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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, 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:
Please 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 learning
objectives for that area met by the course. 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.
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TOP Code:
TOP (Taxonomy of Program) codes are used for the purposes of classification on a statewide basis. 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 120 characters (25 words)? Does it represent a composite of the
catalog description?
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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 the 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
Is it required in comparable courses by four-year institutions?
Is it 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 equivalent (assessment score, etc.)
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
Should simply list course:
READ-064
Do not use “(with a grade of C or better).”
Recommended
Preparation types
Should simply list course:
READ-064
Do not use “(with a grade of C or better).”
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Learning Objectives:

List the major objectives for the course that will be monitored and assessed. Do these statements
reflect what the student 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 9. For performance-based classes, use “Bloom's Taxonomy of Verbs Psychomotor Domain” on page 10. For transfer-level courses, at least half of the objectives should
be in the analysis, synthesis, or evaluation columns (those columns shaded 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 the course description, course
content, methods of evaluation, methods of instruction, and examples of assignments.
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.
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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 evaluated. 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.
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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
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.
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.
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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
Using specific criteria, the student will research and report on a current article related to the
psychological needs of the elderly and 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 party 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
Working with a topic from the approved list, related to the major political parties, read relevant
articles from the newspaper and write a paper in standard English format which analyzes and
interprets the topic you have chosen.
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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.
Examples of Assignments
On the internet, use the search tools you have available to 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, support your interpretation with facts.
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Bloom’s Taxonomy - Cognitive Domain
Learning Outcomes Related To Knowledge
NOTE: for "higher order verbs" use those in grey (right three columns)
Knowledge
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
develop
dramatize
employ
exhibit
illustrate
interpret
operate
organize
practice
relate
restructure
schedule
show
sketch
translate
use
analyze
appraise
calculate
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
tell
appraise
argue
assess
choose
compare
conclude
consider
criticize
decide
deduce
estimate
evaluate
infer
judge
measure
rate
revise
score
select
validate
value
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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
*usually no
outcomes or
objectives
written at this
level.
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This writing guide was produced using the following resources:
Components of a model Course Outline of Record for Community Colleges Adopted 1995
Good Practices for Course Approval Processes Academic Senate for Community Colleges
Adopted 1998
Material provided By Napa Valley College
Mt. San Jacinto Community College Curriculum Manual
Prerequisites, Corequisites, Advisories, and Limitations on Enrollment (Fall 1997), Chancellor’s
Office, California Community Colleges, Student services and Special Programs Division
Riverside Community College Curriculum Handbook 1998-99 revised
San Bernardino Valley College Handbook for Content Review and Curriculum Development
1998-99 Edition
Stylistic Considerations in Writing Course Outlines of Record. Academic Senate for Community
Colleges Adopted 1998
The Curriculum Standards Handbook for the California Community Colleges (revised 1995)