LONG BEACH COMMUNITY COLLEGE DISTRICT
Noncredit Course Outline
SCHOOL:
DEPARTMENT:
SUBJECT:
CATALOG NO:
(5 alpha limit)
FULL DESCRIPTIVE TITLE:
UNITS:
0
(40 character limit)
NUMBER OF HOURS
LECTURE:
LABORATORY:
TEACHING UNITS:
(Per week, based on a term of 18 weeks)
MATERIALS FEE:
GRADE CODE:
CLASS SIZE MAXIMUM:
NG
PREREQUISITE(S):
COREQUISITE(S):
RECOMMENDED PAREPARATION:
CATALOG DESCRIPTION:
ENTITLEMENT AREA (check one)
Parenting
Substantially handicapped
Adult Basic Education
Older Adults
English as a Second Language
Home Economics
Citizenship for immigrants
Health and Safety
Short-term vocational training with high-employment potential
Expandable table for comments
DEPARTMENT HEAD
DATE
FACULTY AUTHOR
DATE
DEAN
DATE
Rev. 3/09
1
Noncredit Course Outline
Remember to complete the outline of record in the web course outline database. For directions see Faculty Curriculum
Reference Book, refer to the “Help” button located on each page of a draft outline, or contact curriculumdesk@lbcc.edu.
STUDENT LEARNING OUTCOMES/OBJECTIVES
Course level student learning outcomes and objectives are clear and measurable
statements that define what a student knows and/or is able to do at the completion of a
course.
Outcomes and Objectives: Student learning can be identified as either outcomes, which
are broad, more global statements or objectives, which are narrow, more specific
statements. The difference is primarily that the outcomes demonstrate an overarching
understanding and/or application of a core subject aspect while the objectives are the
small pieces of subject matter, which build up to the learning outcome(s).
Identify the student learning outcomes in the box at the top of this page’s listing. A
prompt is already provided so begin each student learning outcome statement with an
observable verb from Bloom’s Taxonomy or a comparable taxonomy to complete the
sentence. Please number the student learning outcomes.
The format of learning objectives on this page consists of four different groups. Identify
the learning objectives for the course in the appropriate box(es). Complete the sentence
prompt making sure to include an observable verb from Bloom’s Taxonomy or a
comparable taxonomy. Please number the learning objectives.
All student learning outcomes and objectives must be addressed in the content, methods
of presentation, college-level assignments, and methods of evaluation that follow as this
is an integrated outline documenting the instructional experience.
OUTCOMES
Upon completion of the course the student should be able to:
OBJECTIVE GROUP ONE: SKILL DEVELOPMENT-APPLICATION
Upon completion of the course the student should be able to:
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Knowledge skills: The ability to relate general or specialized knowledge relevant to a problem and
to implement a solution; also, the ability to locate, retain, and apply relevant knowledge.
Critical thinking and reasoning skills: The ability to formulate and analyze problems and to
employ rational processes to achieve increased understanding (e.g., the recognition of biased points of view
in a speech or a book; the recognition of cause-and-effect relationships).
Creative skills: The ability to design, produce, or otherwise bring into existence original
perspectives, explanations, and implementations (e.g., the production of unique communication; the
development of an effective plan or solution to a problem; or the creation of works of art.).
Communication skills: The ability or competence to read, write, speak, and listen. The ability to
convey information, attitudes, emotions, etc. and also, the ability to receive and interpret communications.
These skills also encompass normal, non-written expression and perception.
Motor skills: The ability or competence in tasks requiring physical dexterity and/or skill.
OBJECTIVE GROUP TWO: PERSONAL DEVELOPMENT
Upon completion of the course the student should be able to:
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Physical Health: The physical well being of students.
Mental Health: The mental well being of students.
Change/Stability: Attitudes toward new and different ideas, relationships, products or methods; the
desire to introduce, avoid, or be associated with changes.
Self-concept: The feeling and acceptance of oneself as having basic worth and value.
OBJECTIVE GROUP THREE: GENERAL KNOWLEDGE
Upon completion of the course the student should be able to:
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Broad general theory in the discipline.
Social attitudes in terms of the relationship of the individual student to the discipline.
Cultural knowledge relating the discipline to the culture.
Mastering of basic principles, facts, and vocabulary of the discipline.
OBJECTIVE GROUP FOUR: SPECIALIZED KNOWLEDGE-DEPTH
Upon completion of the course the student should be able to:
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Acquisition of essential abstract theory for the discipline.
Mastering of facts and basic principles of the discipline.
Knowledge of vocabulary and meaning of terms related to the discipline.
METHODS OF INSTRUCTION
(Identify as many as apply)
Under each identified instructional strategy, please explain how the organized instruction is
conducted reflecting educational technology and use of the facilities, materials, equipment and
aides.
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down with each new line you type.
Lecture: Includes formal presentations and demonstrations which are as primarily one-way
communications of course materials
Laboratory: Includes instructing, preparing and supervising student investigators & supervising
activities where students perform individually or collectively as a group or team
Discussion: Two-way communications of course material
Workshop: Intensive one-day study of a subject matter area by means of lecture, discussion, seminar,
laboratory techniques or any combination of these
Instructional Aide: Noncertificated person acting as an intermediary between student & instructor
and trained in carrying out nonteaching duties, as well as performing tutorial support services under the
immediate supervision of a credentialed instructor
Lecture Series: Lecture series offered under a general blanket theme, year after year, will have
permanent approval by overall title or theme.
Computer-Assisted: A specialized form of mediated instruction relying primarily on student access to
information and prepared lessons or teaching materials through a computer terminal
Other/Supplemental Learning: please specify below
ASSIGNMENTS
(Identify as many as apply)
Under each identified instructional strategy, please describe suggested assignments and class
activities that will assist students in achieving the learning outcomes previously listed on that page. Two
hours of appropriate outside assignments are required for every one hour of lecture. (Not all types of
assignments listed below may be appropriate for this class.)
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Writing Assignments: essay(s), written homework, term/research paper, and/or other (specify)
Reading Assignments: textbook, journal article(s), literature, and/or other (specify)
Lab or field activity, product, and/or report
Class presentation
Group assignment
Journal
Portfolio
Other/Supplemental Learning: please specify below
METHODS OF EVALUATION
(Identify as many as apply)
Under each identified evaluation strategy, please explain how the instructor will evaluate the
students’ work (refer to assignment page) and how these evaluations demonstrate that students have met
the expected outcomes for this course (see listing on outcomes page).
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down with each new line you type.
Written evaluation, such as: Essay Exam(s), Essay Paper(s), Laboratory Report(s), Written
Homework, Reading Report(s), Other (specify):
Computational or non-computational problem-solving demonstrations, such as:
Exam(s), Quizzes, Homework Problem(s), Laboratory Report(s), Fieldwork, Other (specify):
Skill demonstrations, such as: class performances(s), fieldwork, performance exam(s):
Objective examinations, such as: multiple choice, true/ false, matching items, and completion:
Portfolio:
Oral Presentation(s):
Other/Supplemental Learning (describe and explain):
PROCESS FOR ASSESSMENT OF COURSE EFFECTIVENESS
Once the primary method of course effectiveness is identified, please describe suggested
assessment tools and how they measure course outcomes.
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Standardized instrument measuring student subjective opinion
Standardized instrument objectively measuring student knowledge
Student satisfaction with his/her educational experience
Competency based written and practical tests, which demonstrate the students' ability to apply skills
and concepts learned to minimum standards established by the instructor
Labor Market Information (LMI)
TEACHING MATERIALS
Identify below the teaching materials utilized in the course.
It is recognized that additional materials may be used and they may vary from time to time.
Please describe an acceptable scope of materials and list appropriate representative
samples.
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down with each new line you type.
Published textbook
Teacher-prepared instructional materials
Tapes, videotapes, films, slides or other audio-visual materials
Computer-assisted instruction
District/college-prepared materials
Equipment, tools and materials
COURSE CONTENT
Please provide a listing of concepts and topics covered in this class in a heading/subheading format.
Note: Please type your list in the expanding table below; the table will expand down
with each new line you type.
REQUISITES
Identify the requisites for the course. Please specify any combination thereof.
Prerequisite
Corequisites
Recommended Preparation
Please fill in the appropriate course(s) for your requisite(s) and list 4-6 skills, concepts,
and/or course information outcomes for each course you list.
PREREQUISITES
After appropriate faculty content experts inspected the detailed course syllabi, course
objectives, teaching materials, evaluation instruments, and course content for the courses
listed below, we believe that a student who has not met the prerequisite is highly
unlikely to succeed in the course.
Note: Please type your information in the expanding table below; the table will
expand down with each new line you type.
Prerequisite Course(s):
We find that the following exit skills, concepts, and/or information are acquired in the
requested prerequisite course(s). We believe that these skills, concepts, and/or course
information are necessary entry skills.
List 4-6 skills, concepts, and/or course information outcomes from the Prerequisite
course(s).
1.
2.
3.
4.
5.
6.
COREQUISITES
After appropriate faculty content experts inspected the detailed course syllabi, course
objectives, teaching materials, evaluation instrument, and course content for the courses
listed below, we believe that a student who has not met the corequisite is highly unlikely
to succeed in the course.
We find that the following exit skills, concepts, and/or information are acquired in the
requested corequisite course(s). We believe that these skills, concepts, and/or course
information are necessary entry skills.
Note: Please type your information in the expanding table below; the table will
expand down with each new line you type.
Corequisite Course(s):
List 4-6 skills, concepts, and/or course information outcomes from the Corequisite
course(s).
1.
2.
3.
4.
5.
6.
RECOMMENDED PREPARATION
After appropriate faculty content experts inspected the detailed course syllabi, course
objectives, teaching materials, evaluation instruments, and course content for the courses
listed below, we believe that a student who has not met the recommended preparation
will succeed in the course, but will not learn as much as they could if they had completed
the recommended preparation.
Note: Please type your information in the expanding table below; the table will
expand down with each new line you type.
Recommended Preparation Course(s):
We find that the following exit skills, concepts, and/or information are acquired in the
recommended preparation course(s). We believe that these skills, concepts, and/or
course information are important entry skills.
List 4-6 skills, concepts, and/or course information outcomes from the
recommended preparation course(s).
1.
2.
3.
4.
5.
6.