CALIFORNIA STATE UNIVERSITY, LONG BEACH
COLLEGE OF HEALTH AND HUMAN SERVICES
DEPARTMENT OF (your department name here)
STANDARD COURSE OUTLINE
Outlines must comply with the following campus policies.
(Policy statements are located on the Academic Senate website at
http://www.csulb.edu/divisions/aa/grad_undergrad/senate/policy/ )
03-11, Academic Technology and the Mode of Instruction
08-11, Accessibility and Faculty Responsibility for the Selection of Instructional Materials
98-06, Assessment Policy
01-01, Attendance Policy
08-02, Cheating and Plagiarism
99-15, Course Materials, Avoiding Conflicts, Avoidance of Conflict of Interest in the Assignment of
71-17, Experimental Courses
09-07, Final Course Grades, Grading Procedures, and Final Assessments
95-07, Graduate Theses and Projects, Definitions and Regulations for
73-26, Speakers in Classroom, Guidelines for Outside
04-05, Syllabi, Course
79-08, Textbooks and Faculty Responsibility on Multi-Section and Sequential Courses, Choice of
75-13, Thesis Policy, Comprehensive Examination
I.
General Information
A.
Course Number:
B.
Title:
C.
Units:
D.
Prerequisites:
E.
Course Classification:
F.
Modality: (list all that apply)
G.
Prepared by: (must list at least one tenured/tenure-track faculty member)
H.
Date of Submission/Revision:
II.
Catalog Description
(give acronym, number, title, and units; the units should be in ( ) )
(Description of the course as it will appear in the Catalog cannot exceed 40 words.
Prerequisites, fieldwork hours, service learning, clinic experience, lab or material fees,
"consent of instructor," designation of the course as "Credit/No Credit" or "Letter grade only
(A-F), or other requirements that do not describe the content of the course are not included in
the 40 word limit.)
III.
Student Learning Outcomes
Student Learning Outcomes are what students should know and be able to do upon completion
of the course. Upon successful completion of the course the student will be able to:
2
A. (Write the student learning outcomes using Bloom’s Taxonomy as a guide. Each outcome
has a separate letter, e.g., A., B., C., etc. Throughout the outline, student learning outcomes
must show correspondence among the description, outline, and assessment. Group the
student learning outcomes by broader areas of competency such as leadership or skill sets.)
IV.
Text
(List required and optional texts, lab manuals, packets, etc. here.)
V.
Course Modality
(indicate the course instructional format)
VI.
A.
Modality Characteristics (PS 03-11)
1. Traditional Class- Face-to-face contact such as lecture, discussion,
demonstration, and direct exchange of materials as the primary method of
communication.
2. Hybrid Class- One-third to two-thirds of the student/faculty and student/student
contact time uses academic technology to structure remote activities. The
remaining communication is face-to-face, similar to a traditional class.
3. Local Online Class (LOC)- majority of the instruction occurs when the student
and instructor are not in the same place. It may require up to two hours of faceto-face meetings per unit.
4.
Distance Education Online Class - communication between faculty and student
occurs primarily via academic technology, but it may also include off-site
meetings.
B.
Any course that uses hybrid, local online, or distance education course delivery shall
explain the following issues in the course syllabus (PS 04-05):
1. how the instructor will communicate with the students and how the students will
communicate with each other;
2. how online participation will be assessed and graded;
3. how the instructor will monitor the online activities of the students;
4. how the standards of appropriate online behavior will be maintained;
5. the level of technical competence required of the students;
6. what the minimum computer hardware and software requirements are for the
class, and what department, college, or University facilities are available to
support these requirements for students who cannot afford to buy the technology;
7. the alternative procedures for submitting work in the event of technical
breakdowns;
8. the on-campus meeting requirements, if any;
9. how academic honesty will be enforced.
Topics to be Covered
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(Give a content outline of the material to be covered. Each topical area should have its own
section, e.g., A., B., C.., etc. The course outline must show correspondence among the
description, student learning outcomes, and assessments.)
VII.
Methods of Presentation
(Explicitly state the methods of presentation. Each presentation method should have its own
section, e.g., A., B., C., etc.)
VIII.
Methods of Evaluation for Grading
(The Standard Course Outline should contain a description of key assessments that measure
student performance on course student learning outcomes. The letter of the corresponding
student learning outcome should appear in parentheses after relevant assessments. The
description of these assessments should be sufficient to allow course instructors to incorporate
them in course syllabi. Course instructors may have additional assessments that are explicitly
linked to student learning outcomes.)
A.
Use the matrix below to display how course assessments are linked to student learning
outcomes.
Assessment Description
Assessment #1
(brief descriptive title and/or description)
Assessment #2
(brief descriptive title and/or description)
Assessment #3
(brief descriptive title and/or description)
Assessment #4
(brief descriptive title and/or description)
Assessment #5
(brief descriptive title and/or description)
B.
Link to Student
Learning Outcome
(SLO)
% of Course Grade
SLO #3
xx%
SLO #2
xx%
SLO #1
xx%
SLO #4
xx%
SLO #5
xx%
Course grades may be based on a descriptive scale such as the following (PS 08-10):
90-100%
80-89%
70-79%
60-69%
Below 60%
=
=
=
=
=
A
B
C
D
F
performance at the highest level showing sustained excellence.
performance at high level showing consistent and effective achievement.
performance at an adequate level meeting basic requirements.
performance is less than adequate meeting minimum course requirements.
performance in which minimal course requirements have not been met.
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C.
IX.
Final course grades shall be based on at least three, and preferably more,
demonstrations of competence by the student. Exceptions require the college dean’s
approval. In no case shall the grade on any single demonstration of competence count
for more than one-third of the final course grade. Exceptions require the college
dean’s approval. (PS 09-07)
Required Statements in Syllabi:
A.
Commitment to Inclusion statement to be placed in each course syllabus.
California State University, Long Beach is committed to maintaining an inclusive learning
community that values diversity and fosters mutual respect. All students have the right to
participate fully in university programs and activities free from discrimination, harassment,
sexual violence, and retaliation. Students who believe they have been subjected to
discrimination, harassment, sexual violence, or retaliation on the basis of a protected status
such as age, disability, gender, gender identity/expression, sexual orientation, race, color,
ethnicity, religion, national origin, veteran/veteran status or any other status protected by law,
should contact the Office of Equity and Diversity at (562) 985-8256, University Student Union
(USU) Suite 301, http://www.csulb.edu/depts/oed.
B.
Statement of Accessibility
http://www.csulb.edu/divisions/aa/academic_technology/itss/course_materials/accessibility/
1.
Accommodation
It is the student’s responsibility to notify the instructor in advance of the need for
accommodation of a university verified disability (PS 11-07, Course Syllabi and
Standard Course Outlines).
Students needing special consideration for class format and schedule due to
religious observance or military obligations must notify the instructor in advance
of those needs.
Students who require additional time or other accommodation for assignments
must secure verification/assistance from the CSULB Disabled Student Services
(DSS) office located at 270 Brotman Hall. The telephone number is
(562)985.5401.
Accommodation is a process in which the student, DSS, and instructor each play
an important role. Students contact DSS so that their eligibility and need for
accommodation can be determined. DSS identifies how much time is required
for each exam. The student is responsible for discussing his/her need with the
instructor and for making appropriate arrangements. Students who are eligible to
receive accommodation should present an Accommodation Cover Letter and a
DSS Student/Teacher Testing Agreement Form to the instructor as early in the
semester as possible, but no later than a week before the first test. (It takes one
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week to schedule taking an exam at the DSS office.) The instructor welcomes
the opportunity to implement the accommodations determined by DSS. Please
ask the instructor if you have any questions.
C.
Cheating and Plagiarism (CSULB Catalog, AY 2010-2011, pp. 50-52)
1.
“Plagiarism is defined as the act of using the ideas or work of another person or
persons as if they were one’s own, without giving credit to the source. Examples
of plagiarism include, but are not limited to, the following: the submission of a
work, either in part or in whole, completed by another; failure to give credit for
ideas, statements, facts or conclusions [which] rightfully belong to another; in
written work, failure to use quotation marks when quoting directly from another,
or close and lengthy paraphrasing of another’s writing or programming.”
2.
“Cheating is defined as the act of obtaining or attempting to obtain or aiding
another to obtain academic credit for work by the use of any dishonest, deceptive
or fraudulent means. Common examples of cheating during an examination
would include, but not be limited to the following: copying, either in part or in
wholes, from another test or examination; giving or receiving copies of an exam
without the permission of the instructor; using or displaying notes; “cheat
sheets,” or other information or devices inappropriate to the prescribed test
conditions; allowing someone other than the officially enrolled student to
represent the same.”
3. “Faculty choices for confirmed plagiarism include:
a. Review- no action; and/or
b. An oral reprimand with emphasis on counseling toward prevention of
further occurrences; and/or
c. A requirement that the work be repeated; and/or
d. Assignment of a score of zero (0) for the specific demonstration of
competence, resulting in the proportional reduction of final course grade;
and/or
e. Assignment of a failing final grade; and/or
f. Referral to the Office of Judicial Affairs for possible probation,
suspension, or expulsion.”
D.
Campus Behavior
1. “Civility Statement- Civility and mutual respect toward all members of
the University community are intrinsic to the establishment of
excellence in teaching and learning. The University espouses and
practices zero tolerance for violence against any member of the
University community. A threat of violence is an expression of intention
that implies impending physical injury, abuse, or damage to an individual
or his/her belongings. All allegations of such incidents will be
aggressively investigated. Allegations that are sustained may result in
disciplinary action up to and including dismissal from employment,
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expulsion from the University, and/or civil and criminal prosecution.”
(CSULB Catalog, AY 2010-2011, p. 743).
2.
Classroom Expectations- All students of the California State University
system must adhere to the Student Conduct Code as stated in Section
41301 of the Title 5 of the California Code of Regulations as well as all
campus rules, regulations, codes and policies. Students as emerging
professionals are expected to maintain courtesy, respect for difference,
and respect for the rights of others
3. Unprofessional and Disruptive Behavior- It is important to foster a climate of
civility in the classroom where all are treated with dignity and respect. Therefore,
students engaging in disruptive or disrespectful behavior in class will be
counseled about this behavior. If the disruptive or disrespectful behavior
continues, additional disciplinary actions may be taken.
X.
Extent and Nature of Technology Use.
(State if and how instructors will require students to use technology as a tool for their
learning.)
Explain the nature of classroom activities. Is the course primarily lectures? Should there be
opportunities for class discussion, group work, one-on-one instruction, student presentations?
If the course is a large lecture format, explain any opportunities for class discussion, student
interaction, small group work, or other factors that would enhance active learning in this
classroom environment.
If film or other audio-visual materials are used in the course, indicate all of the following:
1) why those particular materials are necessary for the course, 2) the amount of class time
devoted to those materials, and 3) a pedagogical justification for why the materials require inclass viewing/listening, rather than out-of-class preparation time.
XI.
Bibliography
(Categories under this section could include books, classic books, journals [do not list
individual articles, just the journals], websites, government documents)
XII.
Justification
(Explicitly state the purpose of the new course or the reasons for revision of a currently
certified course. State the need for the course in the department and how it fits in with
existing academic degree program?)
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