Curriculum FAQ

FAQS: Frequently Asked Curriculum Questions

  1. Do I have to fill in all parts of the “Course Checklist” or only the items I want updated?
    Yes, you must complete the entire course checklist before the system will allow you to submit your proposal.

  2. If I am modifying a course, do I have to enter information from the existing COR?
    No. Information from the existing COR has been auto-filled for you.

  3. If I am modifying a course, will CurricUNET create a mark-up version that shows all of the revisions I’m making?
    Yes, all revisions will be shown; red colored ink will mark the deletions to the COR and areas highlighted in green are new additions to the COR. You can view this report by clicking the Course Comparison (CC) icon.

  4. What is the difference between “Title” and “Short Title”?
    “Title” refers to the full title of the course for the College Catalog; e.g.: “Microsoft Access Database Design and Development.” The title can have a maximum of 68 characters. “Short Title” refers to the abbreviated version used in the Schedule of Classes; e.g.: “Access Design and Development.” The short title can have a maximum of 30 characters.

  5. What length and style should the “Catalog Description” be?
    Catalog descriptions vary somewhat among different disciplines. Review the current catalog for description content and style consistent with other courses in your discipline.

  6. What are the different “Course Types” that I can choose among at Chaffey?
  7. Lecture classes consist primarily of lecture and discussion and are usually scheduled in standard time modules.
  8. Laboratory (Scheduled)also meets during standard, scheduled time modules.
  9. Laboratory (Arranged Hour) - Self-Pacedallow students to complete assignments on their own time, at their own pace, in an instructor-supervised campus lab. Student must enroll in these classes during the regular registration period.
  10. Laboratory (Arranged Hour) - Open Entry are Self-Paced laboratories that students may enter any time during the semester.
  11. Laboratory (Arranged Hour) - Neither of the above require students to complete their work in a supervised lab during variable hours determined by their instructor.
  12. Lecture/Lab Combination classes have their lecture and lab portions scheduled in the same module.
  13. Studio classes are a combination of lecture and activity, usually associated with the arts.
  14. Work Experience/Cooperative Educationclasses offer college credit for supervised workplace experience. These classes are sometimes referred to as “Internship” or “Externship.”
  15. Independent/Directed Study classesare individual variable-hour studies arranged directly with the instructor.

  16. How do I calculate student “hours per unit” for different types of classes?
    All student hours are calculated according to the Carnegie unit, which requires three hours of work per week for one unit of credit.
  17. Lecture units require two hours of outside assignments for every hour in class. For example, a three unit lecture course requires three hours in class and six hours of homework per week.
  18. Lab units are earned during class hours; students are required to complete few or no outside assignments. For example, a three unit lab course requires nine hours in class per week with no assigned homework.
  19. Lecture/Lab courses calculate lecture units and lab units separately and total them. For example, a four unit lecture /lab course requires three hours in class and six hours of homework per week to equal three lecture units. Another three hours in class per week equals one lab unit.
  20. Studio units require one hour of outside assignments for every hour in class. For example, a two unit studio course requires three hours in class and three hours of homework per week.
  21. Paid Work Experience gives students one unit of credit for every 75 hours of paid, supervised work experience.
  22. Unpaid Work Experience gives students one unit of credit for every 60 hours of unpaid, supervised work experience.

  23. How many times can a course be repeated for credit?
    Title 5 allows repetition of credit courses only when the course is specifically intended to build skills or to change focus; i.e., a class in theater in which the student shifts focus from lighting, to sets, to make-up, etc., in subsequent semesters. Four is the maximum number of times a credit course may be taken unless special circumstances apply. Non-credit courses have no maximum number of repetitions; students may repeat them as many times as they choose.

  24. What numbering system does Chaffey use to designate course level?
    0 to 99 designate courses that apply to a Chaffey certificate or degree and are also transferable to four-year colleges.
    400 to 499 designate courses that apply to a Chaffey certificate or degree but are not transferable.
    500 to 599 designate pre-collegiate courses that are not Degree or Certificate Applicable or transferable.
    600 to 699 designate non-credit courses that are not graded or transcripted. To be classified as non-credit, the course must meet one of the Chancellor’s nine non-credit categories: Parenting, Elementary or Secondary Basic Skills, English as a Second Language, Citizenship, Substantial Disability, Short Term Vocational, Older Adults, Home Economics, or Health and Safety.
  25. What grading options are available for my classes?
    Credit courses may have a letter grade option, a Pass/No Pass option, or both. Non-Credit courses are not graded and do not appear on a student’s transcript.

  26.     How many objectives should my course have?
    There is no required number. However, individual courses typically contain ten to fifteen objectives.

  27. Do I need to use any special language for my “Course Objectives?
    Yes, objectives must contain cognitive action verbs. The majority of objectives for transfer-level courses should contain higher level critical thinking verbs. For examples, consult “Taxonomy of Cognitive Verbs.”

  28. Should I list every course topic in the “Content” section?
    No, focus on core topics that all instructors will be expected to cover. The order and emphasis of these topics will vary from instructor to instructor; individual instructors may also include appropriate topics that are not on the list. Where applicable, indicate ranges of choices; for example, “one of the major Shakespearean tragedies, such as Hamlet, Othello Macbeth, or King Lear.”
  29. Must instructors use all the “Methods of Instruction” and “Methods of Evaluation” specified in the COR?
    No, choose the instruction and evaluation methods your discipline recommends for teaching this course. Individual instructors may choose from among these methods, according to experience and pedagogical philosophy. All methods should be appropriate for course type (e.g., “lecture” is not an appropriate instructional method for a laboratory course, nor would an essay be used to evaluate a pronunciation class).

  30. Why do I divide my “Out-of-Class Assignments” into categories such as reading, writing, and problem solving?
    Title 5 specifies that certain categories of assignments should be included in a college course. Not all categories, however, will apply to every course. For example, a math course might not require writing assignments. The range and type of assignments should reflect unit type; e.g., a lecture course requires outside assignments of 36 hours per semester for each unit of credit. Conversely, a lab course requires minimal outside work.

  31. Why must I include examples of assignments? Must all instructors use these same assignments?
    Title 5 requires that course outlines specify assignments; however, specific class assignments will vary by instructor. Examples are included as a way of demonstrating the rigor and critical thinking expected in a typical reading, writing, or problem-solving assignment for the course. Transferable courses should include sample assignments that require greater skill and more critical thinking than non-transferable courses.

  32. Why must my textbooks be less than five years old?
    When transfer courses are evaluated by four year colleges, they routinely examine the textbook list to make certain the course is up to date. Occupational course textbook lists need to demonstrate currency in the marketplace. Sometimes, however, an older text remains the best choice for a particular class. If you wish to include a text that is more than five years old, indicate the book is a “classic” in the edition field.

  33. What is the difference between the “Title” and the “Main Title” of a periodical?
    Sometimes you will need to differentiate the title of an individual article or edition from the main title of a publication; e.g., Newsweek may issue a volume titled Most Interesting People of 2006.
    In this case you would list Newsweek as the main title of the publication and Most Interesting People of 2006 as the title.

  34. How do I demonstrate that my course meets the “Chancellor’s Approval Criteria”? Do I just cut and paste from the attached document?
    No, review the criteria in the attached document and then provide a brief narrative summary of the ways that your course meets each criterion.

  35. What is the difference between a prerequisite and an advisory?
    There are three primary differences. The first is that a prerequisite is a course, whereas an advisory can be a course, a skill, or a specified type of experience. The second is that a prerequisite is required, whereas an advisory is recommended. Finally, Datatel blocks students from registering in a course if they have not met the prerequisite. Datatel does not block students who have not completed advisories.

  36. What is the difference between a corequisite and a prerequisite?
    Both are required courses. However, prerequisites must be completed before enrolling in a course. Corequisites may be completed either prior to, or concurrent with, the primary course.

  37. What types of prerequisites are there?
    There are three types.
  38. A communication or computation prerequisite is a course in Reading, English, or Math that must be completed prior to enrollment in a course in another discipline. An example would be an English prerequisite for a biology course. This type of prerequisite requires that a data analysis be completed before the prerequisite can be implemented.
  39. A sequential prerequisite is a course in the same discipline that follows a required sequence. An example would be Spanish 1 as a prerequisite for Spanish 2. Sequential prerequisites require only a content review for validation.
  40. A standard prerequisite is a prerequisite that is routinely required at a four-year college. An example would be math as a prerequisite for physics. Standard prerequisites apply only to transfer level courses. Validation requires both a content review and references to three comparable courses at a UC or CSU.
  41. What types of corequisites are there?
    There are two types of corequisites.
  42. A one-way corequisite is an ancillary course whose content is dependent on a primary course that could be taken alone. For example, an astronomy lab could not be taken without completing an astronomy lecture course. The lecture, however, could be taken without the lab. The lab in this case is optional.
  43. A two-way corequisite is one of two linked courses in which the content of both courses is interdependent. An example would be a chemistry lab and a chemistry lecture. Although two-way corequisites are usually taken concurrently, previous completion may be allowed. For example, a student might take the chemistry lecture course in fall semester and take the chemistry lab in spring semester. Both courses are required.

  44. What is a limitation on enrollment?
    A limitation on enrollment is a non-course requirement. Typical examples would be auditions for team or performance courses, admission into a particular program, or current TB testing. Students who do not meet the requirement will not be allowed to enroll in the course.

  45. What is a “Content Review”?
    A content review matches objectives of the prerequisite or co-requisite course to the objectives of the “proposed” course. It is designed to demonstrate which skills from the requisite course will be needed in the “proposed” course.