1. Course ID and Number: LIBR 5
College of the Redwoods
CURRICULUM PROPOSAL
C-ID Descriptor (if applicable):
2. Course Title: Research Skills
3. Check one of the following:
New Course (If the course constitutes a new learning experience for CR students, the course is new).
Required - Justification for Need (Provide a brief description of the background and rationale for the course. This might
include a description of a degree or certificate for which the course is required or the relationship of this course to other
courses in the same or other disciplines. To see examples of such descriptions, consult pages 10-11 of The Course Outline of
Record: A Curriculum Reference Guide.
Updated/Revised Course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Should another course be inactivated? No
Yes
Inactivation date:
Title of course to be inactivated:
(If yes, complete a Course Inactivation Form found on the Curriculum Website.)
4. If this is an update/revision of an existing course, provide explanation of and justification for changes to this course.
Be sure to explain the reasons for any changes to class size, unit value, and prerequisites/corequisites.
The current request is to update the class in in keeping with the regular stoplight curriculum update cycle. This
class is focused on academic research, and is designed to build college level research skills. LIBR 5 will provide
timely, hands-on and specific research instruction that can be aligned with the sequence of instruction in other
transferable courses. The class can be paired with and will complement any transfer level course with a research
component including courses like English 1A, Sociology, Psychology, History, Nursing, and classes in many other
departments not often recognized as “research” oriented. However, LIBR 5 is also a stand alone class. The class
follows state and national guidelines for Information Competency, and is modeled on similar courses offered at
other community colleges in the state. The course develops the necessary research skills required to effectively
find, evaluate and use sources of information or data as provided by any means of access or delivery.
5. List the faculty with which you consulted in the development and/or revision of this course outline.
Faculty Member Name(s) and Discipline(s): Sarah Haman, MLIS, Library Science
6. If any of the features listed below have been modified in the new proposal, indicate the “old” (current) information
and “new” (proposed) changes. If a feature is not changing, leave both the “old” and “new” fields blank.
FEATURES
OLD
NEW
Course Title
TOPS/CIPS Code
Catalog Description
(Please include complete text of
old and new catalog descriptions.)
Grading Standard
Select
Select
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 1 of 9
Recommended Preparation
ENGL-150 and CIS-1 or CIS-100, or BT-81
and BT-83
ENGL-150 and CIS-100, or ENGl-150 and CIS-1
Select
Select
Maximum Class Size
Repeatability—
Maximum Enrollments
Other
1. DATE: 09/17/2014
2. DIVISION: Arts and Humanities
3. [CB04] COURSE CREDIT STATUS: D Credit-Degree Applicable
4. [CB01] COURSE ID AND NUMBER: LIBR 5
5. [CB02] COURSE TITLE: Research Skills
(Course title appears in Catalog and schedule of classes.)
6.
SHORT TITLE: Research Skills
(Short title appears on student transcripts and is limited to 30 characters, including spaces.)
7.
[CB03] LOCAL ID (TOPs code): 1601.00 Library Science, General Taxonomy of Program Codes
8.
NATIONAL ID (CIP code): 250101 Library Science, General Classification of Instructional Program Codes
9. DISCIPLINE(S): Library Science Select from Minimum Qualifications for Faculty
Course may fit more than one discipline; identify all that apply:
10. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Spring 2015
11. COURSE UNITS (Note: 1 lecture unit requires 18 hours in-class/36 hours out-of-class; 1 lab unit requires 54 in-class hours)
[CB07]
TOTAL UNITS:
TOTAL HOURS:
[CB06]
1
1
min. units
max. units
18
18
min. hours
max. hours
Lecture Units:
1
Lab Units:
0
Lecture Hours:
18
Lab Hours:
0
11. MAXIMUM CLASS SIZE: 30
12. WILL THIS COURSE HAVE AN INSTRUCTIONAL MATERIALS FEE? No
Yes
Fee: $
If yes, attach a completed Instructional Materials Fee Request Form found on the Curriculum Website.
GRADING STANDARD
Letter Grade Only
Pass/No Pass Only
[CB12] Is this course a repeatable lab course? No
Grade-Pass/No Pass Option
Yes
Is this course to be offered as part of the Honors Program? No
If yes, how many total enrollments? Select
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION - The catalog description should clearly describe for students the scope of the course, its level, and
what kinds of student goals the course is designed to fulfill. The catalog description should begin with a sentence fragment.
Introduction to academic research skills and practice. Students will learn how to find, evaluate, use, analyze, and
correctly cite information in a variety of print and online formats. This class is designed to teach and strengthen lifelong research and information literacy skills. Students will learn research skills required for term papers or
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 2 of 9
presentations for transfer-level classes or for personal research projects
Special Notes or Advisories (e.g. Field Trips Required, Prior Admission to Special Program Required, etc.):
PREREQUISITE COURSE(S)
No
Yes
Rationale for Prerequisite:
Course(s):
Describe representative skills without which the student would be highly unlikely to succeed.
COREQUISITE COURSE(S)
No
Yes
Rationale for Corequisite:
Course(s):
RECOMMENDED PREPARATION
No
Yes
Course(s): ENGL-150 and (CIS-100 or CIS-1)
Rationale for Recommended Preparation:
Students need to be familiar with computer use, including word processing, email, and basic Internet use so that they
will be able to effectively communicate with the instructor and will have the basic skills to format and type a Works
Cited list. Students also need a basic understanding of the writing process and some skill at reading for information.
COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a result of taking this
course?” State some of the outcomes in terms of specific, measurable student actions (e.g. discuss, identify, describe, analyze,
construct, compare, compose, display, report, select, etc.). For a more complete list of outcome verbs please see Public
Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome should be numbered.
1) Identify a research need and develop a topic based on that need.
2) Find information effectively and efficiently by using a variety of search techniques, and extract the needed
information in multiple publication formats.
3) Evaluate the quality and relevance of information sources.
4) Recognize several ethical and legal issues related to the use of information.
COURSE OBJECTIVES - This section describes the objectives the course addresses through the course content. Objectives can
include specific disciplinary questions or goals that are central to the course subject matter and are meant to address what
the various intents of the course are. Each objective should be numbered.
A. Analyze a research question.
1. Articulate a research need.
2. Determine the scope of a research need.
3. Broaden or narrow a research need to fit the scope of a lower-division undergraduate
research assignment.
B. Find information effectively and efficiently by using a variety of search techniques.
1. Identify various types of information sources, such as reference works, popular periodicals,
scholarly journals, etc.
2. Choose appropriate sources based upon the research need.
3. Identify major concepts from the research need to be used as keywords.
4. Use basic search techniques, such as keywords, Boolean operators, search limiters, etc.
5. Use advanced search techniques, such as field searching, truncation, wildcards, etc.
6. Evaluate search success and modify search strategies accordingly.
C. Access needed information in multiple publication formats.
1. Retrieve information from digital sources.
2. Locate print sources in the library.
D. Evaluate the quality and relevance of information sources.
1. Assess the quality of information sources based upon authority, objectivity, purpose and scope.
2. Determine the importance of the publication date in the context of the research need.
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 3 of 9
3. Determine the appropriateness of information based upon its relevance to a research need.
E. Identify several ethical and legal issues related to the use of information.
1. Describe differences between summarizing, quoting, paraphrasing and plagiarizing information.
2. Document sources in accordance with an academic style guide (APA or MLA).
3. Describe the role of copyright in relationship to sources, including digital media.
4. Identify elements in a bibliographic citation.
METHODS OF INSTRUCTION – Clear methods by which instructor will facilitate acquisition of objectives. Include here
descriptions, NOT lists. Course outline must clearly articulate how these methods of instruction are related to, and help
student work towards, achieving the objectives and student learning outcomes. Instructional methodologies will be
consistent with, but will not be limited to, the following types orexamples.
1. Each lesson will deal with content of the outcomes and ask appropriate questions to determine if the students
have read the lesson. The lessons may be taught in person or using the online format.
2. Homework mini-projects will lead to a final project that is an annotated bibliography or research log. By
completing the homeworks students will choose a topic and find resources from various different search tools
including reference materials and databases, library catalog for books or ebooks, databases for journal articles and
internet for academic websites.
3. The Final project will be an annotated bibliography or research log. The annotations will demonstrate that the
student has learned to evaluate the resources found and choose an appropriate one based on the topic chosen,
author or publisher's credentials, and the quality of the content. The journal and some of the homework questions
will show the process the student has gone through to find the resources chosen including the tools used and the
searches done using appropriate search terms and techniques.
4. There will be a final exam that is multiple choice, short essay and/or a search on a given topic to determine that
the students know the information given in the lessons and used in the homeworks.
5. Students will create citations for each resource found using Noodle Tools, a citation generator, to demonstrate
that they know the difference between the items needed for different types of citations.
6. In-text citations and notes in Noodle Tools will demonstrate that students know how to add the in-text citations to
the paper. The note will show the difference between copying - quoting, paraphrasing, and creating their own words
and ideas for a passage.
COURSE CONTENT–This section describes what the course is “about”-i.e. what it covers and what knowledge students will acquire.
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course
outcomes? Each concept should be numbered.
1. Information need.
2. Editorial process.
3. Information cycle.
4. Parameters.
5. Audience.
6. Choosing a topic.
7. Databases.
8. Library catalog.
9. Search engine or web directory use.
10. Search techniques.
11. Advanced search.
12. Boolean language.
13. Controlled vocabulary.
14. Search term development.
15. Call Numbers and use them.
16. Types of Periodicals.
17. Evaluating resources.
18. Credibility.
19. Authority.
20. Relevance.
21. Accuracy.
22. Timeliness/ currency.
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 4 of 9
23. Purpose.
24. Bias / Point of View.
25. Audience.
26. Information gathering.
27. Copyright and Plagiarism.
28. Notetaking/ Outlining.
29. Synthesizing information.
30. Paraphrasing.
31. Ethical use of information.
32. Intellectual property.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each
issue should be numbered.
1. Use a variety of search tools rather than accepting initial results from one source.
2. Identification of point of view and bias in resources.
2. The validity of multiple viewpoints and the ability to balance perspective in the resources chosen.
3. Critical thinking skills in finding and evaluating resources.
4. Intellectual property concerns.
Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.
1. Analytical and critical thinking skills.
2. Life long information finding and use skills.
3. Research process.
4. Experience and learn to differentiate several search tools for finding resources.
5. Exploration and evaluation of resources available and how to select appropriately.
6. Awareness of perspective, authority, and credibility.
7. Intellectual property, freedom of speech.
9 . Citing sources and using in-text citations.
10. Intellectual honesty - using quotes, paraphrases and information ethically.
Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a scientific
calculator, read college-level texts, create a field notebook, safely use power tools, etc). Each skill should be numbered.
1. Become familiar with the CR library and resources available through the library.
2. Identify an information need.
3. Choose a topic, focus the topic, and write a thesis statement based on the description, parameters and purpose of
the project given by any instructor.
4. Develop a search strategy using keywords or controlled vocabulary.
5. Use the library catalog and Ebooks, subscription databases and internet search engines or directories to gather
information and choose resources for a research topic.
6. Evaluate print, electronic and web resources based on currency, relevance, authority, accuracy, and purpose.
7. Cite resources correctly and create a bibliography list in a particular style, MLA or APA.
8. Use parenthetical citations to identify quotes and paraphrases to prevent plagiarism.
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the course
content (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip). These activities
should relate directly to the Course Learning Outcomes. Each activity should be numbered.
1. Weekly lectures or presentations.
a) Choosing a research topic.
b) Developing search terms.
c) Writing annotations to demonstrate evaluation of resource.
d) Searching for and finding resources in the library catalog.
e) Choosing a database, searching for and finding articles in that search tool.
f) Finding, evaluating and selecting resources for research use.
h) Writing citations using a citation generator. Noodle Tools is the current one used by the college.
i) Exporting citations to a word processing document and modifing Annotated Bibliography to include the title and
thesis statement.
2. Discussions of topics presented in class.
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 5 of 9
a) Identifying point of view and bias.
b) Understanding wikipedia and content farms.
c) Understanding filter bubbles and media manipulation.
3. Evaluating and choosing resources based on their quality and the purpose of the project.
4. Creating citations in either MLA or APA style.
5. Creating annotations for resources by giving a summary, the credibility, and a content analysis of the resource.
ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide
evidence of achieving the Course Learning Outcomes. Each assessment should be numbered.
Representative Assessment Tasks (These are examples of assessments instructors could use.):
1. Weekly questions based on the lesson content.
2. Graded discussion postings.
3. Topic choice based on specific research criteria.
4. Weekly homework assignments on student's topic.
5. Shared lists in Noodlebib to view and correct citations and annotations.
6. Annotated Bibliography on a topic that includes an appropriate title and thesis statement.
7. A final exam including short answer questions, and a search for resources on a specified topic.
Required Assessments for All Sections (These are assessments that are required of all instructors of all sections at all
campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative
assessments above.):
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author Tensen, Bonnie L. Title Research Strategies for a Digital Age Date 2013
Author Solomon, Taylor, Wilson, Williamson Title 100% Information Literacy success. Date 2011
Author Quaratiello, Arlene Rodda Title College Student's Research Companion Date 2011
Author Badke, William B. Title Research strategies: Finding your way Date 2011
Other Appropriate Readings: Reading packet, handouts available in the library, links to sites, class lecture outlines.
COURSE TYPES
1. Is the course part of a Chancellor’s Office approved CR Associate Degree?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course for degree(s)
Restricted elective for degree (s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students
may choose to complete a specific number of units required for an approved degree.
2. Is the course part of a Chancellor’s Office approved CR Certificate of Achievement?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course for certificate(s)
Restricted elective for certificate(s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students
may choose to complete a specific number of units required for an approved certificate.
3. [CB24] Is the course Stand Alone?
No
Yes (If “No” is checked for BOTH #1 & #2 above, the course is stand alone.)
4. [CB08] Basic Skills: NBS Not Basic Skills
5. [CB10] Work Experience: NWE Not Coop Work Experience
6. [CB22] Noncredit Category: Credit course, not applicable
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 6 of 9
7. Course eligible Career Technical Education funding (applies to vocational and tech-prep courses only): No
8. [CB23] Course developed using a Chancellor’s Office Economic Development Grant: No
Yes
Yes
9. [CB11] Purpose: Y Credit Course Course Classification Status
10. Accounting Method: W Weekly Census
11. [CB13] Disability Status: N Not a Special Class
12. [CB09] Course SAM Priority Code: E Not Occupational Definitions of SAM Priority Codes
COURSE TRANSFERABILITY
1. [CB05] Current Transferability Status: B Transferable to CSU only
2. [CB21] Course Prior to Transfer Level: Y Not Applicable Definitions of Course Prior to Transfer Levels
CURRENT TRANSFERABILITY STATUS (Check at least one box below):
This course is currently transferable to:
Neither CSU nor UC
CSU as general elective credit
CSU as a specific course equivalent (see below)
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
UC as general elective credit
UC as specific course equivalent
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
PROPOSED CSU TRANSFERABILITY (Check at least one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit
Propose as a Specific Course Equivalent (see below)
If specific course equivalent credit is proposed, give course number(s)/ title(s) of one or more currently-active, equivalent
lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
PROPOSED UC TRANSFERABILITY (Check one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit OR Specific Course Equivalent (fill in information below)
If “General Elective Credit OR Specific Course Equivalent” box above is checked, give course number(s)/ title(s) of one or more
currently-active, equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
CURRENTLY APPROVED GENERAL EDUCATION (Check at least one box below):
Not currently approved
CR
CR GE Category(-ies): Select GE Category, Secondary GE Category (if applicable)
CSU
CSU GE Category:
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 7 of 9
IGETC
IGETC Category:
PROPOSED CR GENERAL EDUCATION (Check at least one box below):
No Proposal
Remove as General Education
Review to maintain CR GE Status
New GE Proposal
____ _Approved as CR GE by Curriculum Committee: _______ _
____ _ Not Approved
(DATE)
____ _ Approved to remove CR GE status
CR GE Outcomes
GE learning outcomes in Effective Communication, Critical Thinking, and Global Awareness must be addressed in all
general education courses.
o Effective Communications: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this
category.
o Critical Thinking: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
o Global Awareness: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
GE Criteria for Breadth and Generality
GE courses should be broad and general in scope. Typically such courses are introductory-- not advanced or
specialized—and the content encompasses a broad spectrum of knowledge within a given field of study.
Explain how the proposed GE course fulfills GE criteria for breadth and generality.
CR GE Area Designation
Course Learning Outcomes and Course Content should provide evidence of appropriate GE Area Designation.
Additional rationale for GE Area Designation (optional):
Area A:
Area B:
Area C:
Area D:
Natural Science
Social Science
Humanities
Language and Rationality
D1: Writing
D2: Oral Communications
D3: Analytical Thinking
Area E: Multicultural Understanding*
*To be considered part of CR GE Area E, all courses must meet the following two conditions: 1. The course must
also be (or be proposed) in one other CR GE area AND 2. The course must be articulated with HSU as meeting
their lower-division Diversity and Common Ground GE requirement.
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE) (Check at least one box below):
NO PROPOSAL
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
C. Arts, Literature, Philosophy, and Foreign Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign
Language)
Curriculum Committee Approved: 04.25.14; 09.01.14
Academic Senate Approved: 05.02.14
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
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D5 – Geography
D6 – History
E. Lifelong Understanding and Self-Development
D7 – Interdisciplinary Social or Behavioral Science
E1 – Lifelong Understanding
D8 – Political Science, Government and Legal Institutions
E2 – Self-Development
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Proposed Intersegmental General Education Transfer Curriculum (IGETC) (Check at least one box below):
NO PROPOSAL
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category: Same as Above
Submitted By: Ruth Moon
Tel. Ext.: 4263
Dean/Director: Erin Wall
Date: 09/17/2014
Review Date: 09/17/2014
For Dean/Director only: Does this course change require a substantial or nonsubstantial change to a degree? Yes
No
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Yes
Date: 10.10.14
Academic Senate Approval Date: 10.17.14
Board of Trustees Approval Date: 11.04.14
Curriculum Committee Approved: 04.25.14; 09.01.14
Academic Senate Approved: 05.02.14
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