give to the lead characters
that might have helped them avoid the problems they later encountered?
2. Sample Contacts paper: After engaging in an intercultural exchange with someone from
another culture via the online web pen-pal sites (given in class) discuss the source potential
conflicts, misunderstandings, insights and lessons learned.
3. Sample Events paper: This assignment actual consists of two separate short papers written in
response to your attendance at two different intercultural events in the area. This assignment
asks you to learn about some of the public activities that involve people from other cultures
and to participate in them. I want you to “field test” some of the knowledge that you are
gaining in class. You will address such things as the purpose and origin of the event, a
comparison between this event and events within your own culture, possible misinterpretations
between cultures and your overall reaction.
All assignments such as these would be submitted within the CMS
Regular Effective Contact: Define how you will provide regular effective contact according to MSJC policy.
The instructor will maintain regular contact with the online students in the following ways:
1. Initial contact with the students will be made through announcements on the course shell
where in, the guidelines to take online hybrid course, course syllabus and course outline will be
posted.
2. Instructors will also make themselves available through campus email and campus phone, if
available, during office hours to answer any questions regularly.
3. Instructors will post announcements at least weekly in Blackboard.
4. Email will be sent to the enrolled students to check the Blackboard for the updated information
and to communicate with them more than once a week.
5. Instructors will create group discussion boards for group assignments. They will be active in
facilitating, responding to, and evaluating the group activities.
Mt. San Jacinto College
Distance Education Addendum
6. Instructors will provide written expectations concerning their response-time to student inquiries,
generally within a 24-48 hour period.
7. In the discussion board, a separate folder and threads will be allowed for the students to talk
about the general questions regarding the course.
8. Lectures and course material will be updated every week through e-lectures, discussion
boards, and practice assessments in addition to weekly assessments.
• Instructors will provide timely feedback and grading of assignments submitted throughout the
course.
Mt. San Jacinto College
Distance Education Addendum
Submitted by:
Dept:
Course Title:
Effective Term:
Course Number:
 Please place an X in one of the gray boxes. 
Hybrid Only
Both Fully Online and Hybrid Online
The course has online components and regularly scheduled face
to face meetings
Please describe how this hybrid class will meet face-to-face in
the box below:
The course has no required face to face meetings
Fully Online Delivery Requirements:
• Students must be notified via the college schedule of
classes and the syllabus for the class, if proctored tests
are required for this course.
• Any planned face-to-face meetings, such as an
orientation or study session, must be optional.
• The MSJC Curriculum Committee requires the use of
asynchronous discussion as a component of every fully
online course.
• Accommodations regarding disabled student
accessibility to online content must be made as
prescribed in the Distance Education Guidelines
regarding Section 508, as published by the California
Community College Chancellor’s office.
Course Outline: The two methods that significantly change when teaching a course online are methods of
instruction and methods of evaluation. Please describe how these methods will be adapted for online
instruction.
Methods of Instruction: Copy your Methods of Instruction from the course outline into the left side of the table below. Specify
any adaptations in instructional methodology resulting from offering this course in the distance learning mode you have selected
(online or hybrid), as opposed to the face-to-face mode assumed by the current course outline. Examples of online methods of
instruction: Course management system (CMS) discussion boards; instructor developed web lectures; converted power point
presentations; digital video clips; graphics (digital charts, diagrams, photos, images, annotated screen shots); digital animations; web
quests; online reference resources; chat; email; publisher prepared online materials; course cartridge materials; CD/DVD support
materials; instructor web site; online library resources; text book supplements.
Methods of Instruction
Example: Lecture and Discussion will be used to analyze and
synthesize major trends in twentieth century history.
8/2/10
Online Adaptation
Example: Lecture will be accomplished using instructor prepared
web based lectures and links to appropriate reference sites and
historical web sites. Discussions will take place using the course
management system discussion board in both group and whole
class setting
Mt. San Jacinto College
Distance Education Addendum
Methods of Evaluation: Copy your methods of evaluation from the course outline into the left side of the table below and
describe how the evaluation methods in the course outline will be adapted for use in the online environment. Examples of online
methods of evaluation: Essays and research papers submitted via email attachments; Open-book essay and short answer exam
questions submitted via email; timed quizzes and tests using the CMS; Projects submitted via attachments in the CMS discussion
forum; Online discussion participation(pairs, groups, whole class); proctored exams.
Methods of Evaluation
Example:
1.
2.
Research projects in specified topics will be
completed.
2. Exams evaluating the students’ comprehension of
the effects of technology on politics will be given.
Online Adaptation
Example:
1.
2.
Students will use the college online library and
specified web site references to complete a research
project that will be submitted to the instructor via
email attachment.
Proctored exams that can happen either at the
college learning center or at the location agreed
upon by the student and the instructor will take
place twice in a semester.
Sample Assignment: Please give an example of an assignment that students will do in the online class format described in
this document:
Regular Effective Contact: Define how you will provide regular effective contact according to MSJC policy.
8/2/10
Honors Information
Writing a Course Outline Honors Addendum
In order to offer an Honors section of any approved MSJC course there needs to be an Honors
addendum specific to that course. This addendum must be approved by both the Honors Committee
and by the Curriculum Committee. As with regular courses, there are specific deadlines and time
constraints that must be adhered to prior to teaching the course as honors. This document is meant to
provide information concerning writing or revising an Honors Addendum. Even if you are only revising a
previously approved addendum you will need to do a significant review based on the information
presented in this document as there have been several changes over the past years. This document
provides requirements for completing an Honors addendum that the Honors Committee expects to be
followed when constructing an Honors Addendum. Additionally, there are recommendations and best
practices that may be helpful in constructing as good an honors course as possible. Sample Honors
Addenda are attached as an appendix to this document. For further discipline specific examples go to
the Curriculum folder on the P: Drive.
Timeline
The Honors committee expects that all addenda will be turned in to both the Curriculum Office and the
Honors Coordinators (you only need to turn the addendum in to one of the coordinators, not both) by
the appropriate deadline for the current curriculum cycle. Please turn the addendum in to the
coordinator in an electronic format (preferably Word or .rtf). The coordinator will then email the
addendum to the members of the Honors Committee who evaluate the Honors Addenda. The
committee typically provides their input and feedback within a week. The coordinator will then compile
the feedback and communicate directly to the author of the addendum via email. Typically there are a
number of revisions or clarifications that the committee requests. The author must return the revised
addendum to the coordinator only (not to the curriculum office). The coordinator will review the
revised addendum and at that point, assuming all issues have been cleared up satisfactorily, will sign the
Form A3 that the author will provide to the coordinator. The Form A3 and the revised addendum will
then be forwarded to the Curriculum office (please email the revised addendum). The author must
check with the Curriculum Office to determine the deadline for signatures of the various Form As, and
allow the coordinator time to review the revised addendum. The entire process should take
approximately two weeks from initial submission.
Requirements
The following items are required of all new or revised Honors Addenda. Failure to implement these
requirements will cause the addendum to not be approved. The Honors Committee recognizes that
there are a variety of different disciplines and not all teach in the same manner; therefore, we are
willing to discuss any situation where a faculty author believes a particular honors course should not
have to adhere to one of these requirements.
1. All Honors addenda must be turned into both the Curriculum Committee and to the Honors
Coordinators by the deadline date for each curriculum cycle. Since the curriculum committee
has instituted the policy that no class will be considered without having all of the various
addenda turned in by the deadline, failure to submit the honors addendum to the Honors
coordinators as well as to the curriculum email will result in the entire course not being
considered during that curriculum cycle.
2. The addendum must be written clearly and with considerable rigor. The purpose of this clarity
and rigor is to make sure that anyone who might teach the class (we must assume that the
course will be taught by instructors other than the author of the addendum) will understand the
goals of the class. Additionally, in order to make the course truly an Honors section the content
must go beyond what is found in the regular section. Failure to have significant academic rigor
as demonstrated through the type or quantity of assignments will result in non-approval of the
course addendum.
3. Taking point 2 into consideration, we expect the addendum to be written so that there is
considerable flexibility built into the addendum. The purpose of the flexibility is that as
mentioned above, we assume that there will be several instructors who will teach this class and
we hope that the class will be a reflection of the individual instructor rather than of the original
course author.
a. This flexibility can be built into the enrichment assignments and topics sections of the
addendum by identifying a range of topics that may be covered (making sure to detail a
minimum or an optimal number of assignments to use).
b. For the assignments it is also good practice to identify if there are any assignments that
must be completed and then to allow flexibility with other assignments. This option
may not be relevant to all disciplines.
4. The goals that are described in the Goals section of the addendum must link to the discipline;
that is, it must be clear that the goals of the class are specific enough to the discipline at hand
rather than of all academic disciplines.
5. The goals must also link to the topics and the enrichment assignments. Because the stated goals
are key to the class, the various activities should allow the students to meet the stated goals.
6. All Honors sections are expected to have a student-instructor meeting component. Again, there
is potential for flexibility with this requirement to allow for different types of meeting options
(small group discussions, one-on-one review of work, small group presentations to other Honors
students or the instructor). Therefore, we require that there be mention of student-instructor
meetings in the addendum. This student-instructor meeting component is essential to an
Honors course because one of the goals of the program is to foster instructor and student
interaction and communication.
7. We expect that at least one enrichment assignment is a substantial paper, project or
experiment.
8. In the evaluation section you must clearly identify how the various assignments will be
evaluated, making sure to identify the various criteria for each category of assignments
described in the enrichment assignment section.
Recommendations
1. The Honors Committee recommends that you avoid boiler-plate language. It is best if you tailor
the goals, topics and enrichment assignments to the specific class.
2. We also recommend that if you are going to give a list of possible specific assignments clearly
identify which are required and which are optional. Also make sure to identify how many of the
optional assignments need to be assigned. This can be achieved by using phrases such as
“Students will complete one of assignments from list A and two of the assignments from list B.”
3. If one of the major enrichment assignments is a research paper or presentation we recommend
that the student has input into the choice of the topic for the research. This can be as open as
letting the student select a topic completely of his or her choosing or allowing the student to
select from a small list of topics that the instructor has preselected. This option allows the
student to have more ownership over the research and should improve the quality of the work.
Discussion of Individual Sections of the Addendum
1. Goals: When identifying the goals of the course, keep in mind the purpose of why you are
creating an honors section of the course. Identify the skills that you hope the students acquire
by taking the course as honors. This is an area where you can apply the necessary rigor to the
addendum.
2. Topics: As a reminder to information presented above, the topics that are listed on the
addendum must go beyond the topics that are presented in the regular course. Additionally,
there must be a statement in this section that identifies that students in the honors course will
cover the information in the regular course but will also complete additional honors
coursework. This is an area where some flexibility should be present in the addendum, but it is
good to give the committee and the instructors who will use the addendum an the idea of the
focus of the course.
3. Instructional Objectives: The Honors Committee would like to note that it is no longer
necessary to separate objectives into creativity and critical thinking categories. Simply list the
objectives in one section.
4. Enrichment Assignments: You must make mention that honors students will complete all
assignments in the regular section. This is where mention of the student-instructor meeting
should take place, even if there is no specific assignment related to the meeting. As mentioned
above, this is a place to introduce flexibility into the addendum so that individual instructors can
create a course that reflects their interests and strengths. If no flexibility is built into this
section, the assignments listed in this section are the assignments that must be used every time
the course is taught.
5. Evaluation: You must make sure to identify specific criteria for evaluation for each type of
assignment identified in the Enrichment Assignments. So for example, if you have a paper and a
presentation, you must list the criteria used to evaluate writing and the criteria used to evaluate
oral presentations. There may be considerable overlap but that is fine. Types of applicable
criteria include clarity, number of sources, use of correct jargon, proper grammar, and similar
evaluation methods.
Honors Addenda for Fully Online Courses
As a member of the National Council of Honors Programs, MSJC follows the position of the NCHC and
does not approve of honors addenda for fully online Honors courses. However, the Honors committee is
willing to consider Hybrid honors addenda that require some face to face meeting between the
instructor and the student.
SAMPLE HONORS COURSE OUTLINE ADDENDA
HIST 103H
ENG 132H
BIOL 135H
ENVS 101H
Mt. San Jacinto College
Honors Course Outline Addendum
Submitted by:
Suzanne Uhl & Rich Rowley
Course
Discipline:
COMM
Course
Number:
108X
Title (Must begin with “Honors”:
Date:
3-22-10
Honors
Courses End
in “H”
H
Honors
Communication and Culture (formerly
Intercultural Communication)
Goals:
This honors addendum is to advance the basic course goals of providing an
overview of the study of communication and culture. Specifically, application of
intercultural theories (taxonomies) to other cultures is expanded. Honors
students will be able to identify intercultural communication breakdowns in a
variety of contexts and create a pragmatic approach to resolution and prevention
Topics to be
covered:
In addition to regular course content, the honors student will be taught:
 Additional theoretical perspectives beyond Hofstede and Kluckhohn &
Strodtbeck (Ting-Toomey’s research on Facework; Michael Bond’s
research on Confucian Dynamism, Edward Hall’s analysis of context in
interpretation)
 Application of theory to “real life”, specifically exploring current
examples in media, politics and research. (For example, “How might
this data on Afghan refugees be utilized to reduce conflict and
enhance effective cultural assimilation?”)
 Additional research options (Qualitative techniques such as
ethnography, a Historical approach to cultural studies, quantitative
techniques: use of surveys, interviews, demographic analysis)


Instructional
Objectives:


More in depth analysis of the relationship between culture and
communication;
Evaluate the role of cultural patterns, verbal codes, and nonverbal
codes in the development of intercultural interpersonal relationships by
analyzing a variety of cultures;
Analyze the obstacles to competent intercultural communication and
create detailed plan to improve;
Identification of cultural influences in varied communication contexts
and in varied dilemmas.
The instructor may select from the following samples (two minors and one
major; OR four minors OR two majors):
Minor
 Write a 500 word typed description of your cultural background and
how you think it affects your communication with others here at this
school and elsewhere.
Enrichment
 Write a one-page description of your stereotype of three US cultural
Assignments:
groups other than your own.
 Create a directory of intercultural events and groups in the area.
 Submit a two-page typed critique on an academic article regarding
cultural studies. The instructor will supply the article.
 Dissect two intercultural films looking for influencing factors. See
instructor for a list of approved films. Submit your analysis in a two
Mt. San Jacinto College
Honors Course Outline Addendum
Major
page review.
Write 5 discussion questions, with answers, on 8 of the 10 chapters in
text. At least three times during the semester, Honor students will
gather together for at least an hour and will present each other with a
copy of their questions (answers are only submitted to the instructor).
Collectively, honor students will select questions to discuss. The
author of that particular question will facilitate the discussion.
 Find an actual intercultural misunderstanding in the political, business,
education, healthcare etc communities. Using established
assessment techniques, determine the source of misunderstanding.
Relate this to a theoretical approach. Create a strategy (program) to
improve communication and reduce such “misunderstandings” in the
future. Final product should be in the form of a 5 page paper.
 Select a culture to study (must be approved by instructor). Student
must give a 10 minute presentation, with PowerPoint. Presentation
must include the following: geography, language, religion, political
system, cultural traditions (such as attire, food, dance), and
communication norms (verbal and non-verbal). Student must apply
either Hofstede’s or Kluckhohn & Strodtbeck’s perspective. Outline of
presentation is due; 5 sources.
NOTE: Regardless of minor-vs-major typology of assignment, honors students
will meet with the instructor face to face a minimum of three times over the
semester.



Evaluation:


Taxonomy papers evaluated according to chosen taxonomy.
Oral presentations assessed by prearranged delivery criteria as well
as depth of content.
Group work determined by peer evaluations, predetermined content
criteria, writing, and use of research.
Promptness, clarity, research, and depth of assignments are additional
criteria for evaluation.
Mt. San Jacinto College
Honors Course Outline Addendum
Submitted by:
Course
Discipline:
Date:
Course
Number:
Title (Must begin with “Honors”:
Goals:
Topics to be
covered:
Instructional
Objectives:
Enrichment
Assignments:
Evaluation:
8/2/10
Honors
Courses End
in “H”
H
Honors
Appendices Information
Technical Review Checklist
Pedagogical review:
1. Does the course meet the System Office’s five criteria for establishing curriculum: (1) appropriateness
to mission, (2) need, (3) curriculum standards, (4) adequate resources, and (5) compliance?
2. Is the course written in accordance with state and federal laws, including any licensing body, accrediting
agency, or special funding agency?
3. Is the course title a clear indication to the student of the content of the course?
4. Is the course number appropriate for the level of study required in the course?
5. Are the semester hours appropriate for the content and rigor of the course?
6. Does the course have appropriate AA/AS General Education Breadth Area placement? This should be
reviewed by the Curriculum Committee Counselor(s) member as well as faculty reviewers using the
definitions and student learning outcomes on the GE breadth Area Guidelines (available in “Best
Practices Handbook”).
7. Does the catalog description clearly state the goals and outcomes a successful learner will demonstrate
at the end of the course?
8. Are the prerequisites/corequisites/advisories appropriate and validated?
9. Are prerequisites/corequisites/advisories that will ensure student success provided?
10. Do the course objectives describe outcomes in terms of what a successful learner can demonstrate at
the end of the course?
11. Do the majority of the course objectives reflect higher order thinking skills?
12. Is the course content in outline form and does it utilize subtopics to show the emphasis each topic
generally receives?
13. Does the methods-of-instruction section specify what is appropriate for the specific course and align
with course objectives?
14. Does the methods-of-evaluation section specify procedures which are consistent with the objectives,
the course content, and the scope of the course and based on demonstrated proficiency, at least in part,
by means of essay, problem-solving exercises, or skill demonstrations?
15. Does the methods-of-evaluation section explain how the methods will be evaluated (not simply what
will be evaluated)?
16. Do the assignments listed provide examples that require students to think critically and apply the
concepts from the course objectives? Are they written from the student’s perspective?
17. Does the required-texts-and-supplies section list examples of specific texts with copyright dates and
ISBN number or other college-level materials appropriate for the course and representative of current
or emerging knowledge and practice?
Is the course outline accurate, complete and integrated according to Title 5
regulations?
Curriculum Clerical Support: Debbie Grace ([email protected])
1. Are the required district forms accurate, complete, and attached?
2. Are the semester hours accurate?
3. Are the catalog and brief descriptions appropriate in length (75 words and 120 characters respectively)?
4. For New Courses, is the new course number one that is not already in use or has been used in the past?
5. For Course Revisions, compare course title, unit value and breakdown, TOP code, repeatability, class
maximum, pass/no pass only, pass/no pass allow, prerequisite, corequisite, advisory and other
enrollment criteria to advise to add changes and rationale to the rationale on form A or to change the
information back to the original.
6. Does the required-texts-and-supplies section list examples of specific texts with copyright dates?
7. Review honors and distance ed addenda lists to advise course author that submission is incomplete
without revision to addenda/addendum.
8. Review program revisions to add/update AA/AS degree, state certificate or ECC.
Class Scheduling and Information Specialist: Angela Seavey ([email protected])
1. Does the catalog description contain complete sentences written in the present tense? Be sure there is
no mention of need of course – GE area, Certificate, Degree, ECC reference
2. Are the prerequisites/corequisites/advisories/other enrollment criteria enforceable in Datatael or will
they require Instructor Consent? Are they written in the approved language format (with a grade of C or
better)?
3. Is the course a stand alone course? Has that been appropriately documented on the A and B forms?
4. Is the course Program Applicable? If, yes, has the department started their program review, completed
their program review, if not, send to appropriate dean(s). If yes, is the curriculum submission an
outcome of program review? If yes, incorporate into the rationale on form A.
5. Review current catalog for course listing in AA/AS, state certificate and ECC and advise course author if
revision is required (change to course status, title and unit value requires program revision in all
approved AA/AS, state certificates and ECCs).
6. Volunteer to review program revisions before deadline.
Administrative Co-Chair: Richard Rowley ([email protected])
Faculty Co-Chair: Michelle Stewart ([email protected])
Articulation Coordinator: J. Mc Curdy ([email protected])
Counselor: Hyman Alvia ([email protected])
ARTICULATION COURSE SEARCH INSTRUCTIONS REVISIONS AND NEW COURSE DEVELOPMENT FOR FORM D
Info.assist.org
Database dropdown
ASSIST Maintenance Report
At bottom of screen “Click here to go to the ASSIST Maintenance Reports”
User Name: mtsjcfac
Password: lgreen
Login
Left of screen in blue column select the appropriate curriculum data
For revisions to existing MSJC courses click “Course Artic. Summary”
For creating new courses click “Course Search”
Course Artic. Summary
Institution Dropdown: Mt. San Jacinto College
Term: use most current term
Course Prefix: select prefix being searched (example: ENGL)
Course: Select course being searched (example ENGL 101)
Institutions: select All Institutions, scroll to bottom and click continue
Shows CSU, UC approval/denial, CSUGE and IGETC status and codes
Scroll down and show where and how courses are articulated. If courses are everywhere, select the
closest institutions for Form D otherwise use up to 4 universities.
Scroll to top of page and click Change Selections and start again for a new course.
Course Search (used for developing new courses)
In left blue column click Course Search, at dropdown select All Institutions and type course title,
example “Wine Making”. Scroll to bottom and click continue.
After page loads the colleges, courses, titles “PDF-official outlines, Curric Info and Artic Summ are
shown, click the Articulation Summary and an approved list shows how this course is articulated. If you
want a copy of the outline click the PDF. If an outline is not available contact Janet McCurdy with the
course title, prefix and number along with the college. The outline will be requested for you.
If you have questions please contact Janet McCurdy ext. 3280 or email [email protected]
Tech Review Feedback
Date:
Proposer:
Tech Reviewer:
Course Name and Number:
Section
Discipline
Course Number
Course Title
Lecture/Lab Units
Maximum enrollment
Grade Type
TOP code
Repeatability
Stand-Alone
AA/AS Degree GE Breadth Area
Recommended Changes
Guidelines for Achieving Approval
Curriculum Clerical responsibility
100 and above? Transferable 70-99? (Non-transferable but degree applicable); less
than 70? (non-degree applicable). Consider relation to other courses in
department/discipline
Does title clearly indicate course content?
Curriculum Clerical handles technical aspects; pedagogical review considers
whether the units are sufficient/not too many for content of course.
Does the size make sense? If it is an unusual number, inquire.
Pass/No Pass typically marked "No"
Curriculum Clerical responsibility
Repeatability is only allowed in rare circumstances such as physical skill building
courses (PE, Music, Dance) but can be no more than 4. If repeated, be sure author
justifies reason for repeatability.
If this box is marked, it should also be marked on the A1 form. Course is not StandAlone if it is proposed for one of the GE breadth areas.
Use the definitions on the attached list to be sure these areas make sense. Author
should justify each area in the section below.
Catalog Description
Schedule Description
Need
Consider content only and whether it makes sense. (Word count and complete
sentences will be dealt with by Angela and Debbie.) Does it summarize what a
successful learner can demonstrate at the end of the course? Is it in present tense?
Does it contain completion requirements or other program information, such as, “the
third course in the xxxx series”? (If so, this needs to be removed). Does it specify
what kinds of students need to take the course, such as, “this course intended for
students majoring in xxxx”? (If so, this needs to be removed.)
Should be a shorter version of catalog description. (Word count will be dealt with by
Debbie.)
Be sure this is completed and justifies need for course.
Requisites
Consider whether the requisites listed make sense or whether the course should
include a requisite. Do not worry about how the information is presented; that is
Angela's responsibility.
Course Objectives
This is a CRUCIAL part of the outline so consider it carefully. Do a majority of
learning objectives begin with a higher order action verb? (No use, understand,
learn…) If not, refer the author to Blooms taxonomy. Keep in mind that psychomotor
domains differ from cognitive domains. Do the objectives reflect what the Learner
will have learned upon successfully completing the course? Is each objective
numbered? Do the learning objectives match the content in the course outline? If
there are more than 10-12 objectives, tell author to combine objectives so that they
are broad in scope, encompassing the theory, principles and concepts of the course
while not being too narrow and specific.
Course Content
Methods of Instruction
Is the course content an outline with headings and subheadings? (Note: in the
locked form, authors cannot format this section, so keep this in mind.) Is it a
comprehensive compilation of course topics? Does it reflect the Learning
Objectives? Is there more than half a page of content? Is the information detailed
enough to give a good sense of what the student will learn in the course?
Do the methods align with the expected learner outcomes, content and evaluation
methods of the course as well as reflect the needs of a variety of learning styles? Do
each of the methods provide specific examples that tie back to the Learning
Objectives? If the method includes percentages, tell the faculty we no longer require
them.
Methods of Evaluation
Examples of Assignments
Textbooks
Are there a variety of evaluation methods? Do each of the methods provide specific
examples that tie back to the learning objectives? Does the author indicate not just
what will be evaluated but how it will be evaluated? Is attendance a form of
evaluation? (If yes, remind the author that we cannot grade based on attendance
alone.) If the method includes percentages or grading criteria, tell the faculty we no
longer require them but do allow them in instances where departments want to
control aspects of evaluation (i.e., a department wants to limit how much of a
student's grade can be based on homework) .
Does this contain at least two examples? Are the examples written as if from the
student perspective? Are they specific to that course (not to all courses in that
discipline)? Do the examples specifically tie back to expected outcomes and
content? Be sure this is more than just a list of types of assignments?
For transferable courses, textbooks must be no older than 5 years
General Education Area Definitions/Student Learning Outcomes
AREA
GENERAL EDUCATION LEARNING OUTCOMES
Area A: Natural & Physical Sciences (3 units)
Scientific
Awareness
ILO
Critical
Thinking
ILO
Communication
Responsibility
Social
Awareness
ILO
ILO
ILO
scientific
awareness
Critical
Thinking
communication
Aesthetic
Awareness
Courses approved for this area must examine the physical universe,
its life forms, and its natural phenomena. Courses must emphasize
experimental methodology, the testing of hypothesis, and the
power of systematic questioning and encourage an understanding
of the relationship between science and other human activities.
Students
completing courses
in this category will
demonstrate an
ability to:
GELO1: examine complex issues and discover the
connections and correlations among ideas to advance
toward a valid independent conclusion.
aesthetic
awareness
GELO2: analyze real or potential problems and develop, Scientific
Awareness
evaluate, and test possible solutions and hypotheses
using the scientific method where appropriate.
GELO3: Analyze and evaluate alternative points of view
and accurately interpret evidence, statements, graphics,
questions etc.
GELO4: analyze and explain issues in quantitative terms
using college-level mathematical concepts and methods,
where appropriate.
GELO5: apply their knowledge and skills to new and
varied situations.
GEL06: apply technology competently, selecting and
using tools appropriate to the task
Area B1: Social & Behavioral Sciences (3 units)
Students
completing courses
in this category will
demonstrate an
ability to:
Courses approved for this area must ensure students acquire
knowledge and skills that will help them to comprehend the
workings of American Democracy and of the society in which they
live to enable them to contribute to that society as responsible and
constructive citizens. Comprehensive study of American History
and American Government including the historical development of
American institutions and ideals, the Constitution of the United
States and the operation of representative democratic government
under that Constitution and the processes of state and local
government (CA).
Critical
Thinking
communication
scientific
awareness
Critical
Thinking
communication
scientific
awareness
Critical
Thinking
Communication
scientific
awareness
Critical
Thinking
Critical
Thinking
aesthetic
awareness
responsibility social
awareness
Communication
GELO1: analyze the historical and philosophical
foundations of the United States and California
constitutions.
GELO2: analyze and critique the theory and practice of
the politics and government of the United States and
California.
GELO3: analyze and critique current political topics and
issues.
GELO4: examine the historical development of issues
pertaining to race, gender, and immigration; and explain
the legislative actions taken in response to them at the
federal and state level.
Social
Awareness
Critical
Thinking
Communication Responsibility Social
Awareness
Critical
Thinking
Communication
Social
Awareness
Communication Responsibility Social
Awareness
aesthetic
awareness
GELO5: analyze how historical developments have
affected the rights, responsibilities, and choices of
modern US citizens.
Area B2 Social & Behavioral Sciences (3 units)
Students
completing courses
in this category will
demonstrate an
ability to:
Critical
Thinking
Critical
Thinking
Responsibility Social
Awareness
Critical
Thinking
Social
Awareness
Critical
Thinking
Social
Awareness
Courses approved for this area must deal with human behavior in
relation to human social, political and economic institutions. The
courses will ensure opportunities for students to develop
understanding of the perspectives and methods of the disciplines.
Problems and issues in these disciplines should be examined in their
contemporary, historical, and geographical settings.
GELO1: examine complex issues and discover the
connections and correlations among ideas to advance
toward a valid independent conclusion.
GELO2: analyze real or potential problems and develop, Scientific
evaluate, and test possible solutions and hypotheses
Awareness
using the scientific method where appropriate.
GELO3: evaluate information by selection and using
appropriate research methods and tools.
GELO4: develop individual responsibility, personal
integrity, and respect for diverse people and cultures.
GELO5: examine ethical issues that will enhance their
capacity for making sound judgments and decisions.
Scientific
Awareness
Critical
Thinking
Responsibility Social
Awareness
Responsibility Social
Awareness
aesthetic
awareness
Area C: Humanities (3 units)
Students
completing courses
in this category will
demonstrate an
ability to:
Courses approved for this area must deal with the cultural and
artistic expression of human beings. The courses will ensure
opportunities for students to develop an awareness of the ways in
which people throughout the ages and in different cultures have
responded to themselves and the world around them in artistic and
cultural creation and help students develop aesthetic understanding
and an ability to make judgments.
GELO 1: develop an awareness of cultural and artistic
expression of diverse people and culture throughout the
ages.
GELO 2: examine complex issues and discover the
scientific
connections and correlations among ideas to advance
awareness
toward a conclusion demonstrating depth of knowledge
and insight.
GELO3: apply their knowledge and skills to new and
varied situations through written expression.
GELO4: discover and evaluate information using
appropriate research methods and tools.
GELO5: compose, perform and evaluate works of artistic
and creative expression.
D1: Language and Rationality - English Communication (3 units)
Students
completing courses
in this category will
demonstrate an
ability to:
Critical
Thinking
Communication
Critical
Thinking
Critical
Thinking
Communication
social
awareness
Aesthetic
Awareness
social
awareness
Aesthetic
Awareness
Aesthetic
Awareness
Communication responsibility
Courses approved for this category must be composition courses
that emphasize active student participation in writing and speaking
assignments, including accurate reporting and evaluation of
information, as well as advocating points of view in a logical, wellorganized, and clear manner.
GELO1: assess many different situations, involving
diverse people and viewpoints, and compose
appropriate responses in writing and speaking.
Critical
Thinking
GELO2: analyze the substance of others' comments
through active listening.
GELO3: evaluate and analyze texts through active
reading, writing, and discussion.
GELO4: locate and evaluate information by selecting and
using appropriate research methods and tools.
Critical
Thinking
Critical
Thinking
Critical
Thinking
Communication
social
awareness
aesthetic
awareness
Communication
Communication
social
awareness
aesthetic
awareness
D2: Language and Rationality - Communication & Analytical Thinking (3
Students
completing courses
in this category will
demonstrate an
ability to:
Courses approved for this category must ensure opportunities for
students to develop the principles and applications of language
toward logical thought, clear and precise expression and critical
evaluation of communication.
GELO1: propose solutions to problems by thinking
logically and critically; explaining conclusions; and
evaluating, supporting, or critiquing the thinking of
others.
GELO2: identify and analyze real or potential problems
and develop, evaluate, and test possible solutions and
hypotheses.
GELO3: compose an understandable, organized and
supported written or spoken explanation of ideas,
feelings, and conclusions.
Area E: Physical Education and healthful living (3 units)
Critical
Thinking
Communication responsibility social
awareness
Critical
Thinking
social
awareness
Critical
Thinking
Communication responsibility
Critical
Thinking
Responsibility social
awareness
Communication
social
awareness
Communication Responsibility
Critical
Thinking
Responsibility social
awareness
aesthetic
awareness
Students
completing courses
in this category will
Courses approved in this category prepare students to understand
demonstrate an
themselves as physical, social, and psychological beings and include
ability to:
an emphasis on self-development throughout life's stages.
GELO1: exhibit and value the impact of lifestyle
behaviors on human health and wellness.
GELO2: communicate effectively how lifestyle behaviors
affect various disease states.
GELO3: evaluate their own dietary and exercise
patterns.
GELO4: develop a plan to meet their own personal
health and wellness goals and/or the goals of others.
scientific
awareness
scientific
awareness
scientific
awareness
Area F: Multi-Cultural Gender Studies (3 units, can also be counted in AStudents
completing courses
in this category will
demonstrate an
ability to:
This category is unique in that it is not meant to add any units to
the degree. Students are encouraged to choose a course that is
included in one of the above areas as well as here. For example, a
basic literature course would not be included here, but a student
could choose women’s literature or African-American literature to
meet the requirements in both Area C and Area F. Courses included
in this category must deal primarily and in depth with issues
regarding non-dominant groups in the United States. Issues of race,
gender, and/or culture must be a central focus of the course and
the course outline of record.
GELO1: analyze the uniqueness and commonalities of
the roles of gender, class, and/or ethnicity in diverse
cultures.
GELO2: consider the world views of people in various
cultures through the perspective of gender, class,
and/or ethnicity.
GELO3: validate the need for respect and understanding
among and between people of diverse backgrounds and
cultures.
Math G: Math Competency (3 units)
Critical
Thinking
Social
Awareness
Social
Awareness
Social
Awareness
Students
Courses approved for this category must not merely require
completing courses computational skills, but should encourage the understanding of
in this category will basic mathematical concepts.
demonstrate an
ability to:
GELO1: develop the abilities to express themselves and
reason logically regarding abstract situations.
Critical
Thinking
GELO2: synthesize ideas and generate questions in order scientific
to apply mathematical reasoning and logic to the real
awareness
world.
GELO3: set up and solve problems using arithmetic,
algebraic and geometric models.
GELO4: write mathematical information symbolically,
visually and numerically.
GELO5: develop problem solving and modeling skills.
Critical
Thinking
Critical
Thinking
Critical
Thinking
Critical
Thi ki
Communication
responsibility social
awareness
Communication
Communication
Area H: Reading Competency (no units)
Students
CURRENTLY DEFINED AS "A grade of 'C' or better in two (2) noncompleting courses laboratory, non-activity, and transfer level courses in the
in this category will Humanities or Social/Behavioral Science."
demonstrate an
ability to:
GELO1: develop the ability to use contextual clues to
determine meaning of vocabulary words while
expanding vocabulary usage and understanding.
Critical
Thinking
Communication
GELO2: model college-level reading pace and ability.
GELO3: improve understanding of reading materials by
using appropriate comprehension strategies.
GELO4: synthesize ideas and generate questions in
order to apply reasoning and logic to material that is
read.
GELO5: construct critical meaning from readings as
demonstrated through summative and analytical
writing.
Communication
Communication
Critical
Thinking
Communication
Critical
Thinking
Communication
aesthetic
awareness
_
(Please Print)
MT. SAN JACINTO COMMUNITY COLLEGE DISTRICT
A.A./A.S. DEGREE - GENERAL EDUCATION REQUIREMENTS
2010 – 2011 Educational Plan OPTION A
______________________________________________________________________________________
Student Name
Social Security Number/ID Number
Date
A
UNITS
NEEDED
UNITS IN
PROGRESS
* Asterisk indicates a lab class.
+ Plus indicates cross-listed classes. Example: DAN 100 cross-listed as HIST 151, please refer to catalog.
SPECIAL HONOR’S NOTE: Honors sections of a course may be used in lieu of the regular approved course.
UNITS
COURSE OPTIONS
COMPLETED
AREAS
MAJOR:___________________________________________
NATURAL & PHYSICAL SCIENCES
A minimum of 3 units required.
Anatomy & Physiology 100+, 101*, 102*; Anthropology 101, 111*, 201; Astronomy 101*, 111+; Biology
100, 115*, 116*, 117, 125*, 130*, 131, 132, 133, 134, 135, 139, 140*, 143, 144*, 146, 148*, 150*, 151*;
Chemistry 100*, 101*, 102*, 107*, 112*, 113*; Earth Science 101; Environmental Science 100, 101, 102*,
110*, 190*; Geography 101, 104*, 105, 106; Geology 100*, 103, 105*, 107, 109, 110*, 111+, 112; Nursing
100+; Nutrition 101; Physical Education 110; Physics 100, 101*, 102*, 201*, 202*; Sustainable Energy
Management 101
B
SOCIAL & BEHAVIORAL SCIENCES
A minimum of 6 units required, 3 units from B1 and 3 units from B2.
B1
History 110, 111, 112, 124; Political Science 101
B2
Administration of Justice 102, 111; Anthropology 102, 103A, 103B, 103C, 103D, 103E, 104, 115, 116, 121+,
125, 215; Child Development & Education 110, 125, 134, 140, 141, 147; Communication 108, 110; Dance
100+; Economics 201, 202, 203; Education 135, 136, 138, 142, 160; Geography 102, 107, 108, 111;
Gerontology 103+, 110, 125+, 130+; Guidance 100, 116, 120; Health Science 121, 123; History 101, 102,
103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 115, 119, 120, 121+, 124, 125, 126, 127, 136+, 140, 141, 142,
150, 151+, 155, 160, 161, 162; Legal 100, 103+; Multimedia 160; Nutrition 100; Political Science 101, 102,
103, 104, 120; Psychology 101, 102, 103, 104, 105+, 106, 107, 108, 112+, 125+; Sociology 101, 102, 103,
105+, 106, 108, 110, 112+, 115, 125, 130+; Student Government Association 101, 102; Sustainable Energy
Management 100; Theatre Arts 136+
C
HUMANITIES
A minimum of 3 units required.
American Sign Language 100, 101, 103, 104, 105, 110, 150; Anthropology 145+; Art 100, 101, 102, 103, 104,
105, 108, 109, 112, 115, 116, 118, 119, 120, 121, 122, 123, 124+, 125, 128+, 130A, 130B+, 141, 151, 160, 170,
171, 223; Audio Technology 140+, 141+, 142+, 143+, 145+, 146+; Child Development & Education 109+,
114+, 131+; Chinese 101, 102, 201, 202; Communication 105+, 113+, 117, 120, 129+; Dance 100+, 108+,
114+, 121, 122, 123, 124, 125, 126, 127, 128, 129, 130, 131, 133, 140, 201, 204, 209+, 212, 214; Education
132+; English 106, 130, 131+, 132+, 145+, 160+, 200+, 203, 205, 207, 208, 210, 220, 225, 230, 231, 235, 240,
250, 260, 270+, 280, 285, 286; French 101, 102, 175, 201, 202; History 101, 102, 103, 104, 106, 107, 108, 109,
113+, 114+, 115, 125, 126, 127, 136+, 140, 151+, 154+, 158+, 160, 161, 162; Humanities 101, 102, 137+;
Italian 101, 102, 201, 202; Multimedia 126+, 140+, 224+; Music 100+, 101, 102, 103, 104, 106, 107+, 108+,
109, 110+, 111, 112, 113+, 114, 115, 116, 118, 121, 125, 127, 140+, 141+, 142+, 143+, 145+, 146+, 150, 151,
201, 203, 204, 205, 206, 207, 209+, 210, 211, 212, 214, 253; Philosophy 101, 103, 104, 105, 108, 109, 110, 111,
112; Photography 118+, 224+; Portuguese 101, 102, 201, 202; Spanish 101, 101A, 101B 102, 103, 104, 180,
181, 201, 202, 210, 211, 230, 231, 240, 251, 252, 270+; Theater Arts 101, 102+, 105+, 108+, 109, 110, 111,
112, 113+, 117, 118, 120, 121, 122, 123, 124, 127+, 132, 135, 136+, 137+, 150+, 155, 160+, 200, 201, 205,
209+
D
D1
LANGUAGE & RATIONALITY
A minimum of 6 units is required, 3 units from D1 and 3 units from D2.
ENGLISH COMPOSITION
English 101
COMMUNICATION & ANALYTICAL THINKING
D2
Business Administration 104+; Communication 100, 103, 104, 106, 119, 201; Computer Science
Information Systems 101, 111A, 111B, 112A, 113A, 113B, 113C, 114A, 114C, 115B, 116A, 116B, 116E, 116F,
116G, 118A, 122A, 123A, 123B, 124A, 124C, 126E, 154, 191, 201; English 103, 104+; Philosophy 103, 112
E
PHYSICAL EDUCATION & HEALTHFUL LIVING
A minimum of 3 units required. No double counting of Area E courses allowed.
Dance 100+, 120, 122, 123, 124, 125, 126, 127, 128, 129, 130, 131, 204, 212, 214; Health Science 121, 123;
History 151+; Nutrition 100, 101; Physical Education 090, 100, 102, 103, 104, 106, 107, 108, 109, 110, 111,
112, 113, 114A, 114B, 114C, 115, 116, 119, 120, 121, 122, 123, 124A, 124B, 124C, 132, 133, 134, 135, 136, 137,
138, 139, 140, 141, 142, 143, 144, 145, 146, 147, 148, 150, 160, 161, 162
F
MULTI-CULTURAL GENDER STUDIES
A minimum of 3 units is required however; this course may be taken to fill other area requirements as designated, units count once.
American Sign Language 110; Anthropology 102, 103A, 103B, 103C, 103D, 103E, 121+, 125; Art 104;
Communication 108; Dance 100+, 201; English 205, 240, 250, 260, 270+, 280, 285, 286; Geography 108;
History 103, 104, 106, 107, 108, 114+, 115, 121+, 126, 127, 136+, 140, 141, 142, 150, 151+, 158+, 160; Music
106, 107+, 108+, 109; Political Science 102, 103; Psychology 104, 112+; Sociology 106, 112+, 115; Spanish
270+; Theater Arts 136+
G
MATH COMPETENCY - A minimum of 3 units.
H
READING COMPETENCY Collegiate-level reading competency may be demonstrated by passing any two non-laboratory, non-activity, and transfer level courses in
May be demonstrated by passing Math 096 or Math 096A+096B or any
higher-level math course with minimum grade of “C”.
the Humanities or Social/Behavioral Sciences with a minimum grade of “C”.
OVER . . .
MT. SAN JACINTO COMMUNITY COLLEGE DISTRICT
ASSOCIATE DEGREE
2010 – 2011 Educational Plan OPTION A
I.
TOTAL UNIT REQUIREMENT – 60 degree applicable semester units
A.
General Education Option A = 24 unit minimum
B.
Major or Area of Emphasis (minimum) = 18 units minimum (Refer to catalog for specific major requirements).
1.
In a defined major (Refer to 18 unit requirement list in the general catalog)
2.
In a group major (Refer to 18 unit requirement list in the general catalog)
a.
Humanities
b.
Science
c.
Social/Behavioral Science
C.
Electives (as needed for 60 degree units)
D.
For the A.A. Liberal Arts Degree with Area of Emphasis using Options B & C please refer to the General Education
Requirements for California State University and Colleges or the Intersegmental General Education Transfer Curriculum
(IGETC) patterns and see the current MSJC catalog and make an appointment with an MSJC Counselor.
Areas of Emphasis: Art & Humanities, Social & Behavioral, Mathematics & Science, Business & Technology
E.
For advance Placement and CLEP exam information please see the chart in the General Catalog.
II.
GRADE POINT AVERAGE
General Education applicable courses must have a cumulative grade point average of 2.0 (“C”) or better.
All 18 unit Major or Area of Emphasis courses must be at 2.0 (“C”) or better.
III.
ENGLISH COMPETENCY
A grade of “C” or better in: English 101
MATH COMPETENCY
A grade of “C” or better in Math 096 or Math 096A+096B or higher-level math course.
IV.
READING COMPETENCY
A grade of “C” or better in two (2) non-laboratory, non-activity, and transfer level courses in the Humanities or Social/Behavioral
Science.
V.
RESIDENCY UNIT REQUIREMENT
Must complete at least 12 units in residence at Mt. San Jacinto College.
VI.
MULTI-CULTURAL GENDER STUDIES
Please read section “F” on reverse side of this form.
NOTE:
1.
2.
3.
4.
Course Numbering: Only courses numbered 070 or higher are applicable for the AA or AS degrees.
For some defined majors, completion of the certificate course work will also satisfy the major requirements for the AA or AS degree.
General education credit for a single course may be used in only one category A – D & E.
Course work may double count for satisfaction of both the general education and major requirements, however, units may be counted only
once.
Honors sections of a course may be used in lieu of the regular approved course.
NON-DEGREE
MAJOR COURSEWORK
ELECTIVE COURSEWORK
COURSEWORK
5.
COMPLETED
INPROGRESS
NEED
GENERAL EDUCATION UNITS:
MAJOR UNITS:
ELECTIVE UNITS:
TOTAL UNITS:
NOTES:
AA/AS:
CERTIFICATE:
Associate Degree Certification:
Counselor or College Evaluator Signature
01/2010
___Yes
___No
Title
Date
Other references for writing curriculum •
•
•
•
•
•
•
•
•
Academic Senate of California Community Colleges website: http://www.ccccurriculum.info/ The Course Outline of Record: A Curriculum Reference Guide Adopted 2008 Stylistic Considerations in Writing Course Outlines of Record. Academic Senate for Community Colleges Adopted 1998 Good Practices for Course Approval Processes Academic Senate for Community Colleges Adopted 1998 The Curriculum Standards Handbook for the California Community Colleges (revised 1995) Prerequisites, Corequisites, Advisories, and Limitations on Enrollment (Fall 1997), Chancellor’s Office, California Community Colleges, Student services and Special Programs Division * Program and Course Approval Handbook Adopted 2009 Sources marked with * are available through Academic Senate of California Community Colleges website: http://www.ccccurriculum.info/ There is also a lot of information available through the Chancellor’s Office (including regulations and guidelines and various reports). Go to cccco.edu>Chancellor’s Office>Divisions>Academic Affairs>. Forms
Career and Technical Education Two Year Curriclulm Review Form
Instructions: This form is designed to provide a remedy for the two year review cycle required by regulation. More than one course may be reviewed
on this form. Please type YES in the box for the areas that have changed from the last review date. You may be required to submit a full revision
depending on the type of changes that are identified here. If there are no changes, please indicate by typing NO for each item that does not change,
and submit the form with signatures to the curriculum office. If changes are to either the Text Book or TOPS Code, please fill out page two of this form
and submit.
Signatures:
Department Chair(s)
Instructional Dean
Curriculum Chair
TOPS Code
Text Book
Deactivate
Honors
Addendum
Both
DE Addendum
Method of
Instruction
MVC
Content
Objectives
Pre-requisite
Description
Maximum
Enrollment
Last
Revision
Date
MM/YY
Degree or
Transfer Credit
Course
Number
Cross
Listed
Course
Number
Number of Units
Course Name(s)
SJC
Method of
Evaluation
Department:
Dept. Chair:
Career and Technical Education Two Year Curriclulm Review Form
Page two:
Course Name
Signatures:
Department Chair(s)
Instructional Dean
Curriculum Chair
TOPS Code
Old
New
Author
Title
Text Book Change:
Publisher
ISBN
Year
Page 1 of 1
Mt. San Jacinto College
Request for Placement on Curriculum Committee Agenda
COURSE
Submitted by:
Click here to enter text.
Catalog:
2011-12
Proposed Course:
Click here to enter text.
Date:
Form A1
Click here to
enter text.
Course Name and Title
Example: ENGL 101 Freshman
Composition
New
Revised
Deactivation
Reactivation
Yes, course is approved in a GE area or part of a degree or state certificate (18
or more units) in the college catalog
No, course is Stand Alone
A Stand Alone course is a non-degree applicable credit course or a degree applicable credit course which is not part of a degree or state
certificate and is not approved in one of the GE areas. If a course is only approved in an employment concentration certificate, it is
considered Stand Alone. If course is Stand Alone, indicate in Stand Alone field on Form B.
Rationale (if new course)/Summary of changes (if revision):
Rationale behind submittal – this is the place to summarize the “what” and the “why”. Please be aware that all changes to a course should be
described in this rationale, i.e. Update Course Outline of Record to Integrated format, change repeatability to 4, change TOP code from
1103.10 to 1103.99, change to Pass/No Pass Only, course capacity changed from 30 to 33.cross disciplined with BIOL, etc.
Click here to enter text.
Relation to Department Student Learning Outcomes (DLOs): REQUIRED
For course and program submissions: Briefly discuss how this course/program is consistent with DLOs which have been determined by the
department. DLO field cannot be completed with DLO’s “currently in progress” or any similar language.
Click here to enter text.
Approval Signatures required on all lines before submittal to Curriculum Office
1.
(Submitter)
2.
(SJC Department Chair)
3.
(MVC Department Chair)
4.
(Instructional Dean)
If this action concerns a course which cross-lists with another course in another subject/department/discipline, then signatures of all associated department
chairs (from both campuses) are required.
(VP of Instruction signature is required for offering request prior to FA11 (2011-12 Catalog)
REV 5/10
Page 1 of 1
Mt. San Jacinto College
Request for Placement on Curriculum Committee Agenda
PREREQUISITE/COREQUISITE/RECOMMENDED PREPARATION
Submitted by:
Catalog:
Form A2
Date:
2011-12
Proposed Course:
Course Name and Title
Example: ENGL 101 Freshman
Composition
New
Revised
Reviewed/Unchanged
Rationale:
Rationale behind submittal of prerequisite/corequisite/recommended preparation. This is the place to summarize the “what” and
the “why”. If this is a new or revised prerequisite/corequisite or recommended preparation, justify the need for such preparation. If you have
reviewed the prerequisite/corequisite/recommended preparation but are not making any changes, explain why the current preparation meets student
needs.
Approval Signatures required on all lines before submittal to Curriculum Office
1.
(Submitter)
2.
(SJC Department Chair)
3.
(MVC Department Chair)
4.
(Instructional Dean)
If this action concerns a course which cross-lists with another course in another subject/department/discipline, then signatures of all associated department
chairs (from both campuses) are required.
(VP of Instruction signature is required for offering request prior to FA10 (2011-12 Catalog)
REV 12/09
Page 1 of 1
Mt. San Jacinto College
Request for Placement on Curriculum Committee Agenda
HONORS ADDENDUM
Submitted by:
Catalog:
Form A3
Date:
2011-12
Proposed Course:
Course Name and Title
Example: ENGL 101H Honors
Freshman Composition
New
Revised
Deactivation
Reactivation
Rationale:
Rationale behind submittal – this is the place to summarize the “what” and the “why”. If this is a new Honors addendum, explain why this
course fits with the mission of the Honors program. If this is a revision of the addendum, explain what kinds of changes have been made.
Approval Signatures required on all lines before submittal to Curriculum Office
1.
(Submitter)
2.
(SJC Department Chair)
3.
(MVC Department Chair)
4.
(Instructional Dean)
5.
(Honors Coordinator)
If this action concerns a course which cross-lists with another course in another subject/department/discipline, then signatures of all associated department
chairs (from both campuses) are required.
(VP of Instruction signature is required for offering request prior to FA10 (2010-11 Catalog)
REV 12/09
Page 1 of 1
Mt. San Jacinto College
Request for Placement on Curriculum Committee Agenda
DISTANCE ED ADDENDUM
Submitted by:
Catalog:
Form A4
Date:
2011-12
Proposed Course:
Course Name and Title
Example: ENGL 101 Freshman
Composition
New
Revised
Deactivation
Reactivation
Rationale:
Rationale behind submittal – this is the place to summarize the “what” and the “why”. If this is a new DE addendum, explain why the
distance-Ed format will benefit students who take this course. If this is a revision, summarize the changes that were made.
Approval Signatures required on all lines before submittal to Curriculum Office
1.
(Submitter)
2.
(SJC Department Chair)
3.
(MVC Department Chair)
4.
(Instructional Dean)
If this action concerns a course which cross-lists with another course in another subject/department/discipline, then signatures of all associated department
chairs (from both campuses) are required.
(VP of Instruction signature is required for offering request prior to FA11 (2011-12 Catalog)
REV 11/09
Page 1 of 1
Mt. San Jacinto College
Request for Placement on Curriculum Committee Agenda
DEGREE
Submitted by:
Catalog:
Form A5
Date:
2011-12
Proposed Degree:
Example: A.A. Art, A.S. Business
New
Revised
Deactivation
Reactivation
Rationale:
Rationale behind submittal – this is the place to summarize the “what” and the “why”. If this is a new degree, explain the need for the degree.
If this is a revision, summarize the changes that have been made.
Relation to Department Student Learning Outcomes (DLOs): REQUIRED
For course and program submissions: Briefly discuss how this course/program is consistent with DLOs which have been determined by the
department. DLO field cannot be completed with DLO’s “currently in progress” or any similar language.
Approval Signatures required on all lines before submittal to Curriculum Office
1.
(Submitter)
2.
(SJC Department Chair)
3.
(MVC Department Chair)
4.
(Instructional Dean)
If this action concerns a course which cross-lists with another course in another subject/department/discipline, then signatures of all associated department
chairs (from both campuses) are required.
(VP of Instruction signature is required for offering request prior to FA11 (2011-12 Catalog)
REV 12/09
Page 1 of 1
Mt. San Jacinto College
Request for Placement on Curriculum Committee Agenda
CERTIFICATE
Submitted by:
Catalog:
Form A6
Date:
2011-12
Proposed
Certificate
Example: Certificate in Real Estate
New
Revised
Deactivation
Reactivation
Rationale :
Rationale behind submittal – this is the place to summarize the “what” and the “why”. If this is a new certificate, justify the need for the new
certificate. If this is a revision, summarize the changes that have been made to the certificate.
Relation to Department Student Learning Outcomes (DLOs): REQUIRED
For course and program submissions: Briefly discuss how this course/program is consistent with DLOs which have been determined by the
department. DLO field cannot be completed with DLO’s “currently in progress” or any similar language.
Approval Signatures required on all lines before submittal to Curriculum Office
1.
(Submitter)
2.
(SJC Department Chair)
3.
(MVC Department Chair)
4.
(Instructional Dean)
If this action concerns a course which cross-lists with another course in another subject/department/discipline, then signatures of all associated department
chairs (from both campuses) are required.
(VP of Instruction signature is required for offering request prior to FA11 (2011-12 Catalog)
REV 8/10
Page 1 of 1
Mt. San Jacinto College
Request for Placement on Curriculum Committee Agenda
INFORMATION ITEM
Date:
Submitted by:
Catalog:
Form A7
2011-12
Item:
Example: High School Articulation;
New Employment Concentration;
Revised Employment Concentration
Summary of Information Item
This is the place to summarize the “what” and the “why” of this action, such as New Employment Concentration Certificate (ECC), Revised
ECC, Deactivated ECC, Reactivated ECC, High School Articulation.
Relation to Department Student Learning Outcomes (DLOs): IF APPLICABLE
For ECC submissions and revisions: Briefly discuss how this ECC is consistent with DLOs which have been determined by the department.
DLO field cannot be completed with DLO’s “currently in progress” or any similar language.
Approval Signatures required on all lines before submittal to Curriculum Office
1.
(Submitter)
2.
(SJC Department Chair)
3.
(MVC Department Chair)
4.
(Instructional Dean)
If this action concerns a course which cross-lists with another course in another subject/department/discipline, then signatures of all associated department
chairs (from both campuses) are required.
(VP of Instruction signature is required for offering request prior to FA11 (2011-12 Catalog)
REV 11/09
Page 1 of 1
Mt. San Jacinto College
Request for Placement on Curriculum Committee Agenda
ACTION ITEM
Submitted by:
Catalog:
Form A8
Date:
2011-12
Item:
Example: Program Review, Policy
Changes
Summary of Action Item:
Rationale behind submittal – this is the place to summarize the “what” and the “why” i.e., Program review, Policy Changes.
Relation to Department Student Learning Outcomes (DLOs): IF APPLICABLE
For course and program submissions: Briefly discuss how this course/program is consistent with DLOs which have been determined by the
department. DLO field cannot be completed with DLO’s “currently in progress” or any similar language.
Approval Signatures required on all lines before submittal to Curriculum Office
1.
(Submitter)
2.
(SJC Department Chair)
3.
(MVC Department Chair)
4.
(Instructional Dean)
If this action concerns a course which cross-lists with another course in another subject/department/discipline, then signatures of all associated department
chairs (from both campuses) are required.
(VP of Instruction signature is required for offering request prior to FA11 (2011-12 Catalog)
REV 12/09
Mt. San Jacinto College
Distance Education Addendum
Submitted by:
Dept:
Course Title:
Effective Term:
Course Number:
Å Please place an X in one of the gray boxes. Æ
Hybrid Only
Both Fully Online and Hybrid Online
The course has online components and regularly scheduled face
to face meetings
Please describe how this hybrid class will meet face-to-face in
the box below:
The course has no required face to face meetings
Fully Online Delivery Requirements:
• Students must be notified via the college schedule of
classes and the syllabus for the class, if proctored tests
are required for this course.
• Any planned face-to-face meetings, such as an
orientation or study session, must be optional.
• The MSJC Curriculum Committee requires the use of
asynchronous discussion as a component of every fully
online course.
• Accommodations regarding disabled student
accessibility to online content must be made as
prescribed in the Distance Education Guidelines
regarding Section 508, as published by the California
Community College Chancellor’s office.
Course Outline: The two methods that significantly change when teaching a course online are methods of
instruction and methods of evaluation. Please describe how these methods will be adapted for online
instruction.
Methods of Instruction: Copy your Methods of Instruction from the course outline into the left side of the table below. Specify
any adaptations in instructional methodology resulting from offering this course in the distance learning mode you have selected
(online or hybrid), as opposed to the face-to-face mode assumed by the current course outline. Examples of online methods of
instruction: Course management system (CMS) discussion boards; instructor developed web lectures; converted power point
presentations; digital video clips; graphics (digital charts, diagrams, photos, images, annotated screen shots); digital animations; web
quests; online reference resources; chat; email; publisher prepared online materials; course cartridge materials; CD/DVD support
materials; instructor web site; online library resources; text book supplements.
Methods of Instruction
Example: Lecture and Discussion will be used to analyze and
synthesize major trends in twentieth century history.
8/2/10
Online Adaptation
Example: Lecture will be accomplished using instructor prepared
web based lectures and links to appropriate reference sites and
historical web sites. Discussions will take place using the course
management system discussion board in both group and whole
class setting
Methods of Evaluation: Copy your methods of evaluation from the course outline into the left side of the table below and
describe how the evaluation methods in the course outline will be adapted for use in the online environment. Examples of online
methods of evaluation: Essays and research papers submitted via email attachments; Open-book essay and short answer exam
questions submitted via email; timed quizzes and tests using the CMS; Projects submitted via attachments in the CMS discussion
forum; Online discussion participation(pairs, groups, whole class); proctored exams.
Methods of Evaluation
Example:
1.
2.
Research projects in specified topics will be
completed.
2. Exams evaluating the students’ comprehension of
the effects of technology on politics will be given.
Online Adaptation
Example:
1.
2.
Students will use the college online library and
specified web site references to complete a research
project that will be submitted to the instructor via
email attachment.
Proctored exams that can happen either at the
college learning center or at the location agreed
upon by the student and the instructor will take
place twice in a semester.
Sample Assignment: Please give an example of an assignment that students will do in the online class format described in
this document:
Regular Effective Contact: Define how you will provide regular effective contact according to MSJC policy.
8/2/10
Mt. San Jacinto College
Integrated Course Outline of Record
Page 1 of 3
Submitted by:
Discipline
(select from this list)
History – M
Dance – M
Form B
Date:
Department
(select from this list)
Subject
(select from this
list)
Course
Number
Title
HIST
HIST
151
History and Appreciation of Dance
DAN
DAN
100
History and Appreciation of Dance
Course Number:
a) 001-069 Non-Degree credit, b) 070 and higher: Degree credit, c) 070-079 are intended for students with learning
disabilities, d) 100 or higher: Transfer credit (please click here for the transfer form).
Title:
If this course is having a subject or number change, the course author must include after the Course Title (formerly
{Subj}{Course Number}) i.e. Technology in the Classroom (formerly CDE 160).
Units/Hours:
Each lecture unit requires 1 hour per week of class time, and 2 hours per week of study outside of class.
Each laboratory unit requires 3 hours per week of class time.
Lecture
Units/Hours
1 unit – 16-18
2 units – 32-36
3 units – 48-54
4 units – 64-72
5 units – 80-90
Maximum
Enrollment:
Pass/No Pass
ONLY
Can
be
taken
Lab
Units/Hours
1 unit – 48-54
2 units – 96-108
3 units – 144-162
4 units – 192-216
5 units – 240-270
Lecture Units
Lab Units
+
Lecture Hours
Enter number
Total Units
=
Lab Hours
+
Total Hours
=
TOP code
(choose only 1)
(click here for TOP
code website)
Yes or No
(usually No)
time(s) for credit (max 4) (More detailed information on course repeatability can be found here).
(If more than 1, justify with one of the following)
Because the course content differs each time it is offered …
… and the student who repeats it is gaining an expanded educational experience because skills and proficiencies are
enhanced by supervised repetition and practice within class periods
… and the student who repeats it is gaining an expanded educational experience because active participatory
experience in individual study or group assignments is the basic means by which learning objectives are
obtained.
Stand Alone Course
Check box if Stand Alone course.
A Stand Alone course is a non-degree applicable credit course or a degree applicable credit course which is not part of a degree or state certificate and is not
approved in one of the GE areas. If a course is only approved in an employment concentration certificate, it is considered Stand Alone. If course is Stand
Alone, indicate in Stand Alone field on Form A1.
AA/AS Degree General Ed Breadth Area(s):
Courses should be appropriately placed on the General Ed pattern, please select one or more areas from this list. In the box below, justify placement
for each general education area indicated using the general education definitions and student learning outcomes found here.
REV 7/10
Mt. San Jacinto College
Integrated Course Outline of Record
Page 2 of 3
Form B
Catalog Description: (Please do not refer to transferability or degree, certificate, or employment concentration applicability.
Please only describe the course). (75 words or less in gray box below).
To count words, select only the words within the catalog description, then go to Tools, and to Word Count. Careful! If you select the
entire box that the words are within, it won’t give an accurate count.
Schedule Description: (Please do not refer to transferability or degree, certificate, or employment concentration applicability.
Please only describe the course). (25 words or less in gray box below).
To count words, select only the words within the catalog description, then go to Tools, and to Word Count. Careful! If you select the entire
box that the words are within, it won’t give an accurate count.
Need for the course: (For more information on demonstrating need, click here)
Prerequisite(s):
Prerequisites go through a separate approval process. See Forms E1-E5 for details.
(For further clarification, contact the Prerequisite Subcommittee)
Corequisite(s):
Corequisites go through a separate approval process. See Forms E1-E5 for details.
Recommended Preparation:
Recommended Preparation goes through a separate approval process. See Forms E1-E5 for details.
Other Enrollment Criteria:
See Forms E1-E5 for details.
Learning Objectives: (please number each objective and express in behavioral terms)
Upon the completion of the course the student will be able to do the following:
Course Content:
(please number the outline of main topics and subtopics)
Methods of Instruction: (please number and be reflective of a variety of learning styles)
Methods of instruction may include, but are not limited to the following:
Methods of Evaluation: A student's grade shall be determined by the instructor using multiple measures of performance
related to the course objectives. Methods of evaluation may include but are not limited to the following:
Examples of Assignments: Students will be expected to understand and critique college level texts or the equivalent.
Reading and writing, as well as out of class assignments are required. These assignments may include but are not limited to the following:
Textbook (s):
Required (1):
The required college-level textbooks may include, but are not limited to the following:
Author
Publisher
Required (2):
Title
ISBN
Author
Publisher
Required (3):
Title
ISBN
Author
Publisher
Supplemental (1):
Author
REV 7/10
Publication Date
Publication Date
Title
ISBN
Publication Date
Title
Page 3 of 3
Publisher
Supplemental (2):
Mt. San Jacinto College
Integrated Course Outline of Record
ISBN
Author
Publisher
Form B
Publication Date
Title
ISBN
Publication Date
Supplemental (3):
Author
Publisher
REV 7/10
Title
ISBN
Publication Date
Mt. San Jacinto College
Page 1 of 1 Library Resources Joint Review for New Courses/ Major Program
or Course Review
Course:
Course
(i.e. ENGL 101)
Title:
Submitted by:
Date:
Form C
To be completed jointly by curriculum originator and librarian
Please allow two weeks prior to the deadline for the librarian to fill in the information
Please note: Special expenditures and/or costs for library support are not reasons for denial of a course. If
courses are to be taught on both campuses, library holdings on each campus should be reviewed. Librarians
will work with faculty to assess current collections and recommend materials.
New Course/Program: Course(s) will be taught at
List of Courses
in Program
SJC
Projected Enrollment
Per Section
MVC
BOTH
Projected Number of
Sessions per Year
Add separate line/s if there is more than one course
Based upon the following worksheet:
Does the library have adequate support material for this course/program?
Item
Book Collection
Periodical and Index Collections
Electronic Databases
Other Material/Equipment
Strong
YES
Adequate Inadequate
NO
N/A
N/A
If no, outline a brief plan identifying materials necessary for adequate course support. MSJC librarians will
work with you to identify appropriate materials and estimate costs for acquiring new resources. Attach
additional sheets as necessary. (The plan will be kept on file in the library).
Type (book, periodical, video)
Title
Estimated Cost
Are library service hours adequate for this course/program?
Will library assignments be used in the new course/program?
Will this course/program require the assistance of library faculty for orientations or
other library instruction?
Total estimated cost for acquiring new library material to support this course/program
Signatures Required:
Submitted by:
Librarian:
Yes
$
No
N/A
Page 1 of 1
Course
(i.e. ENGL 101)
Author:
Transfer Level Course Form
(for courses numbering 100 or greater)
Form D
Course
Title:
Date:
***PLEASE NOTE***
Complete form with information above. Locate up to four universities with GE and/or majors
and paste the MSJC catalog description below.
Please email the form to the Articulation Coordinator via the link below.
Articulation Coordinator’s Initials:
List up to four UC/CSU/Private Universities
College/University
Satisfies GE
Requirements
(Yes/No)
Satisfies
Major/Program/
Certificate
Requirements
(Yes/No)
CSU:
UC:
CSUGE:
IGETC:
MSJC Catalog Description:
(REQUIRED before submitting to Articulation Coordinator)
REV 8/09
Which Major/Certificate
Requirements?
Page 1 of 1
Mt. San Jacinto College
Prerequisite/Corequisite/Recommended Preparation
Submitted by:
Date:
Dept:
Program:
Form E1
1. Course Title:
2. Course Number:
It is recommended that the following
Course
Program
Prereq
Co-req
Language
Course Name/Prog/Language:
Be ADDED as
Be REMOVED as
Recommended
Preparation
Reviewed/Unchanged
Type of
Prequisite/Corequisite/Recommended
Preparation/Other Enrollment Criteria
Justification Attached
(Form E2, E3, E4, E5)
Type #1 Prerequisite/Corequisite
within a discipline in a sequence
1. Skills Analysis /Content Review Form (E2)
Type #2 Prerequisite/Corequisite
within another discipline excluding English or
computational Math
1. Skills Analysis /Content Review Form (E2)
2. UC/CSU Prerequisite/Corequisite
Justification form (E3)
Type #3 Prerequisite/Corequisite
of English or Math computational
course for courses in another
discipline
1. Skills Analysis /Content Review Form (E2)
2. UC/CSU Prerequisite/ Corequisite
Justification Form (E3) and/or
3. Research Analysis/Other Justification
Summary (E4)
1. Skills Analysis /Content Review Form (E2)
2. Data Collection/Research Analysis
Summary (E4)
1. Skills Analysis /Content Review Form (E2)
2. Research Analysis/Other Justification
Summary (E4)
1. Skills Analysis /Content Review Form (E2)
2. Research Analysis/Other Justification
Summary (E4)
1. Skills Analysis /Content Review Form (E2)
Type #4 Prerequisite/Corequisite
health and safety
Type #5 Prerequisite/Corequisite
Portfolio
Type #6 Prerequisite/Corequisite
Assessment Scores
Type #7 Recommended
Preparation
Type #8 Other Enrollment Criteria
REV 5/10
1. Other Enrollment Critiera Form (E5)
Mt. San Jacinto College
Skills Analysis /Content Review
Page 1 of 2
(one prerequisite, corequisite or recommended
preparation per form)
Submitted by:
Subject
Form E2
Date:
Course
Number
Title
It is recommended that the following
Course
Program
Prereq
Co-req
Language
Course Name/Prog/Language:
Be ADDED as
Be REMOVED as
Recommended
Prep
Reviewed/Unchanged
Instructions
1. List all exit competencies (skills) from the prerequisite/corequisite/advisory course or
preparation. These skills are listed in the “Learning Objectives” section of the course
outline. To avoid typing, please access an electronic version of the Course Outline of
Record and copy and paste those objectives in the table below. If a portfolio is a part
of the prerequisite, please attach a detailed outline of the components for admission
into the course.
2. Indicate which of the listed exit competencies are necessary entry skills needed for
success in target course. Check the box next to each necessary skill.
3. If this is a prerequisite removal-- indicate which of the listed exit competencies which
were, but are no longer necessary entry skills needed for success in target course.
Check the box next to each skill.
Skills Analysis
All Exit Skills Outlined in Prerequisite/Corequisite/Recommended Preparation
Please check the box at the beginning of each item to indicate required Entry Skills.
Example: Differentiate between fauna and flora.
REV 12/09
Page 2 of 2
REV 12/09
Mt. San Jacinto College
Skills Analysis /Content Review
(one prerequisite, corequisite or recommended
preparation per form)
Form E2
Page 1 of 1
Mt. San Jacinto College
UC/CSU Prerequisite/Corequisite
Action/Removal Justification
(one prerequisite, corequisite or recommended preparation per form)
Submitted by:
Date:
Dept:
Program:
Form E3
1. Course Title:
2. Course Number:
It is recommended that the following
Course
Program
Language
Prereq
Co-req
Recommended
Preparation
Course Name/Prog/Language:
Be ADDED as
Be REMOVED as
Reviewed/Unchanged
A Prerequisite/Corequisite in another discipline may be established provided that, in addition to the
Skills Analysis/Content Review (Form E2), three University of California or California State University
campuses can be identified that offer the equivalent course with the equivalent prerequisite.
1. List below three UC or CSU campuses that offer an equivalent course with the equivalent
prerequisite/corequisite in order to demonstrate that, in fact, the prerequisite in question is a
usual, customary, and reasonable one.
1.
2.
3.
2. Attach Photocopies of the UC and/ or CSU course descriptions from the respective catalogs.
Identify the campus and catalog year on each photocopy.
UC/CSU Prerequisite Removal Justification
Removing a prerequisite may cause a course to lose its transferability. To remove a course as a
prerequisite for a transferable course, please see, call, or email the Articulation Officer at 487-3280
for her research into the effects of this removal.
REV 12/09
Page 1 of 2
Mt. San Jacinto College
Research Analysis/Other Justification
Prerequisite/Corequisite/Recommended Preparation
(one prerequisite, corequisite or recommended preparation per form)
Submitted by:
Date:
Dept:
Program:
Form E4
1. Course Title:
2. Course Number:
It is recommended that the following
Course
Program
Prereq
Co-req
Language
Course Name/Prog/Language:
Be ADDED as
Be REMOVED as
Recommended
Preparation
Reviewed/Unchanged
1. Instructions for English or Math courses acting as course prerequisite
List the statistics, data sources, and a summary of the results of research that justify requiring this
course this course as a Prequisite/Corequisite/Recommended Preparation. Backup justification is
needed (please attach).
2. Instructions for Health and Safety Review
List the statistics, data sources, and a summary of the results of research that justify requiring this
course this course as a Prequisite/Corequisite/Recommended Preparation. Backup justification is
needed (please attach).
REV 5/10
Page 2 of 2
Mt. San Jacinto College
Research Analysis/Other Justification
Prerequisite/Corequisite/Recommended Preparation
(one prerequisite, corequisite or recommended preparation per form)
Form E4
3. Instructions for Portfolio Review
List the criteria for portfolios that an instructor would be evaluating to determine whether a student
has the skills sufficient to meet the Prerequisite/Corequisite/Recommended Preparation. Backup
justification is needed (please attach).
4. Instructions for assessment scores acting as course prerequisite/corequisite/
recommended preparation
List the statistics, data sources, and a summary of the results of research that justify requiring
assessment scores for this course as a Prequisite/Corequisite/Recommended Preparation. Specify
score ranges. Backup justification is needed (please attach).
REV 5/10
Page 1 of 1
Mt. San Jacinto College
Other Enrollment Criteria Justification
Submitted by:
Date:
Dept:
Program:
1. Course Title:
2. Course Number:
It is recommended that the following
other enrollment criteria
Be ADDED
Be REMOVED
Reviewed/Unchanged
Explain why the other enrollment criteria is necessary for students in this course.
REV 5/10
Form E5