FILLING OUT THE COURSE PROPOSAL FORM

Note: This process will change when the new Course Proposal Program is ready Fall Quarter, 2004

1. Course Description

2. Course Objectives

3. College Wide Abilities

4. Origin of Course

1. Course Title, Title for Schedule, Box for Dean to Complete, Catalogue Description, Prerequisites

• At this point in time, the Division Office working with the course Originator will complete this section. The Division Dean and Division Secretary should complete all applicable items in the box on the first page (number of credits, student class hours, CIP codes, etc.).The online Course Proposal program will provide prompts and links to help you complete this section
  
• The course description can be up to 276 characters. Originators are encouraged to make descriptions shorter if possible. Complete the course description, the prerequisites (if any) and the Footnotes (if any)

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2. Course Objectives

• The Course Objectives page is a key area of the course proposal and one the committee members look at very closely
  
• Course Objectives should describe measurable objectives. Rather than saying that students should “understand” a concept or “know how” to perform a task, begin each objective with a verb such as demonstrate, describe, identify, use, or define. Objectives must be measurable. See Bloom's Taxonomy for a list of sample verbs that may be used to write the objectives. Keep the list concise; a rule of thumb is that one objective is too few, ten are too many
  
• Course content should be closely tied to the objectives. There need not be a one-to-one correlation between objectives and content. However, it should be clear that the content of the course would allow students to meet each objective
  
• Avoid using undefined discipline-specific acronyms (except commonly used ones such as DOS or HMO). Define each acronym upon its first use. This is especially important if the author is not presenting the course to the committee
  
• Don't specify a particular edition of the text(s). Otherwise you are technically required to update the outline when a new edition comes out. You may append the phrase "or comparable college-level textbook" if the text changes frequently or if some instructors use different texts. Specify title, author, and publisher
  
• Other instructional materials may include specialized equipment as well as supplemental reading materials. Be as specific as possible. Don't list publications not found in the college library or on the Internet unless the instructor can always provide these directly to students

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3. College-wide Abilities are usually evident in most objectives. If College-wide Abilities are used, taught, or addressed in some or all of your course objectives, note the ability or abilities in parentheses after the objective

• Example: Determine the elevation of given points using algebra and arithmetic (quantitative skills);
  
• Example: Recognize and describe the elements of plot, character, theme, situation and dialogue as well as specific physical aspects of staging a play (written communication, critical thinking)
  
• If objectives relate to Cultural Diversity, note that in a parenthesis after the course objective
  
• As in every area of the course proposal, phrasing and punctuation used in the course objectives should be clear. Complete sentences are not necessary
  
• Check appropriate method of grading
  
• Leave the Short Course Description section blank. The Catalog Description and the Short Course Description have been combined as of 2001

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4. Origin of Course, Institutional Impact, and Signature
   Page Pages Four, Five, and Six

• The Curriculum Committee finds the following especially important:
  
• The reason the course is being offered
  
• How it fits with department objectives
  
• The specific needs it addresses
  
• Whether the course is a duplication of other courses within that department or other departments and divisions. The committee is especially concerned about duplication of classes
  
• The institutional impact is sometimes underestimated. If you aren’t sure whether other areas will be affected, ask people who work in those areas (they’ll tell you!)
  Examples:
  
• Will the library be asked to purchase books, periodicals or other materials? Are research projects assigned without instruction on how to do the research, which increases demand on library personnel?
  
• Will media services be impacted by requests for videotaping, presentation technology, etc.? If you anticipate “occasional” use of equipment for this new course, how does the “occasional” use affect media services?
  
• Are computer labs affected? Do you recommend or require use of the Internet for your course? Will assigned papers generate more demand for access to word processing software and computers? Is special software required?
  
• Will course prerequisites have an affect on other departments and classes? If there are no prerequisites, might course expectations have a heavy impact on the Learning Support Center? For instance, if instruction in writing required papers is not provided, will this affect learning support services?
  
• Will the course require special classroom features or arrangements? If so, these should be researched and indicated

  Course Outlines/Syllabi

  
  

  Although submitting a course outline/syllabus is not required when creating a new course, it is helpful to consider what the outline for the new course might look like. The EdCC Course Syllabus Template will provide information about how to create a syllabus/course outline.

  
  Note: A copy of the syllabus/course outline is due to the academic division deans by the first day the class is offered.