Step 2 - Complete Forms

Questions? Contact us: 971-722-7816 | fax: 971-722-7576 | | Meet the Curriculum Office Staff

In developing the CCOG framework, keep in mind the following:

  • New LDC Course: Courses intended to be used toward a degree transfer, general education and/or cultural literacy designation.
  • New CTE Course: Courses intended to apply directly to a career technical degree or certificate.  All CTE course must be attached to a degree or certificate.
  • Experimental Course: Course intended to introduce new material on a trial basis. May be scheduled two times only in a 15 month period
  • General Education/Discipline Studies List: LDC courses only. This request follows the state approval of the LDC course. Must be submitted to be included on the General Education/Discipline Studies list. Submit the discipline specific General Education/Discipline Studies list request.
  • Stand-alone course: Course not a part of a degree or certificate, they may be credit or non-credit.

Lower Division Course Guidelines

A set of principles developed by the Curriculum Committee and to be used for SAC guidance

  • Introductory language
  • Broad focus
  • Transfer to other 4-year institutions at the 100 and 200 level and/or found in lower division collegiate handbook
  • Introduction to an occupation vs. a specialization
  • High vs. minimum level of prerequisites (Standard prerequisites being the minimal)
  • Outcomes and description need to reflect the introductory nature of the course

Student Learning Outcomes

You will be asked to describe the student learning outcomes for your course. What will the student be able to do “out there,” based on what they learned “in here”? In general, a course should be described in three to six outcomes statements. Specific examples of these statements are available in here: Outcomes Guidelines for Courses. Some important points to know up front about outcome statements are:

  • When developing the course outcomes, simultaneously consider how you will assess student's acquisition of the this outcome
  • Some courses, particularly in career technical areas, may have more than six, but care should be taken to distinguish outcomes from a large set of skills or competencies.
  • Skills and competencies can be mastered by repetition; outcomes are more complex, and speak to the aggregate of skills mastered, concepts understood, and knowledge acquired.
  • Two courses will not have identical sets of outcomes, unless cross listed.
  • Courses may share outcomes, but at least some of the outcomes should be unique to each course, such as in expressing differences in content or level.
  • The context “out there” for the outcome may be another course for which this course is a prerequisite, but it would be good if that is not the only outcome for a course.

Assessing Student Learning Outcomes
For ideas of assessing student learning outcomes, please contact Sally Earll (x7812) in the Curriculum Office. She can direct you to the appropriate resources.

Writing good outcomes guidelines. Contact the Curriculum Office for further assistance and to review the outcomes prior to submission.