• Have you consulted C&I's Equity Guide?

• Have you discussed diversity, equity, inclusivity, and accesibility (DEIA) elements that might be included in your new or revised COR?

• Have you consulted with C&I's DEIA resource, Alexandra Evans (alexandrae@glendale.edu)?

• If this is a new course, have you contacted your division’s Library liaison to discuss the texts/resources you will need for this course? This step is required of all new course proposals only in order to vet the library’s collection to support the class. (This is being added to eLumen).
  
  
• Is the class DE certified? Work with the Committee on Distance Education (CODE) rep.
  
  
• Is the class an Honors (Scholars) version? If so, check with the C&I rep to see how to proceed. Honors courses need their own CORs that mirror the regular version of the course, but with added Honors enhancements.
  
  
• Is the class transferable to UCs, CSUs, and USC? If not, but you wish it to be transferable, talk with the C&I rep. and Bridget Bershad, our Articulation Officer (bbershad@glendale.edu).
  
  
• Do you want the course to be included in GCC’s Graduation Requirements? If so, talk to your C&I rep and GCC’s Articulation Officer, Bridget Bershad (bbershad@glendale.edu).
  
  
• Is this course a Career Education course (CE)? If so, it must revised every two years. Non-CE (Academic) courses must be revised every six years. Make sure to revise the DE addendum along with the COR.

• What need does this program fulfill? 

• Why is this program being created/revised?

• Have you consulted C&I's Equity Guide? 

• Have you discussed diversity, equity, inclusivity, and accesibility (DEIA) elements that might be included in your new or revised program? 

• Have you consulted with C&I's DEIA resource, Alexandra Evans (alexandrae@glendale.edu)?

• What will this program cost the college (staff, equipment, etc.)?
  
  
• Does GCC offer the courses needed to complete this program?
  
  
• Does GCC have the adequate staff and resources to offer this program?
  
  
• For program revisions, have the course requirements changed?
  
  
• If the program is an AD-T, does it align with the most current version? Check https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/Educational-Services-and-Support/What-we-do/Curriculum-and-Instruction-Unit/Templates-For-Approved-Transfer-Model-Curriculum
  
  
• For CE programs, do you have the latest LMI data, advisory board minutes, and have you submitted the program to LAOCRC for approval? (CE programs must be revised every three two years, and these steps must be completed before the program comes to C&I. Contact the curriculum coordinator or Freddy Saucedo, Dean, Career and Workforce Development at ext. 5473) or fsaucedo@glendale.edu.

• Get division/department approval to revise course/program. Make sure you talk Consult with the faculty who teach/specialize in the class to make sure the content is current.
  
  
• Check with Curriculum Coordinator to see if official data for the course/program need to be entered into eLumen.
  
  
• Check with Curriculum Coordinator to make sure that there are no earlier versions of course/program proposal waiting to be approved at any level in eLumen.

• Brief statement (2-3 sentences) outlining why this class/program is being created or revised.
• If a creation, describe why this class is necessary and important and novel (i.e., that it’s not replicating existing curricula).
• If a revision, outline what you are changing in the proposal.
• Indicate whether revision is cyclical (part of regular revision cycle) or not.

This is the paragraph that describes the course in the GCC Course Catalog. Per the

C&I handbook: “Catalog descriptions should describe what students do in a course. The catalog statement should be active. Avoid using the word ‘will.’ Catalog statements should be no more than 150 words in length.” If you are revising, make sure the existing statement is clear and simple to understand; the public will read it, so avoid discipline-specific terminology. For program catalog descriptions, include total number of units students will need to complete.

Prerequisites define the knowledge and skills needed prior to enrollment. Entry Standards are auto-filled based on the stipulated requisites. Consider:

• Required or recommended prep? The latter is only a suggestion and does not prevent a student from enrolling in the class.
• If a revision, changing requisites requires a detailed explanation and/or statistical justification. Contact Dr. Ed Karpp for the numbers.

Exit standards define the skills or knowledge that you hope students will learn.

When crafting these, use lower-level verbs on Bloom’s Taxonomy (e.g., “describe,” “define”) and avoid the word “understand.” Ideally, each proposal should have around four Exit Standards. 

SLOs are not the same as Exit Standards. Per the C&I Handbook: “[Exit Standards] state the concepts or skills faculty introduce to students in a course … to prepare students to meet a Student Learning Outcome. [Standards] are the means, not the ends. Course SLOs are the intended abilities and knowledge students can do after successfully completing the [Exit Standards].” Rules of thumb:

• When crafting these, use higher-level verbs from Bloom’s Taxonomy (e.g., “analyze,” “evaluate”).
• Limit your SLOs to three per course. Since we are assessing these, multiple SLOs mean more work.
• For help with exit standards and SLOs, contact Yvette Ybarra, Learning Outcomes Coordinator: yybarra@glendale.edu

This is a list that outlines class topics and the hours of instruction needed for each. Each unit of lecture=18 hours. Each unit of lab=54 hours. So, for a 3 unit lecture course, the hours add up to 54. For a 3 unit lecture and 1 hour lab course, the hours add up to 108.

Each topic should have bullet-point subtopics that elaborate on the material. Per the C&I Handbook:

• “Leave wiggle room. As the COR is the contract of what you intend to teach, naming specific films, authors, or historical figures rather than broader topics will pigeonhole instructors into covering specific people, films, or authors.”
• “Course topics and subtopics should be brief and should be written as topics rather than as complete sentences. Example: ‘Common Controversies in Political Ethics.’”
• “You should include hours for all main topics. The assumption is that the breakdown of hours for each topic includes the hours associated with each subtopic. The college recommends that no topic have more than 10 or so hours associated with it. … To assist other instructors, break down the hours and the topics in a way which shows the anticipated amount of time to be spent on a specific topic.”

Here is an example of a topic from the current HIST 118 (U.S. History after Reconstruction) outline of Course Content:

Out-of-Class Assignments are suggested assignments that are completed—you guessed it—outside class. Think take-home essays, papers (term papers, essays, research), annotated bibliographies, group projects, and the like. Each proposal should list at least three assignments, and each assignment should have an example. One assignment from HIST 118: “research paper (e.g., a research paper using primary and secondary sources to explore the social consequences of the Vietnam War).” Keep in mind that that assignments should be consistent with the expected entry level standards. If the class requires a research paper, then the expected entry level is ENGL 101 (or equivalent). In lieu of a research paper, there are many other options that incorporate appropriate higher-level assignments without requiring a research paper for students who have yet to take ENGL 101.

Unlike Out-of-Class Assignments, Methods of Evaluation take place inside class. Think tests and finals, individual presentations, and the like. Attendance cannot be used as a method of evaluation. List at least two methods. No need to add, “Students will be evaluated by”, just list the methods.

Ideally, list at least two texts that would be appropriate for the class. These are only suggestions: you are not obligated to use the text specified in the proposal. 

• Texts must be less than seven years old. If older, work with the C&I rep to write a short justification for using an older text. Or to see if there is a more current edition at Worldcat.org: www.worldcat.org.
• For best practices, try to include OER or low-cost publications. Contact Librarian, Caroline Hallam, OER Librarian, for help or for questions about what constitutes an OER text (OER IS NOT scanning in your entire copyrighted textbook and making it available to your students via Canvas. This would be a violation of Copyright Law. See this link for more information.
• OER texts must be licensed (for more on OER texts, see Introduction to OER (pdf)).
  
• OER texts should be listed by title, author, etc.
• Make sure your ISBN is correct and reflects the edition you intend.

• Supplemental Form A (prerequisites/recommended preps)
• Supplemental Form B (repeatability)
• De Addendum (coming soon!)

• Brief statement (2-3 sentences) outlining why this class/program is being created or revised.
• If a creation, describe why this class/program is necessary and important and novel (i.e., that it’s not replicating existing curricula).
• If a revision, outline what you are changing in the proposal.
• Indicate whether revision is cyclical (part of regular revision cycle) or not.
• If this is a new or substantial revision to a CE program please indicate if the program has been sent to LAOCRC for approval.
• For CE programs, please update Advisory Board minutes (within one year of submission date) and LMI data (no more than 2-5 years old).

For new a new program, in the area Upload Division Minutes Document upload a Word/PDF document that shows what the suggested sequence of classes should be for the program.

This area should address a valid transfer preparation, workforce preparation, basic skills, civic education, or local purpose.

This is the paragraph that describes the course in the GCC Course Catalog. Per the

C&I handbook: “Catalog descriptions should describe what students do in a course. The catalog statement should be active. Avoid using the word ‘will.’ Catalog statements should be no more than 150 words in length.” If you are revising, make sure the existing statement is clear and simple to understand; the public will read it, so avoid discipline-specific terminology. For program catalog descriptions, include total number of units students will need to complete.

The SLO Committee chair/designee should have reviewed the learning outcomes during the preliminary review process to ensure that they are:

• Clear and measurable;
• Discipline specific;
• Related to GCC’s Core Competencies/ILOs;
• Aligning with standards presented by respective professional organizations as applicable;
• Using Bloom’s Taxonomy action verbs; and
• Using the prescribed number of learning outcomes. (Generally, a course or program will have between three and six learning outcomes.)

The Curriculum Committee reviews:

1) Course Outlines of Records to ensure that course content, methods of instruction, assignments, methods of evaluation, etc. align to support the course’s student learning outcomes and,

2) Program proposals to ensure that program learning outcomes are supported

This is where you list the core required courses, electives, and, for AD-Ts, items in List A, List B, and List C. https://www.glendale.edu/about-gcc/faculty-and-staff/c-i-curriculum-and-instruction/cms-instructional-resources

If you have a CE program you will need to provide LMI (Labor Market Information) data (if the current LMI data attached to your program is more than 5 years old).  This need to be a PDF document and not information entered in the box given.  You may upload the document in Section 1 under the Division Minutes upload area.

How does this program fit in with the College’s mission and master plan?

Does this program fulfill a current need?

How are our competitors addressing this need? How does this program address the needs of the labor market?

Does this program have an advisory board? If so, there is a place to upload minutes from most recent meeting.

Check the Resources (Section 3) 

What resources will this program require?

Check the Curriculum/Similar Programs (Section 5)

What, if any, similar programs/curriculum does GCC offer?

Check the Substantive Change Report (Section 5)

This section is for ACCJC reporting/auditing. It covers substantial changes to programs (such as switching a program from an AS degree to a Bachelor degree, or moving a program completely online).