Course Tech Review Checklist by Field
COURSES:
General Information
 Select a Discipline. Comprehensive list of disciplines is included on left navigation bar link.
 Ensure text box for “Rationale” includes demonstrated need and alignment with local and state
priorities in a minimum of 3 sentences. Use complete sentences in rationale.
 Where applicable, rationale should include reference to recommendations from Program Review,
C-ID alignment, advisory boards and state recency requirements.
 Request start date must allow time for Board and state approval and inclusion in catalog. May only
enter Fall semester.
 If revision, make sure each area revised is checked and do not check areas that are not changed.
Only check Catalog Description, Units/Hours and Pre/corequisite changes if they are actually
made. This will trigger a change to the following year’s catalog.
Units/Hours
 Variable Units question most commonly answered “No”.
 Make sure units and hours align (1 lecture unit = 1 lecture hour per week and 1 lab unit = 3 lab
hours per week)(1 work experience unit = 60 unpaid hours or 75 paid hours of work – Curricunet
will automatically enter the hour number)
 If lab hours are more than 3 hours/week per unit, discuss with your Curriculum Rep
 Grade Type will determine how all instructors teaching this class can grade. This will be listed in
the schedule of classes. Major classes should generally not be “Pass/No Pass only”. Be sure you
have selected the correct designation.
 Repeatability: Most classes may be taken only 1 time. If unsure, discuss with Rep.
 Catalog Description should describe what is covered in the course rather than what students will
do.
 Make sure catalog and schedule descriptions do not include “will learn” type statements and are
understandable by a student.
 Both catalog and schedule descriptions must include complete sentences. Do not include future
tense (“will”).
 Make sure Recommended Prep, Pre/co-req’s, Advisories are in Schedule Description (all college
level classes must have the following Recommended Prep: Eligibility for Engl 1A and Read 53.)
 Make sure pass/no pass option is in Schedule Description
 Select TOP and SAM codes. Left navigation bar includes link to comprehensive list of TOP codes
and their subject titles. To determine if a course is Occupational, look at TOP codes list in left nav
link. Those programs that are vocational include an asterisk next to the T.O.P code number. Most
common SAM codes are “None” or “Occupational”.
 Is this course Stand Alone question: Stand Alone classes mean classes that are not attached to any
degree or certificate as a major course. This question most commonly answered “No”.
Degree/Transfer Applicability
 Make sure Freba has been consulted if this is a new course or if additional articulations are
requested for a revision
 If selecting IGETC or CSU GE or CSU transfer or UC transfer on the drop down menu, please
provide example of at least one comparable course at a lower division level at a CSU or UC campus
by using the Assist link on this page. If no comparable course is found, please provide justification
for transfer.
 Make sure articulation timeline is explained to proposer and how this could impact students.
Timeline document is available on left navigation bar on Curricunet entitled “Articulation
Process”.
 If units are being decreased, or prerequisites or objectives are changed on the course, the course
needs to be rearticulated.
SLO’s
 Use verbs from Bloom’s taxonomy (found on right navigation bar link called “Taxonomy”). Higher
order verbs are preferred.
 You will need to measure every SLO at each SLO cycle. No more than 1-3 outcome statements are
recommended.
 Make sure SLOs, objectives and content relate to each other
 Make sure they are measurable
 (section needs to match C-ID descriptor if appropriate)
Objectives





Start with a measurable verb from the taxonomy list (found in SLO page)
Do not start objective with work “Understand”
Make sure SLOs, objectives and content relate to each other
Make sure they are measurable
(section needs to match C-ID descriptor if appropriate)
Lecture Content
 If this is a revision, go to COR report and copy and paste lecture content from that document
(percentages are no longer required)
 Make sure SLOs, objectives and content relate to each other
 Make sure content aligns with C-ID descriptor, if C-ID alignment
 Make sure content is stated as topics (nouns and not verbs)
 Provide major topics and subtopics in outline form
 For Format, select “Paragraph”
 For Font, select “Arial”
 For Font Size, select 10 pt
 (section needs to match C-ID descriptor if appropriate)
Lab Content
 If this is a revision, go to COR report and copy and paste lab content from that document
(percentages are no longer required)
 Make sure SLOs, objectives and content relate to each other
 Make sure content aligns with C-ID descriptor, if C-ID alignment
 This section needs to reflect activities that are related to the lecture content (unless it is only a lab
course)
 These activities should be those that need to be conducted under the supervision of instructor and
not be intended as homework





Use outline form
For Format, select “Paragraph”
For Font, select “Arial”
(section needs to match C-ID descriptor if appropriate)
For Font Size, select 10 pt
Requisite Analysis
Basic Skills
 Level II Reading and Level II Writing are required for all degree applicable and transfer level
courses
Pre/Corequisite





Select any appropriate pre/corequisite from drop down
Make sure that any selected pre/corequisites are necessary for success
Enter minimum grade (should be no lower than “C”)
Do not add out of discipline pre-corequisites without consulting with Curriculum Chair
If out-of-discipline prereq/coreq is required by mandate or 4 year, documentation must be
uploaded to “Attached Files”
 If Pre/corequisite needed for C-ID alignment, make sure 4 years require them and appropriate
documentation is attached
 (section needs to match C-ID descriptor if appropriate)
Content Review
 Enter requisite skill that students need to have mastered as they enter the class which justifies the
selected pre/coreq (ex: for prereq of Math 902, requisite skill could be: “should be able to perform
basic mathematical operations, such as addition, subtraction, multiplication and division of whole
numbers, fractions and decimals.”)
 Then match appropriate objectives to the requisite skill
Out of Class Assignments
 Make sure calculation is correct
 For every 1 hour of lecture, you must have 2 hours of homework listed
 Lab hours do not require homework
Student Prep/eval
 This area is meant to demonstrate the rigor of the course per Title 5 regulations for college level
courses
 Make sure there are both specific reading and writing examples stated as assignments to students
 The reading and writing assignment need to reference the textbook (ex: read pages 20-50 of the
Origin of the Species and write a 5 page paper on evolutionary theory”)
 All assignments must be connected to course content
 Make sure Outside assignment stated as assignment to student and includes student activity (ex:
“Attend poetry reading and write a one-page reflection” or “Read chapter 10 of [enter textbook




title from textbook list] and write a comparison between the 2 perspectives described” or “Solve
problems from the textbook involving acids and bases and submit all appropriate work”)
Make sure evaluation types are listed as bullets w/no preceding sentence (need to match C-ID
descriptor if appropriate)
(section needs to match C-ID descriptor if appropriate)
For UC transferable courses, include evidence of in depth writing beyond journal entries and
examinations. Indicate length of writing assignments and give examples of possible assignments.
In addition to a textbook, further evidence of required primary reading sources as they relate to a
required writing assignment is required. Specific examples of these readings are required.
Critical thinking assignments – provide a specific critical thinking example stated as an assignment
to the student. Should involve higher level reasoning.
Methods of Instruction
 Make sure that examples explain how the instructor is teaching the class rather than student
activities. Use language “instructor will..”. Ex: “Instructor will present Powerpoint lecture.”
 Select methods of instruction and add specific detail of how it will be practiced.
 For questions about definitions of methods of instruction, consult your Rep.
Distance Education
 Consult help menus in DE fields and consult with Lisa Kaaz to complete this section.
Textbooks
 Make sure examples are published within last 5 years
 Make sure older textbooks include justification such as “this textbook is a classic in the field. This
is the most recent edition”.
Other Supplies – change this title to Instructional Material Fee
Instructional Material Fees – process will be developed with Administrative Services Office
Library Resources
 Please indicate what additional library and technology resources (i.e. books, software) are needed
to teach this course.