ONLINE MASTER COURSE OUTLINE PROCESS

Last revision Feb. 14, 2005 1

ONLINE MASTER COURSE OUTLINE INSTRUCTION MANUAL

Also Known As:Shoreline Community College’s new

COURSE & PROGRAM DESIGN SYSTEM

Phyllis A. Harris, Institutional Data Specialist, [email protected] Smith, Database/Web Applications Programmer, [email protected]

In conjunction with the Curriculum Committee’s MCO Redesign Subcommittee

Here is the Website link to start using the Online Master Course Outline System: www.shoreline.edu/mco


ONLINE MASTER COURSE OUTLINE INSTRUCTION MANUAL TABLE OF CONTENTS

Title Page…………………………………………………………………………………..………...…………......……..1Table of Contents…………………………………………………………………………………..…......................2- 5 Part 1 Designing a Course and Master Course Outline…………………………………………………….6What is a Master Course Outline?.....................................................................................................................7How do I begin? Guiding Your Course Through the Curriculum Committee……….………...................8-12 Part 2 Starting the Online Master Course Outline Process……………………………………………....13How do I get started using the Online System? Log In Screen & Customer Service................................14What do I need to do to Add or Change a course or MCO?..........................................................................15Add a new MCO or Find an existing MCO, how do I know which to choose? Add a course…….............16Find an existing course. How do I get to the Online MCO Manual?............................................................17Part 3 Add a Master Course Outline………………………………………………………………………….18Information Tab:

Saving a New MCO: Why are you adding a new course? Who is submitting it?..............................19I have saved my MCO, but what happened to the Save button?..........................................................20Save Changes or Cancel Changes. Toggle between Tabs………………………………………………..21Saving your MCO - Troubleshooting: What if it won’t let me save and I don’t know why?..............22

Description Tab: What do I do next? Click on Description Tab, complete screen, save………………….23Outcomes Tab:

Click on Outcomes Tab and Add New Entry at Bottom…………….......................................................24Error Message – Have you saved your new MCO? What if it won’t let me save?...................………25HelpNotes for Outcomes: Be sure to read these thoroughly…..……………………………………......26Course Outcomes: What should students know and be able to do as a result of this class?.........27Assessment Methods: What tools/tasks do you use to measure your students’ progress?...........28General Education Outcomes: Which Gen Ed Outcomes do these Assessments address?...........29Gen Ed Outcomes: How do I add and remove Gen Ed Outcomes?....................................................30


ONLINE MASTER COURSE OUTLINE INSTRUCTION MANUAL TABLE OF CONTENTS

Part 3 Add a Master Course Outline (continued)Outline Tab:

Write an outline of your Course Content……………………………………………………………….….31Transfer Info. Tab:

Is this course part of a degree/certificate program? A “W” course?...............................................32Transfer HelpNotes: Use the HelpNotes to answer Transfer questions…………………………….33

Degree/Distribution Requirements Tab: Does it meet Degree and/or Distribution Requirements? Dual-listed?............................................34

Detail Tab: Answer the course coding questions using the HelpNotes……………………………….…………...35

Financial Tab: Financial details. What will adding this course cost?......................................................................36

Cover Page 1 Tab: What do I do next?................................................................................................................................37Directions/Steps to Continue: HelpNote………………………………………………..........................38

Cover Page 2 Tab: Checklist portion of the Cover Page………………………………………………………………………..39

Sign Off Tab: Who do you need to review and/or approve your Master Course Outline?....................................40Emailing Your MCO: Do you want colleagues or the Dean to review it?........................................41


ONLINE MASTER COURSE OUTLINE INSTRUCTION MANUAL TABLE OF CONTENTS (continued)

Part 4 Find a Master Course Outline……………………………………………………………………............42How do I find an existing course or MCO?.......................................................................................................43

1. Specific searches: I know the course discipline & number, how do I find the course information?............................44

2. Generic searches: I don’t know the course number, how do I find the course information?........................................45

3. Search by Submittal Number: How do I find an MCO in progress to work on it or review it?...........................................................46

Information Tab: Unchanged MCO – Scrolling through existing courses….......…………..………………………………....47Proposed New MCO/Draft – What does an MCO in progress look like?................................................48How do I change an existing course?.......................................................................................................49Changes Proposed/DRAFT- What do I do next?......................................................................................50

Description Tab: What do I do next? Click on Description Tab, review and change........................................................51

Outcomes Tab:Click on Outcomes Tab and Add New Entry at Bottom…………………….............................................52Course Outcomes: What should students know and be able to do as a result of this class?...........53Assessment Methods: What tools/tasks do you use to measure your students’ progress?.............54Assessment Methods- Error: What happens if I leave the screen without Saving & Closing?..........55General Education Outcomes: Which of the GEOs do these Assessments address?.......................56Gen Ed Outcomes: How do I add and remove Gen Ed Outcomes?......................................................57


ONLINE MASTER COURSE OUTLINE INSTRUCTION MANUAL TABLE OF CONTENTS (continued)

Part 4 Find a Master Course Outline (continued)Outline Tab:

Write an outline of your Course Content……………………………………………………………...............58Transfer Info. Tab:

Is this course art of a degree/certificate program? A “W” course?.......................................................59Transfer HelpNotes:

Use the HelpNotes to answer Transfer questions……………......………………………………......……...60Degree/Distribution Requirements Tab:

Does it meet Degree and/or Distribution Requirements? Dual-listed?..................................................61Detail Tab:

Review the course coding questions, changing as needed…………………………………………..…....62Financial Tab:

What are the financial details? Will this change affect costs?..............................................................63Cover Page 1 Tab:

Fill in the date. The rest should autofill…………………………………………………………………......…64Directions/Steps to Continue: HelpNote………………………………………………................................65

Cover Page 2 Tab:Checklist portion of the Cover Page…………………………………………………………………………....66

Sign Off TabWho do you need to review and/or approve your Master Course Outline?..........................................67Emailing Your MCO: Do you want colleagues or the Dean to review it?.............................................68

Still to Come and Kudos………………………………………………………………………………………………..69GLOSSARY: HelpNotes…………………………………………………………………………………………..70-123



Part One:

Designing a Course and Master Course Outline


WHAT IS A MASTER COURSE OUTLINE?

A Master Course Outline is the College’s official record of a course. This is the document that is submitted to the Curriculum Committee for approval of a new course or a change to a course. The original Master Course Outline is kept on file in the Office of Instruction (Executive Vice President for Academic Affairs Office) as required for accreditation.

Courses at Shoreline Community College require approval by the Curriculum Committee before it may be offered or changed. There is also an approval required by the Washington State Board for Community and Technical Colleges before a course may be offered by a college.

The information requested by the Online Master Course Outline Process is actually used for more than one purpose. The first is to generate the documentation to be presented to the Curriculum Committee (a Cover Page and a Master Course Outline form.) The second is to generate input documentation so your course can be entered into the state-wide college computer system. The third purpose is to be able to generate reports and tracking information on the different data being entered, for example to track which courses meet degree requirements and/or distribution requirements.


HOW DO I BEGIN?Guiding your course through the Curriculum Committee

PREPARING YOUR MASTER COURSE OUTLINE:The instructions given here are meant to help you with the new Master Course Outlineprocess, as well as tell you what to expect when you appear before the CurriculumCommittee.

A. DESIGNING YOUR COURSEStart with your vision of the course. Plan your course exactly the way you want. Include all the information that a new teacher would need in order to teach the course. The following checklist may be useful as you go through this process:• A list of topics that would be covered in your course;• A set of skills your students will master;• A set of outcomes you want to measure; • Prerequisites – think about English and Math prerequisites as well as courses in your discipline;• What you plan to assess and how you will assess it.

B. FILLING OUT THE ONLINE MASTER COURSE OUTLINE SCREENSOnce the plan for your course is complete, move to the Online Master Course Outline screens at: www.shoreline.edu/mco

1. Click on Add a Master Course Outline for new courses or Find a Master CourseOutline for existing courses.

2. The Course Information tab has a change log/notes/rationale box where you cantell us what you are doing, i.e. adding a new course, or changing an existingcourse, and where you can provide us with the rationale for what you are doing.


HOW DO I BEGIN?Guiding your course through the Curriculum Committee (continued)

3. The Description tab asks for basic course information, such as Discipline, Number, Title, Abbrev.Title, Credits, Course Description, Prerequisites, Instructor Permission, Grading Options, and Planned Year/Quarter.• Consult with your Dean and Department/Division colleagues to be sure your course number is

available and appropriate to the level of the course. • Choose a title that is descriptive and is different from other courses in your discipline.• Be sure your description is clear and that your course is easily distinguished from other

courses by both its title and its description. The description you write will be read by yourprospective students when it appears in the catalog and time schedules. If your course has aspecific audience, you might want to include that information in your course description. Notethe length limitation.

4. The Outcomes Tab is where you tell us what you expect your student to be able to do upon completion of this course, what assessment methods you are using to measure their progress, if they are suggested or required, and whether any of the new Gen Ed Outcomes apply.• The course outcomes should be measurable, clear, and should include only outcomes you

plan to assess. For more information on writing outcomes, you can refer to the HelpNotes onthis tab.

5. The Outline Tab has unlimited text space and lets you input the outline of topics and content for your course. You can cut and paste into this memo box, if you have the information already typed in a Word document.



• This is where you put the rest of the information that is specific to your course. The coursecontent/major course topics can also include a more expansive narrative description of yourcourse. This part of the document is where other instructors might turn when they want to findout how to teach your course, so be as specific and complete as you can.

6. The Transfer Information Tab includes what type of degrees and/or certificates this courseapplies to, where it transfers to and how it transfers and also whether this is a W course.• The Transfer Information section includes information for advising. This is where the

details about the transferability of your course appear, as well as to what degrees orcertificates it applies. If you believe that your course will transfer to the UW or anotheruniversity in a specific way, you will need to check this out to be sure. Check with yourDean or Advising and Counseling to be sure this area is filled out correctly.

7. The Degree/Distribution Tab includes General Education Core Curriculum requirements, aswell as Degree Distribution requirements, and dual-listed information.

8. The Detail tab includes most of the course coding information we are required to submit to theState Board for Community and Technical Colleges. This is where you choose the codes forwhere your course fits in the overall instructional scheme, state-wide as well as federally. TheClassification of Instructional Program code is basically a categorization of the type of course.The Educational Program code is for Professional/Technical courses only, and is attached to aCIP code. This tab also includes student contact hours, capacity, variable credit, institutionalintent, Administrative Unit, Sections, Footnotes, Distance Education codes and information.



9. The Financial Tab includes funding source, fee pay status codes, fees, instructor contact hours, percent of load, course pay type, and a financial impact statement which you need to complete. Please read the HelpNote on the financial impact section for an explanation & examples.

10. & 11. The Cover Page 1 and 2 tabs have additional directions for completing the process, andhave a checklist which shows which items you are bringing to the Curriculum Committee. Thistells the Curriculum Committee what to expect when they look at your MCO. Work with yourDean to be sure this form is filled out correctly. Make sure all appropriate boxes have beenchecked.

12. The SignOff Tab lists the people who should have a chance to review your MCO before youpresent it to the Curriculum Committee. Once you’ve written your MCO, share it with your

colleagues within your discipline and division and incorporate their feedback. Each divisionand department has a different system for reviewing MCOs. Obtain signatures from yourDivision Planning Committee, your Division Dean, and the Library/Media Center. You mayalso need other signatures. Please read the Directions on the cover page.

C. PRESENTING YOUR MCO TO THE CURRICULUM COMMITTEE1. Submission of your MCO

Once your MCO has been reviewed and passed by your colleagues in your discipline and your division as well as your dean, it goes to Kerry Fondren. See Directions on Cover Page 1 formore details. Copies of your MCO will be distributed to the members of the CurriculumCommittee, and your course will be placed on the agenda for its First Reading at the nextpossible Curriculum Committee Meeting. You will be asked to come to the meeting to presentyour course to the committee.



2. First ReadingWhen you present your course for its First Reading, The Curriculum Committee asks that yougive a brief explanation of your course, why you created or revised it, and how it fits with othercourses. Then we will ask questions – sometimes for our own understanding, sometimes tosuggest revisions or clarifications in your MCO. Almost all of our suggestions will have to dowith the way the form is filled out rather than the content of your course. Most suchsuggestions are minor and easy to implement. If we find something that needs moresubstantial work, a member of the Curriculum Committee will volunteer to help you make anyneeded changes after the meeting. In most circumstances, your course will be passed for itsfirst reading.

3. Resubmission, with changesOnce you’ve made the suggested revisions, send the revised version to Kerry Fondren. Copies of your MCO will again be distributed to the members of the Curriculum Committee, andyour course will be placed on the agenda for its Second Reading. You will be asked to come tothe meeting to present your course again.

4. Second ReadingDuring the Second Reading, you can talk about any changes you made. Occasionally, we willmake more suggestions for changes at the Second Reading. In this case, you need to makethe requested changes and get the final version to Kerry Fondren after the meeting. If we haveno further suggestions, the Second Reading will be very brief. In most circumstances, yourcourse will be passed for its Second Reading.



Part Two:

Starting the Online Master Course Outline Process


LOG-IN SCREEN & CUSTOMER SERVICEHow do I get started using the Online Master Course Outline? See below for how to get a password. Once you have it, type in your User Name & Password, then click Log In.

User Name: -(text box) same as SCC email (name portion only)Password: -(text box) password, Help file with directions on

getting a password assigned

Type in your User Name (same as name portion of SCC email)Type in your assigned password

Please check to have the system automatically log you on until you log off.Click on the Log In button to continue

Contact Phyllis Harris by email at [email protected] or call her at 546-5874 to be set up to use the Online Master Course Outline System.

How do I get a User Name and Password?

What if I need customer service?For Online MCO and course design process info. contact Phyllis Harris at [email protected] or 546-5874.

For Technical Support and programming errors contact Gavin Smith at [email protected] or 546-4792.

For existing course or MCO information contact Libby Fiene at [email protected] or 546-6926.

You can link to Gavin Smith’s email for technical help from any screen using the link on the bottom.


MAIN SCREENWhat do I need to do to add or change a course or MCO? Click on Master Course Outlines to add, change, delete, and approve courses. See below for more info.

HelpNotes Click on the green oval question mark for more information on the item it is next to. Remember to close the first HelpNote before opening another.

Click here

Please recognize that messages written in red indicate important information on the screens.


MASTER COURSE OUTLINES PATHWAY SCREENAdd a new Master Course Outline or Find an existing Master Course Outline. How do I know which to choose? See below.

Does this course currently exist in the catalog under this discipline and number? If the answer is NO, see below, if YES, go to the next page.

If NO: Then this is a brand new course and you would Add. If this course has only been taught as a Special Topics course, or if you are changing the number or discipline of the course, you also need to Add a Master Course Outline. For example, if you are changing a course from BUSAD 152 to BUSTC 152, you need to add it, because discipline is a key field and the system will not let you modify it.


MASTER COURSE OUTLINES PATHWAY SCREENFind an existing Master Course Outline. See below. You can also access the Online Manual here.

If YES: Then you are changing or deleting a course and need to go to Find a Master Course Outline because the course already exists and you need to modify it. You will be able to see the existing information and make your changes.

Does this course currently exist in the catalog under this discipline and number? If YES, see below.

Access the Online Manual



Part Three:

Add a Master Course Outline

Last revision Feb.14, 2005 19

ADD A MASTER COURSE OUTLINE SCREEN: Information Tab – Saving a New MCO

Why are you adding a new course? Who is submitting it?

Explain why you are adding this course.

Type notes to share with colleagues here. They will not print on the MCO form.

Type in faculty name or names.

Changes will be automatically tracked, with date and person.

These 3 fields will be filled in by the system.

Note red messages

Change Log, Notes, and Rationale and Submitting Faculty are the only items you must complete. Informal notes are just for faculty use. Remaining boxes are completed for you.

pharris

Text Box

Remember to save your MCO after filling in the first two tabs.


ADD A MASTER COURSE OUTLINE SCREEN: Information Tab

I have saved my MCO, and want to continue. What happened to the save button?

Your Proposed New MCO/DRAFT has been saved, so now you are changing it. Click on Change This MCO to continue working. The Save Changes button will come up.

Click on Change This MCO to continue working.


ADD A MASTER COURSE OUTLINE SCREEN: Information Tab

Save Changes or Cancel Changes. You can toggle between Tabs as needed.

The Save Changes and Cancel Changes buttons come back when you click on Change This MCO.

You can toggle between Tabs as you work. Just remember to go back and fill in the parts you skipped.


ADD A MASTER COURSE OUTLINE SCREEN: Saving your MCO – Troubleshooting

What if it won’t let me save and I don’t know why?

pharris

Text Box

If you still can’t save, contact Phyllis Harris at [email protected] or Gavin Smith at [email protected] for further assistance.


ADD A MASTER COURSE OUTLINE SCREEN: Description Tab

What do I do next? Click on Description Tab, complete this screen & save your work.

Click on the drop-down list and use the elevator to slide down to the correct Discipline code. Highlight it and click. Use HelpNotes to complete other entries.

Select year/quarter you plan to offer this course from list.

Remember to save your MCO as you work.


ADD A MASTER COURSE OUTLINE SCREEN: Outcomes Tab

Click on the Outcomes Tab and Add New Entry at Bottom

Click on Add New Entry at Bottom to expand fields to enter outcomes.


ADD A MASTER COURSE OUTLINE SCREEN: Outcomes Tab – Error Message

Have you saved your new MCO yet? What if it won’t let me save?

This is the error message you will get if you have not completed required information and saved your work. Just go back to the earlier tabs and fill in missing info.


ADD A MASTER COURSE OUTLINE SCREEN: Outcomes Tab

Use the HelpNotes to complete the Outcomes Tab. What if I can’t open a HelpNote?

The HelpNotes are memo fields which you can scroll down for the complete text, using the elevator bars on the side.

Click on the X to close the HelpNotes. You can only open one at a time, so you may have an underlying open HelpNote if you are unable to open a different one.


ADD A MASTER COURSE OUTLINE SCREEN: Outcomes Tab – Edit Course Outcomes

What should students know and be able to do as a result of taking this class?

Click in the Course Outcome box and enter your first course outcome. Then Tab to Assessment Methods. Click on the Edit button first to access the Assessment Methods & Gen Ed Outcomes button. (It will become accessible after you click on edit.) Click it.

Click on the Edit button to begin.

Then click on the Assessment Methods button.


ADD A MASTER COURSE OUTLINE SCREEN: Outcomes Tab – Assessment Methods

What tools/tasks do you use to assess this outcome? (How do you measure progress?)

Assessment Methods are the assignments or activities that students do so that you can tell how well they achieve the outcome. Type in each Assessment Method. Is it required or suggested ?


ADD A MASTER COURSE OUTLINE SCREEN: Outcomes Tab – General Education Outcomes

Which (if any) of the Gen Ed Outcomes do these assessment methods address?

Click on Update Gen Ed Outcomes List to choose applicable Gen Ed Outcomes for each assessment.


ADD A MASTER COURSE OUTLINE SCREEN: Outcomes Tab - General Education Outcomes

The Update Gen Ed List form is to assist you in choosing brief General Educ. Outcomes.

This form comes up when you click on Update Gen Ed Outcomes List. Highlight the brief GEOs that apply and Click Add, then Finish & Close when done.


ADD A MASTER COURSE OUTLINE SCREEN: Course Outline Tab

Next, click on the Outline Tab and enter your course topics and content information.

Type your outline here. It can be a list, an outline or a narrative. This section can be as long as you like.Example:Principles of wallowingProper techniques, mechanics, and safetyGoal settingHistory of mud-wallowingMud-wallowing themes in the artsTechnological advances in wallowingBasic inferential statisticsOptimum wallowing environment

Write an outline of your Course Content – you can do this in Word & then paste it here, or type it in. Then move on to the Transfer Information Tab.


ADD A MASTER COURSE OUTLINE SCREEN: Transfer Info Tab

Is this course part of a degree or certificate program? Where and how does it transfer?

Is this currently a “W” course? Are you asking that it be considered for “W” course status? Use the HelpNotes for explanation on types of degrees, certificates, and transfer types.

Click on degrees and certificates that this course is associated with.


ADD A MASTER COURSE OUTLINE SCREEN: Transfer Info Tab – Degree & Certificate HelpNotes

Use the HelpNotes to answer the transfer questions.

These are just samples of the HelpNotes for the Transfer Info Tab. Some of the HelpNotes have web links to additional information. When you have finished with the Transfer Info Tab, move on to the Degree/Distribution Requirements Tab.


ADD A MASTER COURSE OUTLINE SCREEN: Degree/Distribution Requirements Tab

Does this course meet Degree Requirements and/or Distribution Requirements?

Check those boxes that apply for degree requirements. Select Distribution requirements from the drop-down list. Is this course Dual Listed? If yes, Dual Listed as?

Choose from drop-down list


ADD A MASTER COURSE OUTLINE SCREEN: Course Detail Tab

Click on the Detail Tab. Answer the course coding questions, using the HelpNotes.

The following items are required to input your course in the computer system. Choose from drop-down list

Choose from list if Prof/Tech

Type in capacity

Choose mode of instruction and number of student hours (can be mixed)

Choose from list

Please read the HelpNotes first, and if you still need assistance contact [email protected] or call 546-5874. Next, click on the Financial Tab.


ADD A MASTER COURSE OUTLINE SCREEN: Financial Tab

What are the financial details of this course? What will adding this course cost?

**The following items are required to input your course in the computer system. **

****

****

Please explain any costs associated with adding this class. Don’t forget materials and faculty load.

Choose from list

Type in number of hours for instructorType in percent of full time load for this classType in Course Pay Type (usually PF)

Please read HelpNotes first, for more assistance contact [email protected] call 546-5874. You are almost done! Go to the Cover Page 1 Tab next.


ADD A MASTER COURSE OUTLINE SCREENCover Page 1 Tab

What do I do next? Fill in the date and everything else should be filled in for you.

Most of this screen should be completed from earlier screens. However, you can make changes here that will be updated on the earlier screens for you.

For assistance in what to do once you finish your MCO, click on Open Directions.



Directions/Steps to Continue Process HelpNote (Remember to close)

You can print out this page to help you through the rest of the process. Remember to use HelpNotes. Click on the green oval question marks for more info.



Move on to the Cover Page 2 Tab. This is the checklist portion of the Cover Page.

This box allows you to type in information that doesn’t fit elsewhere.

Most items will be checked for you based on earlier answers. This section determines if it is an action or info. item. Move on to the SignOff Tab to complete the Cover Page.


ADD A MASTER COURSE OUTLINE SCREENSignOff Tab

Who do you need to review and/or approve your Master Course Outline?

Check off those persons you have reviewed this with and type in their names and dates. Print out your Cover Page and MCO. Get signatures on items needing approval.

Print out your Cover Page and MCO using these buttons.

You can email this to colleagues and Deans for review. See next page for more info.

Requires Signatures

Requires Signature if a Prof/Tech course


ADD A MASTER COURSE OUTLINE SCREENEmailing Your MCO

Do you want colleagues or your Dean to review your MCO before printing it? Email it.

Select email recipients from drop-down list. If you don’t find someone you need on the list, please contact [email protected] to have them set up.



Part Four:

Finding A Master Course Outline


FIND A MASTER COURSE OUTLINE SCREENHow do I find an existing course or MCO? Choose course discipline, type in number & suffix, if applicable, then click on Perform Search. See below for additional information.

The Course Discipline is a alphabetic drop-down list of disciplines (also known as department codes with titles.) Choose a Course Discipline. (See the next page for an example of what the drop-down list looks like and an explanation of how to use it.)

Type in a Number for the course. (The Number is a three digit code assigned to the course. For example 101 is the Number for ENG 101. ) The Suffix is only filled in for specialty courses, for instance for BIOSC 201L the (L) is the Suffix code indicating the lab portion of BIOSC 201, which is set up as a separate course (both BIOSC 201 & 201L would need to be set-up individually.)

This is a search screen to help you find the existing information on a course.


FIND A MASTER COURSE OUTLINE SCREENI know the course discipline & number, how do I find the course information?

Click on the arrow and use the elevator at the side to move down the list to select an existing discipline code. Or you can type in the first letter to go to that point in the alphabetical listing. (Only the first letter works.) If you cannot find the correct discipline or need assistance, contact Phyllis Harris at [email protected] or (206) 546-5874.

Once you have selected the discipline, type in the Number of the course in the number field (see example on prior page.) Type in Suffix code if appropriate, (see example on prior page.)

Click on Perform Search.

How do I find out what the Course Discipline is?


FIND A MASTER COURSE OUTLINE SCREENI don’t know the course number. How do I find the course information?

You can do generic searches by choosing a Discipline, leaving the Number field blank, and clicking on Perform Search. This will bring up all existing courses in that discipline.


FIND A MASTER COURSE OUTLINE SCREENHow do I find a course I have already been working on, or someone wants me to review?

You can search by discipline or number, or if you know the submittal number (the ID number of your MCO in progress), you can search by just inputting the Submittal Number and clicking on Perform Search.


FIND A MASTER COURSE OUTLINE SCREEN: Information Tab

This screen print shows you what a generic search on the MFGT discipline brings up.

The previous & next buttons let you scroll through the existing courses. MFGT 090 is the 1st of 35 records.



What does an MCO in process look like? This is SLOP 102, still in Draft mode.

Please note the rationale portion is complete; the system has assigned a Submittal Number, and Created By, Changed By, & tracking information has been added.

The system identifies this MCO as a Proposed New MCO/DRAFT.



How do I change an existing course?

To change an existing course, search for it, find the Unchanged MCO, and click on Change This MCO. This will save the course as a Draft.



Now that I told the system that I want to change this course, what do I do next?

Change Log, Notes, and Rationale and Submitting Faculty are the only items you must complete. Informal notes are just for faculty use. Remaining boxes are completed for you.

The system now identifies this MCO as Changes Proposed/ DRAFT.

Explain what changes you are making and why.

Type notes to share with colleagues here. They will not print on the MCO.

Changes will be automatically tracked, with date and person.

Remember to Save your changes.


FIND A MASTER COURSE OUTLINE SCREEN: Description Tab

What do I do next, now that I have entered the information on the Info Tab?

First, click on the Description Tab and this screen will come up with existing information from the computer catalog. Review the information and change items as needed.


FIND A MASTER COURSE OUTLINE SCREEN: Outcomes Tab

I have completed the Description Tab, what next? Click on the Outcomes Tab.

This is the basic Outcomes screen that pops up when you click on the Outcomes Tab. To add course outcomes, assessment methods, and to choose Required or Suggested and

which General Education Outcomes apply, click on Add New Entry at Bottom.


FIND A MASTER COURSE OUTLINE SCREEN: Outcomes Tab – Edit Course Outcomes

What should students know and be able to do as a result of taking this class?

Click in the Course Outcome box and enter your first course outcome. Then Tab to Assessment Methods. Click on the Edit button first to access the Assessment Methods & Gen Ed Outcomes button.

(It will become accessible after you click on edit.) Click it. Use the HelpNotes!


FIND A MASTER COURSE OUTLINE SCREEN: Outcomes Tab – Assessment Methods

What tools/tasks do you use to assess this outcome? (How do you measure progress?)

Assessment Methods are the assignments or activities that students do so that you can tell how well they achieve the outcome. Type in each Assessment Method. Is it required or suggested ?


FIND A MASTER COURSE OUTLINE SCREEN: Outcomes Tab – Assessment Methods - Error

What happens if I close the screen using the X button instead of Saving & Closing?

This error message will come up if you try to quit the screen without saving your changes. Please use the Save & Close button at the top of the screen.


FIND A MASTER COURSE OUTLINE SCREEN: Outcomes Tab – General Education Outcomes

Which (if any) of the Gen Ed Outcomes do these assessment methods address?

Click on Update Gen Ed Outcomes List to choose applicable Gen Ed Outcomes for each assessment.


FIND A MASTER COURSE OUTLINE SCREEN: Outcomes Tab - General Education Outcomes

The Update Gen Ed List form is to assist you in choosing brief General Educ. Outcomes.

This form comes up when you click on Update Gen Ed List. Highlight the brief GEOs that apply and Click Add, then Finish & Close when done.


FIND A MASTER COURSE OUTLINE SCREEN: Course Outline Tab

Next, click on the Outline Tab and enter your course topics and content information.

Type your outline here. It can be a list, an outline or a narrative. This section can be as long as you like.Example:Principles of wallowingProper techniques, mechanics, and safetyGoal settingHistory of mud-wallowingMud-wallowing themes in the artsTechnological advances in wallowingBasic inferential statisticsOptimum wallowing environment

Write an outline of your Course Content – you can do this in Word & then paste it here, or type it in. Then move on to the Transfer Information Tab.


FIND A MASTER COURSE OUTLINE SCREEN: Transfer Info Tab

Is this course part of a degree or certificate program? Where and how does it transfer?

An existing course should have degrees and programs already checked if appropriate.

Please verify that appropriate degrees/certificates, W course info, and transfer to info has been completed when applicable.


FIND A MASTER COURSE OUTLINE SCREEN: Transfer Info Tab – Degree & Certificate HelpNotes

Use the HelpNotes to answer the transfer questions.

These are just samples of the HelpNotes for the Transfer Info Tab. Some of the HelpNotes have web links to additional information. When you have finished with the Transfer Info Tab, move on to the Degree/Distribution Requirements Tab.


FIND A MASTER COURSE OUTLINE SCREEN: Degree/Distribution Requirements Tab

Does this course meet Degree Requirements and/or Distribution Requirements?

Check existing information. Should it be considered to meet Degree requirements not yet noted? Is the Distribution requirement correct? If not, select from list. Is this course Dual Listed? With what?


FIND A MASTER COURSE OUTLINE SCREEN: Course Detail Tab

Click on the Detail Tab. Review the course coding questions, changing as needed.

Please read the HelpNotes first, and if you still need assistance contact [email protected] or call 546-5874. Next, click on the Financial Tab.

The following items are required to input your course in the computer system. This must be completed for prof/tech courses.

Choose none for transfer.

Verify mode of instruction and number of student hours (can be mixed) Change if needed.


FIND A MASTER COURSE OUTLINE SCREEN: Financial Tab

What are the financial details of this course? Will this change affect costs?

Please read HelpNotes first, for more assistance contact [email protected] call 546-5874. You are almost done! Go to the Cover Page 1 Tab next.

The following items are required to input your course in the computer system.

Please explain any costs associated with changing this class. Don’t forget materials and faculty load.


FIND A MASTER COURSE OUTLINE SCREENCover Page 1 Tab

What do I do next? Fill in the date and everything else should be filled in for you.

Most of this screen should be completed from earlier screens. However, you can make changes here that will be updated on the earlier screens for you.

For assistance in what to do once you finish your MCO, click on Open Directions.

Fill in the date


FIND A MASTER COURSE OUTLINE SCREENSignOff Tab

Who do you need to review and/or approve your Master Course Outline?

Check off those persons you have reviewed this with and type in their names and dates. Print out your Cover Page and MCO. Get signatures on items needing approval.

Print out your Cover Page and MCO using these buttons.

You can email this to colleagues and Deans for review. See next page for more info.

Requires Signatures

Requires Signature if a Prof/Tech course



Directions/Steps to Continue Process HelpNote (Remember to close)

You can print out this page to help you through the rest of the process. Remember to use HelpNotes. Click on the green oval question marks for more info.



Move on to the Cover Page 2 Tab. This is the checklist portion of the Cover Page.

Most items will be checked for you based on earlier answers. This section determines if it is an action or info. item. Move on to the SignOff Tab to complete the Cover Page.

This box allows you to type in information that doesn’t fit elsewhere.


FIND A MASTER COURSE OUTLINE SCREENEmailing Your MCO

Do you want colleagues or your Dean to review your MCO before printing it? Email it.

Select email recipients from drop-down list. If you don’t find someone you need on the list, please contact [email protected] to have them set up.


SCREENS &TABS STILL UNDER CONSTRUCTION

Still to come:

Program Degree and Program Certificate Screens

Kudos to Pam Dusenberry, Shana Calaway, Kerry Fondren, Jeanne Skaare, Linda Mickleberry, Nancy Field, and Joyce Fagel for their assistance on this project as well as the Curriculum Committee for their input.

Also many thanks to Shoreline Community College’s Technology Committee for selecting this project and to the administrators who allowed us time to work on it.



Glossary of HelpNotes

Course AAAS Degree AAAS DEGREE Professional/Technical programs lead to Associate In Applied Arts and Sciences (AAAS) Degrees and certificates and are designed for students who are primarily interested in college work leading directly to employment. (Note – A proposal is currently under review that would identify two types of technical degrees - one with a specific minimum of general education courses identical to those required for the Direct Transfer Agreement and the other with no required minimum of such courses.

Course AAS Degree AAS DEGREE This is an Associate in Arts Degree including the Direct Transfer Agreement (DTA) degree, degrees designed for pre-majors in various fields and general liberal arts degrees. SEE ICRC ASSOCIATE DEGREE GUIDELINES below or for additional information go to: http://www.washingtoncouncil.org/ICRCHANDBOOK2004.pdf VI. CURRENT DTA ASSOCIATE DEGREE GUIDELINES (Approved by ICRC October 10, 1996 – Effective Fall 1998) For the purpose of these Guidelines, the Direct Transfer Agreement (DTA) Associate degree (sometimes called the Associate of Arts, Associate of Arts and Sciences, etc.) is defined as that degree awarded by a community college to students who have completed a transfer curriculum. In order to fulfill most general education requirements for a baccalaureate degree, the Associate degree should possess the following characteristics: I. Be issued only to students who have earned a cumulative grade point average of at least 2.00, as calculated by the degree awarding institution. II. Be based on 90 quarter hours of transferable credit including: A. A minimum of 60 quarter hours of general education courses distributed as follows: 1. Basic Requirements


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a. Communication Skills (10 credits) Must include at least two courses in English composition which total to at least six credits. Remaining credits, if any, may be an additional composition course or designated writing courses or courses in basic speaking skills (e.g., speech, rhetoric, or debate). b. Quantitative/Symbolic Reasoning Skills (5 credits) 1. One of the following (5 credits) (1) Symbolic reasoning course (2) Quantitative reasoning course in computer science, statistics, mathematics, or other discipline for which intermediate algebra is a prerequisite. 2. Intermediate Algebra Proficiency All students must be proficient in intermediate algebra. May be satisfied by completion of high school mathematics through second year algebra, by course challenge or other examination demonstrating mastery of intermediate algebra skills, or by completion of an intermediate algebra course (to be numbered below 100) or a mathematics course for which intermediate algebra is a prerequisite. 2. Distribution Requirements Within the distribution requirements, integrative, synthesizing courses and programs, including interdisciplinary courses and linked sequences of courses, are to be encouraged, especially for colleges requiring a minimum of two disciplines per area. a. Humanities1 (15 – 20 credits) Selected from at least two disciplines. No more than 10 credits allowed from any one discipline. (No more than 5 credits in foreign language at the 100 level.) No more than 5 credits in performance/skills courses are allowed. Suggested disciplines include3: Art Music History2 Philosophy2


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Foreign Language/American Drama/Theater Sign Language4 Speech Literature b. Social Sciences1 (15 – 20 credits) Selected from at least two disciplines. No more than 10 credits allowed from any one discipline. Suggested disciplines include3: History2 Philosophy2 Anthropology Political Science Economics Psychology Geography Sociology c. Natural Sciences (15 – 20 credits) Selected from at least two disciplines. No more than 10 credits allowed from any one discipline. At least 10 credits in physical, biological and/or earth sciences. Shall include at least one laboratory course. Suggested disciplines include3: Astronomy Geology Biology Mathematics2 Botany Physics Chemistry Zoology 3. Electives Other college-level courses, of which a maximum of 15 credits may be in college-level courses as defined by the community college, and the remainder shall be fully transferable as defined by the receiving institution. Where appropriate, preparation courses for the


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major should be included in this course work. NOTES: 1Within appropriate distribution areas, colleges are encouraged to develop curriculum which provides students with an understanding of and sensitivity to cultural differences by completing courses requiring study of cultures other than their own. To most, this may include minority, non-Western ethnic, or other area studies. 2A specific course may be credited toward no more than one distribution or skill area requirement. 3A list of suggested disciplines is subject to review by the ICRC. 4Faculty teaching first-year language courses are encouraged to include cultural aspects of study in their courses. CLARIFICATIONS: A. Associate degrees (DTA) meeting the distribution system in these Guidelines represent but one model for valid general education programs. Community colleges and baccalaureate institutions are encouraged to develop models, including interdisciplinary core requirements or vertical general education requirements with courses at the upper division level. Institutions using such alternative approaches are further encouraged to develop individual interinstitutional transfer agreements. B. The Associate degree (DTA) agreement will provide for the fulfillment of college and university general education requirements only, and it is not intended that this agreement should cause modifications of unique requirements (religion, philosophy, etc.). Further, it should be clearly understood that agreements based upon these Guidelines in no way alter admission criteria established by baccalaureate institutions. C. The Associate degree will generally provide the transferring student with at least 90 quarter (60 semester) credits upon entry to a baccalaureate institution. D. Community colleges should strictly enforce stated requirements without undue use of waivers, substitutions, or exceptions. E. Institutions developing mutual agreements must clearly identify degree titles and effective dates in order to provide clarity for students and their advisers and for transcript evaluation. F. Community colleges agree to develop precise language concerning their direct transfer Associate degree and to publish this information with all degree requirement information. Baccalaureate institutions agree to publish information about the details of their Associate degree agreements. G. Remedial courses (courses numbered below 100) shall not be included in the 90 quarter hours of the Associate degree.


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H. A list of the specific courses which satisfy Associate degree requirements shall be published. I. Community colleges and baccalaureate institutions agree to state their credit-by-exam policies in their catalogs. While accepting the Associate degree, receiving institutions shall grant credit for extra-institutional learning on the same basis for transfer students as for native students. PROVISOS September 2004 (SPECIFIC REQUIREMENTS BY INDIVIDUAL BACCALAUREATE INSTITUTIONS) Bastyr University Prospective students who have completed an Associate Degree (DTA) from a Washington State community college may enter Bastyr University at the junior level, provided they have earned at least a 2.25 cumulative GPA and have completed the specified prerequisite courses outlined in Bastyr University’s Health Sciences or Applied Behavioral Sciences Transfer Guide. Bastyr University does not accept transfer courses for which a student has earned a “D” grade. Cornish College A student transferring to Cornish College of the Arts who has earned a Direct Transfer Associate degree (DTA) will transfer sufficient credits to complete the Humanities and Sciences requirements at Cornish College of the Arts. This transfer credit will satisfy Cornish’s Literature, English Composition, Western Civilization, Science, Social Science, Philosophy of Art, and Humanities and Sciences electives. Transfer credit for major courses and for arts elective courses will be evaluated on a course-by-course basis. Courses are subject to the transfer guidelines established by Cornish College and may be approved for transfer after the student completes a portfolio review or audition. Eastern Washington University Eastern Washington University recognizes the approved ICRC transfer degrees from Washington community colleges as fulfilling the university basic skills requirements, general education core requirements, and university competencies with the proviso that courses equivalent to intermediate algebra and EWU English 101 (English composition) be completed with a minimum grade of 2.0. Students must also meet university proficiency requirements in English and Math, Cultural and Gender Diversity, International Studies, and the Liberal Arts Enrichment as set forth by the EWU implementation schedule. Many of these courses may be incorporated into the approved AA degree. Gonzaga University Students who have completed the AA-DTA and AS-T degrees from Washington State community colleges are granted junior standing.


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The AA-DTA fulfills the core requirements for the College of Arts and Sciences. The University core is fulfilled, except for the following: college mathematics course above intermediate algebra, Introduction to Speech, and six courses in Philosophy and Religious Studies. AS-T coursework is evaluated on a course-by-course basis. Those students wishing to transfer to Gonzaga with an AS-T are advised to contact the Transfer Counselor well in advance for assistance with course selection. Heritage College Students who have completed the appropriate Associate of Arts transfer degree from Washington community colleges are admitted with junior standing at Heritage College and have satisfied general college requirements provided that a logic/critical thinking course and a world history course are included. Transfer students who have not completed the Associate of Arts transfer degree must satisfy the general college requirements of Heritage College. This agreement is effective for students beginning classes for the first time at Heritage College in Spring 1991. Northwest College Northwest College will accept a student who transfers with an AA degree (direct transfer program) from any public community college in Washington as having met the general college requirements, but not the religion component of the GCR. Pacific Lutheran University Students who have completed the appropriate Degree Transfer Agreement (DTA) Associate Degree from any community college in Washington will be admitted with junior standing (60-64 semester hours) and will be regarded as having satisfied General University Requirements, except for one Religion course (Biblical Studies or Christian Thought, History, and Experience) and one Perspectives on Diversity course. PLU College of Arts and Sciences requirement is not fulfilled by the DTA Associate Degree. Saint Martin’s College Saint Martin’s College recognizes the articulated Direct Transfer Associate degree (DTA) from Washington Community Colleges. Students completing the designated degree with a minimum GPA of 2.0 will be granted junior standing upon transfer. These students will have met the Saint Martin’s general education requirements with the exception of a course each in philosophy (transferable) and religious studies (generally completed at Saint Martin’s College). Seattle Pacific University Any student presenting the transfer Associate degree (DTA) will be granted junior status and considered having met all general education (but not foundations) requirements at Seattle Pacific University. Seattle University Students admitted to Seattle University for the first time with a completed Associate transfer degree will be granted 90 credits and junior standing. The following provisions apply: 1) Courses used to satisfy the DTA communication skills, quantitative/symbolic


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reasoning skills as well as the lab science requirement must be graded C- (1.5) or higher; 2) Additional philosophy and religious studies courses will be required to satisfy lower division Core at SU; 3) Specific requirements of professional degree programs and upper division core must be satisfied. The Evergreen State College Any student presenting the transfer Associate degree (DTA) will be granted junior status and considered having met all general education requirements at The Evergreen State College. University of Washington The University of Washington transfers credit on a course by course basis. The UW’s College of Arts and Sciences agrees that transfer students from Washington community colleges who complete approved associate degree programs, as determined by the UW Office of Admissions will be considered to have satisfied the College’s general education and proficiency requirements with the following provisos: 1. If the transfer degree requires 45 credits of distribution (15-15-15), in order to satisfy the Arts and Sciences Areas of Knowledge requirement, students will be required to take up to an additional 5 credits in each area plus an additional 15 credits drawn from their choice of one or more of the three areas. 2. Up to 15 credits in the student’s major may be applied towards the 75 credit Areas of Knowledge requirement. 3. Students who complete first-year language courses as a part of the transfer degree distribution requirement, and later use that foreign language to satisfy the Arts and Science language proficiency requirement (see item 5), will not be allowed to use those foreign language credits towards the Arts and Science Areas of Knowledge requirement. 4. Aside from the above exceptions, approved degree-holders may count transfer courses toward the UW Areas of Knowledge requirements comparable to those the community college used toward associate degree distribution requirements, even if those courses would not otherwise be allowed toward specific Areas of Knowledge requirements. 5. Students will be required to complete foreign language study through the 103-level or to demonstrate language proficiency at the 103-level through an examination. 6. Ten credits in courses emphasizing writing (W-courses or English composition) are required in addition to the 5 credit English composition requirement. W-courses must have attributes as defined by Arts and Sciences. If not completed as part of the transfer degree, this requirement must be competed at the University Western Washington University


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To substitute fully for WWU’s General University Requirements (GURs) the DTA degree must include 90 credits, 75 of which must be on the Associate Degree Course List. Transfer distribution courses should be completed on a lettered or numeric grading scale, not P/F. Note: English 101 must be completed with a grade of C- or better. Whitworth College Whitworth College grants junior standing to holders of the approved ICRC transfer Associate degree. In addition, transfer students are required to complete the one-course Biblical literature requirement; one year of study in the same modern language at the college level; one of the three interdisciplinary Western Civilization Core courses (Core 150, Core 250, Core 350).

Course AAS Degree Option A The OPTION A ASSOCIATE IN ARTS DEGREE requires a minimum of 93 quarter hours of college credit, including Shoreline's General Education Core Curriculum requirements and the Option A requirements listed at Shoreline's Online Catalog. http://www.shoreline.edu/shoreline/catdegreprgm.html

Course AAS Degree Option B The OPTION B ASSOCIATE IN ARTS AND SCIENCES DEGREE is called the "Pre-Professional/ Specific major degree and is designed primarily for those students who are planning to transfer to a four-year institution that does not accept the Option A "package" concept or for those students who plan to complete a degree in a profession such as Engineering, Pharmacy, Architecture, or Music. Students planning to transfer to a specific institution in fields such as Engineering or Health Sciences may find Option B more flexible to allow for course preparation in a specific program or major. This degree option requires completion of 77 or more credits transferable to a specific baccalaureate institution and 13 credit hours of the Shoreline Community College General Education Core Requirements. Please see Shoreline's Online Catalog for the specific requirements for this degree. http://www.shoreline.edu/shoreline/catdegreprgm.html

Course AAS-T Degree


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AAS-T DEGREE Specific requirements for this new Professional/Technical degree will be determined for each program area in which the AAS-T Degree is offered. Minimum requirements for all AAS-T Degrees will be to complete required applied courses for the equivalent AAAS Degree, plus the following general education coursework, selected from the list of Approved Courses provided in the Shoreline C.C. Online Catalog for the AAS Degree Option A: 5 credits in Communication 5 credits in Quantitative Skills 10 credits in Science, Social Science, or Humanities. Students who complete this degree will not have fulfilled their General Education Requirements for their receiving transfer institution. Therefore, students who transfer into a baccalaureate program with the AAS-T are expected to complete the great majority of their general education and distribution requirement after transfer. SEE ICRC ASSOCIATE IN APPLIED SCIENCE – TRANSFER (AAS-T) DEGREE below or for additional information go to: http://www.washingtoncouncil.org/ICRCHANDBOOK2004.pdf APPENDIX K Associate in Applied Science – Transfer (AAS-T) Degree Approved by the Washington Community and Technical College Association (President’s group) March 8, 2002. The Associate in Applied Science – T (AAS-T) degree is built upon the technical courses required for job preparation and includes a college-level general education component. The general education courses for the AAS-T degree are drawn from the list of associate degree courses generally accepted in transfer (Appendix B). Awarding the AAS-T is at the option of each community college. Each college determines which degrees are to be so designated; not all technical degrees are appropriate for the AAS-T designation. Requirements for the AAS-T Designation In order to receive the AAS-T designation, the degree must possess the following characteristics. I. General Education The general education component of the AAS-T degree is to be comprised of not less than twenty credits of courses generally accepted in transfer (Appendix B). Many AAS-T degrees will have significantly more than the minimum 20 credits of general education courses. At a minimum, these twenty credits must include the following:


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a. Communication Skills (5 credits) English composition b. Quantitative Skills (5 credits) College-level math with intermediate algebra as prerequisite1 c. Social Sciences, Humanities, or Natural Sciences (10 credits) Course selection will vary by field of study in the degree but must be selected from the list of courses in Appendix B. II. Technical Courses Each degree will include a minimum of 70 credits in the technical field as specified by the industry advisory committee. Notes: Baccalaureate institutions who subscribe to ICRC Guidelines for the DTA Associate degree are not required to accept AAS-T degrees that meet the above criteria. The AAS-T does not fulfill general education requirements for a baccalaureate degree. Transferability of an AAS-T degree to a given baccalaureate institution is neither implied nor guaranteed. 1. Should an alternative to the elementary algebra, intermediate algebra, college algebra sequence be developed, the college-level courses in the alternative sequence would meet this requirement.

Course Admin. Unit Code ADMINISTRATIVE UNIT CODE This is an alpha or alphanumeric code that indicates the department that this course belongs in. Pick from the list. You can see a current chart identifying the administrative unit codes by division at the following Intranet address: http://intranet.shore.ctc.edu/intranetinst/Schedule%20Construction/Charts/AU%20Chart-NEW%20091404.xls

Course AS Degree


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ASSOCIATE IN SCIENCE DEGREE A minimum of 90 quarter hours of college credit and a minimum 2.0 Grade Point Average are required for the Associate in Science Degrees. These degrees are accepted as part of the Associate in Science Transfer Agreement at all public universities in Washington state, as well as a number of private colleges and universities. These include: Central Washington University Eastern Washington University The Evergreen State College University of Washington University of Washington - Bothell Campus University of Washington - Tacoma Campus Washington State University Western Washington University The Associate in Science Transfer Agreement gives students the same priority consideration for admission to baccalaureate institutions as they would receive for completing the Direct Transfer Agreement (at SCC this is AAS, Option A.) It also ensures that students will be given junior status by the receiving institution. As is true for the DTA, this admission policy does not guarantee admission to any particular department.

Course AS Degree Track 1 AS DEGREE TRACK 1 This is an Associate in Science Degree in biological sciences, environmental/resource sciences, chemistry, geology, and earth science . SEE ICRC ASSOCIATE OF SCIENCE DEGREE 1 below or for additional information go to: http://www.washingtoncouncil.org/ICRCHANDBOOK2004.pdf APPENDIX L ASSOCIATE OF SCIENCE TRANSFER DEGREE # 1 Biological Sciences, Environmental/Resource Sciences, Chemistry, Geology, and Earth Science 1 (Approved by ICRC Spring 2000 - Effective Fall 2000)


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The Associate of Science Transfer (AS-T) Degree #1 is designed to prepare students for upper division study in the areas of biological sciences, environmental/resource sciences, chemistry, geology, and earth science. Completing the AS-T degree will prepare students for upper division study; it does not guarantee students admission to the major. In order to prepare students for upper division study, the Associate of Science Transfer Degree #1 should possess the following characteristics: I. Be issued only to students who have earned a cumulative grade point average of at least 2.00, as calculated by the degree awarding institution. II. Be based on 90 quarter hours of transferable credit distributed as follows: A. Communication Skills (minimum 5 credits) Minimum 5 quarter credits in college-level composition course. B. Mathematics (10 credits) Two courses (10 credits) required at or above introductory calculus level. (See also D2 below.) C. Humanities and Social Science (minimum 15 credits) Minimum 5 credits in Humanities; and Minimum 5 credits in Social Science; and An additional 5 credits in either Humanities or Social Science for a total of 15 credits. D. Pre-major Program (45 – 50 credits) 1. Chemistry (for science majors) sequence (15 credits). 2. Third quarter calculus or approved statistics course (5 credits). 3. Biology (for science majors) or physics (calculus-based or non-calculus-based) sequence (15 credits). 4. Additional requirements: 10 -15 credits in physics, geology, organic chemistry, biology, or mathematics, consisting of courses normally taken for science majors (not for general education), preferably in a 2- or 3-quarter sequence. E. Remaining Credits (10-15 credits) Sufficient additional college-level credits so that total credits earned are at least 90 quarter credits. These remaining credits may include prerequisites for major courses (e.g., pre-calculus), additional major coursework, or specific general education or other university requirements, as approved by the advisor. NOTES:


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1. Engineering, Computer Science, Physics, and Atmospheric Sciences majors are referred to the Associate of Science Transfer Degree #2; Mathematics majors are referred to the DTA Associate Degree. CLARIFICATIONS: 1. Students completing this Associate of Science Transfer degree will receive the same priority consideration for admission to the baccalaureate institution as they would for completing the direct transfer associate's degree and will be given junior status by the receiving institution. 2. Courses taken under D. above must come from the current ICRC distribution list (Appendix B) in order to count as General Education or General University Requirements (GERs/GURs) at the receiving institution. Additional general educational requirements, cultural diversity requirements, and foreign language requirements, as required by the transfer institution, must be met prior to the completion of a baccalaureate degree. 3. Students should be advised that some baccalaureate institutions require physics with calculus to meet D.3. 4. Biology majors should select organic chemistry or physics for the D.4. Requirement. 5. A maximum of five (5) quarter credits of restricted elective courses (Appendix C) will be accepted in the remaining credits category (E. above). 6. Pre-calculus cannot be used to satisfy the mathematics requirement (B. above). 7. Students are responsible for checking specific major requirements of baccalaureate institutions in the year prior to transferring. 8. Sequences should not be broken up between institutions (e.g., the typical three-quarter physics sequence should be taken entirely at one institution).

Course AS Degree Track 2 AS DEGREE TRACK 2 This is an Associate in Science Degree in engineering, computer science, physics, and atmospheric sciences. SEE ICRC ASSOCIATE OF SCIENCE DEGREE 2 below or for additional information go to: http://www.washingtoncouncil.org/ICRCHANDBOOK2004.pdf APPENDIX M ASSOCIATE OF SCIENCE TRANSFER DEGREE # 2 Engineering, Computer Science, Physics, and Atmospheric Sciences 1 (Approved by ICRC Spring 2000 - Effective Fall 2000)


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The Associate of Science Transfer (AS-T) Degree #2 is designed to prepare students for upper division study in the areas of engineering, computer science, physics, and atmospheric science. Completing the AS-T degree will prepare students for upper division study; it does not guarantee students admission to the major. In order to prepare students for upper division study, the Associate of Science Transfer Degree #2 should possess the following characteristics: I. Be issued only to students who have earned a cumulative grade point average of at least 2.00, as calculated by the degree awarding institution. II. Be based on 90 quarter hours of transferable credit distributed as follows: A. Communication Skills (minimum 5 credits) Minimum 5 quarter credits in college-level composition course. B. Mathematics (10 credits) Two courses (10 quarter credits) required at or above introductory calculus level. (See also D4 below.) C. Humanities and Social Science (minimum 15 credits) Minimum 5 credits in Humanities; and Minimum 5 credits in Social Science; and An additional 5 credits in either Humanities or Social Science for a total of 15 credits. D. Pre-major Program (29 credits) 1. Physics (calculus-based or non-calculus-based) sequence including laboratory (15 credits) (see note 3). 2. Chemistry with laboratory required for Engineering majors (5 credits). Other majors should select 5 credits of science based on advising. 3. Computer Programming: Minimum four (4) credit course in a programming language chosen with the help of an advisor based on the requirements of the specific discipline at the baccalaureate institution the student plans to attend (4 credits). 4. Third quarter calculus or approved statistics course chosen with the help of an advisor based on the requirements of the specific discipline at the baccalaureate institution the student plans to attend (5 credits). E. Remaining Credits (31 credits) The remaining 31 credits should be planned with the help of an advisor based on the requirements of the specific discipline at the baccalaureate institution the student selects to attend. For Engineering disciplines, these credits should include a design component consistent with ABET accreditation standards. NOTES:


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1. Biological Sciences, Environmental/Resource Sciences, Chemistry, Geology, and Earth Sciences majors are referred to the Associate of Science Transfer Degree #1; Mathematics majors are referred to the Direct Transfer Associate's Degree. CLARIFICATIONS: 1. Students completing this Associate of Science Transfer degree will receive the same priority consideration for admission to the baccalaureate institution as they would for completing the DTA associate degree and will be given junior status by the receiving institution. 2. Courses taken under D. above must come from the current ICRC distribution list (Appendix B) in order to count as General Education or General University Requirements (GERs/GURs) at the receiving institution. Additional general educational requirements, cultural diversity requirements, and foreign language requirements, as required by the transfer institution, must be met prior to the completion of a baccalaureate degree. 3. Students should be advised that some baccalaureate institutions require physics with calculus to meet D.1. 4. A maximum of five (5) credits of restricted elective courses (Appendix C) will be accepted in the remaining credits category (E. above). 5. Students are responsible for checking specific major requirements of baccalaureate institutions in the year prior to transferring. 6. Sequences should not be broken up between institutions (e.g., the typical three-quarter physics sequence should be taken entirely at one institution).

Course Change Log, Notes, Rationale EXAMPLE 1: This is a new course that we are proposing for approval. The course content is not currently being taught on campus and fulfills a need based on changes in a discipline or program. EXAMPLE 2: This is a course title change only which is being made due to a change in the software version used to teach the course. EXAMPLE 3: This course is being deleted because it has been replaced with an updated course with a different course number. Please explain what you are doing, i.e., adding a new course or the type of changes you are making to an existing course, along with your rationale for doing so.

Course Checklist Consider for Dual List This item will automatically be filled out on the Course Checklist if so indicated on the MCO. Any request for dual listing two courses will require Curriculum Committee action and both first and second readings presented by the submitting faculty. Please be aware that dual listing two courses may impact corresponding program and planning sheets. Also if these courses are used as


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requirements for programs outside your division you will need to review this change with the impacted division. Please see the Procedures for Dual Listing at the following location: http://intranet.shore.ctc.edu/intranetinst/Curriculum%20Forms/DUAL%20LIST%20PROCEDURES%203-8-01.doc and the Dual Listing Process Check Sheet: http://intranet.shore.ctc.edu/intranetinst/Curriculum%20Forms/DUAL%20LISTING%20PROCESS%20CHECK%20SHEET.doc Submit the completed form with the MCO to the Curriculum Committee for approval.

Course Checklist Consider for W-Course This item will automatically be filled out on the Course Checklist if so indicated on the MCO. Any request for consideration of W-Course designation will require Curriculum Committee action and both first and second readings presented by the submitting faculty. To have this course considered for W-Course Status, please complete the W-COURSE APPLICATION FORM available at http://intranet.shore.ctc.edu/intranetinst/Curriculum%20Forms/W%20Course%20Application%20and%20Criteria%20Final%205-13-04.doc Submit the completed form with the MCO to the Curriculum Committee for approval.

Course Checklist Credits This item will automatically be filled out on the Course Checklist if so indicated on the MCO. Any change to course credits will require Curriculum Committee action and both first and second readings presented by the submitting faculty. Please be aware that a credit change to a course that is a requirement for a program will also require corresponding program and planning sheet changes. Also if this course is used as a requirement for programs outside your division, you will need to review this change with the impacted division.

Course Checklist Description Any substantive change to a course description will require Curriculum Committee action and both first and second readings presented by the submitting faculty. If the description revision is extremely minor (one or two words, or is made to correct minor


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errors, the committee may determine it is an information only item.

Course Checklist Gen.Ed. Reqs. This item will automatically be filled out on the Course Checklist if so indicated on the MCO. Any request for consideration for meeting General Education Core Curriculum Requirements will require Curriculum Committee action and both first and second readings presented by the submitting faculty.

Course Checklist Prereqs Any substantive change to a course prerequisite will require Curriculum Committee action and both first and second readings presented by the submitting faculty. Please be aware that when a prerequisite change to a course impacts another division, you will need to review this change with the impacted division.

Course Checklist Remove W-Course This item will automatically be filled out on the Course Checklist if so indicated on the MCO. Any request for removal of W-Course designation will require Curriculum Committee action and both first and second readings presented by the submitting faculty. To have this course removed from W-Course Status, please complete the W-COURSE APPLICATION FORM available at http://intranet.shore.ctc.edu/intranetinst/Curriculum%20Forms/W%20Course%20Application%20and%20Criteria%20Final%205-13-04.doc Submit the completed form with the MCO to the Curriculum Committee for approval.

Course Checklist Remove Dual List This item will automatically be filled out on the Course Checklist if so indicated on the MCO. Any request for removing dual listing of courses will require Curriculum Committee action and both first and second readings presented by the submitting faculty. Please be aware that removing dual listing of courses may impact corresponding program and planning sheets. Also if these courses are used as requirements for programs outside your division, you will need to review this change with the impacted division.


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Please see the Procedures for Dual Listing at the following location: http://intranet.shore.ctc.edu/intranetinst/Curriculum%20Forms/DUAL%20LIST%20PROCEDURES%203-8-01.doc and the Dual Listing Process Check Sheet: http://intranet.shore.ctc.edu/intranetinst/Curriculum%20Forms/DUAL%20LISTING%20PROCESS%20CHECK%20SHEET.doc Submit the completed form with the MCO to the Curriculum Committee for approval.

Course Checklist-1 Auto Completed Items The following items will automatically be completed on the Course Approval Coversheet. The information will pull from the submitted MCO. Date Planned Year/Quarter Division Submitting Faculty Created By Changed By Course Discipline Number Suffix Course Title Credits Add MCO Change MCO Delete MCO Change Log, Notes, and Rationale Any changes that Require Action Any changes that are for Information Only Financial Impact

Course Checklist-10 Library/ Media Ctr. You must review your course’s Library/Media Center needs with one of the librarians and have them sign that they reviewed it.


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Course Checklist-11 Impacted Division If your course addition or change will impact another division, you need to review this with that division. The signature from the Dean of the impacted division just assures that the division was informed; it does not mean that they approve the change.

Course Checklist-12 Other Reviewer This item is if you reviewed your course with someone that you feel is important to include, other than those people already listed. Please list the person's title or area of expertise and have them sign.

Course Checklist-13 Office of Instruction Once you have obtained all necessary signatures, please deliver the cover page and MCO to the Office of Instruction (Room 1003). Deadline for submission for the Curriculum Committee agenda is 12:00 noon the Friday before the scheduled meeting. Call Kerry Fondren at x4652 if you have any questions. Your course will be placed on the agenda for its First Reading at the next possible meeting. You will be asked to come to the meeting to present your course to the committee. A copy of the agenda will be sent to you.

Course Checklist-2 Action Items The following changes, as well as new courses, require Curriculum Committee action and both first and second readings presented by the submitting faculty. Credit changes Description changes Prerequisite changes Outcomes or content changes Consideration for Dual-listing Removal of Dual-listing Consideration for W-Course Removal of W-Course Consideration for Gen Ed Requirements Consideration for Distribution


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Course Checklist-3 Info Only Items The following changes do not require Curriculum Committee action, but will need to be presented as information items to the Committee. Any information item can be determined to be an Action item by the Committee. If that is the case, the course would need to return to the Committee as an action item for both first and second readings. Title changes Class Capacity changes (the committee does not approve capacity changes, only the Exec. VP for Academic Affairs can approve these changes.) Student Contact Hours changes Instructor Contact Hours changes

Course Checklist-4 Other Revisions If you are making some change that is not on the Action Items or Information Only Items lists, you will need to mark the Other Revision box and explain the nature of the change in the space provided. Other Revisions will be reviewed by the Curriculum Committee and they will determine if the change should be an Action Item or an Information Only Item.

Course Checklist-5 Financial Impact This item will be automatically completed with the information you entered under Financial Impact on the Master Course Outline.

Course Checklist-6 Review with colleagues Once you’ve written your MCO, share it with your colleagues within your discipline and division and incorporate their feedback.

Course Checklist-7 Prof/Tech Approval If this is a Professional Technical course take it to your Program Advisory Committee for discussion and review. Then take it to the Dean for Professional/Technical Education for approval and signature. (Berta Lloyd extension 4595)


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Course Checklist-8 Division Planning Council Each division and department has a different system for reviewing Master Course Outlines. Please check with your division office to find out the procedure for presenting your Master Course Outline and who needs to sign off.

Course Checklist-9 Division Dean Approval Please have your division dean review the course detail information and sign-off.

Course CIP Code CLASSIFICATION OF INSTRUCTIONAL PROGRAM EXAMPLE: The CIP Code for PE 104 is 31.0590 and its category is Individual Activities/Health. The description for this CIP code is: Instructional programs that focuses on the promotion of the health of individuals. (Academic) Classification of Instructional Program (CIP). Every course has a CIP code which places it into a subject area with other similar courses. The federal government issues CIP codes. They do make periodic changes. A subject may have a different code in past years than today. There was a major change in coding beginning in academic year 1996-97, including changes related to basic skills and developmental coding. Basic skills codes for ABE and ESL were again changed In academic year 1998-99. Computer courses had major CIP changes in 2000-01 and in 2001-02 the federal government and the SBCTC did major renovations to the codes. The MCO form has a drop-down alphabetical list of CIP codes by title. The following link will take you to a list of CIP codes by number with title and shows the EPC (Educational Program Code) if it is a professional technical CIP code. http://www.sbctc.ctc.edu/workforce/docs/CIP2002Codes.xls See the following link for CIP Code definitions by number:


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http://www.sbctc.ctc.edu/workforce/docs/2002CIP_Descriptions.doc If you need assistance in determining which CIP code is the correct one for your course, please contact Phyllis Harris at extension 5874 in the Office of Instruction.

Course Class Capacity EXAMPLE: The capacity of BIOSC 201L is 24 because that is the maximum number of students that the BIOSC lab will handle at one time. The class capacity is the number of seats determined to be the standard maximum capacity of a particular course. Capacities are recommended to the Executive Vice President for Academic Affairs who makes the final decision regarding course capacity.

Course Consider for Gen. Ed. Core Curric. GENERAL EDUCATION CORE CURRICULUM REQUIREMENTS “General Education at Shoreline Community College exposes students to both the content and method of the major areas of human inquiry. Broadly based and embedded throughout the curriculum, the Shoreline Community College general education program strives to develop, integrated and expand the experiences, knowledge, skills, attitudes and values of students through enduring academic exploration so that they are able to grow and mature in the process of inquiry and deliberated decisions throughout their lives.” General Education Task Force, March 1990 The purpose of Shoreline’s General Education Core Curriculum is... • To integrate knowledge across academic disciplines • To provide insight into diverse cultures • To develop competence in communication, quantitative reasoning, critical thinking, and social functioning skills Shoreline Community College General Education Curriculum became effective fall 1992. Students who began Shoreline in fall 1992 or later must take the general educational core curriculum to earn an AAS or AAAS degree.


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Course Consider for W Course Status A W-COURSE is a Writing Intensive Course. A W-Course must require 10-15 pages of graded, out-of-class writing, in the form of two or more short papers with required revisions OR a longer paper with a required revision. To have this course considered for W-Course Status, please complete the W-COURSE APPLICATION FORM available at http://intranet.shore.ctc.edu/intranetinst/Curriculum%20Forms/W%20Course%20Application%20and%20Criteria%20Final%205-13-04.doc Submit the completed form with the MCO to the Curriculum Committee for approval.

Course Consider Gen Ed Core Reqs. GENERAL EDUCATION CORE CURRICULUM REQUIREMENTS "General Education at Shoreline Community College exposes students to both the content and method of the major areas of human inquiry. Broadly based and embedded throughout the curriculum, the Shoreline Community College general education program strives to develop, integrated and expand the experiences, knowledge, skills, attitudes and values of students through enduring academic exploration so that they are able to grow and mature in the process of inquiry and deliberated decisions throughout their lives.” General Education Task Force, March 1990 The purpose of Shoreline’s General Education Core Curriculum is... •To integrate knowledge across academic disciplines •To provide insight into diverse cultures •To develop competence in communication, quantitative reasoning, critical thinking, and social functioning skills Shoreline Community College General Education Curriculum became effective fall 1992. Students who began Shoreline in fall 1992 or later must take the general educational core curriculum to earn an AAS or AAAS degree. GEN ED CORE REQ: COMMUNICATION SKILLS – 10 credit hours: ENG 101, ENG 102 GEN ED CORE REQ: QUANTITATIVE REASONING – 5 credit hours: CHEM 140, CHEM 141, CHEM 150, CHEM 151, CHEM 160, CHEM 161, COMPU 131, COMPU 142, ECON 200, MATH 107, MATH 108, MATH 110, MATH 111, MATH 112, MATH 120, MATH


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121, MATH 124, MATH 125, MATH 126, MATH 207, MATH 208, MATH 209, MATH 211, MATH 224, PHIL 120, PHYS 110, PHYS 114, PHYS 115, PHYS 116, PHYS 121, PHYS 122, PHYS 123 GEN ED CORE REQ: PHYSICAL EDUCATION – 3 credit hours: PE 102, PE 104, PE 105, PE 107, PE 108, PE 110, PE 111, PE 112, PE 113, PE 114, PE 115, PE 116, PE 119, PE 120, PE 121, PE 122, PE 123, PE 124, PE 125, PE 126, PE 127, PE 128, PE 129, PE 130, PE 131, PE 132, PE 133, PE 135, PE 140, PE 145, PE 155, PE 161, PE 162, PE 167, PE 168, PE 191, PE 200, PE 202, PE 204, PE 205, PE 207, PE 208, PE 210, PE 211, PE 212, PE 213, PE 214, PE 215, PE 216, PE 220, PE 221, PE 222, PE 223, PE 224, PE 225, PE 226, PE 227, PE 228, PE 229, PE 230, PE 231, PE 233, PE 235, PE 245, PE 251, PE 252, PE 253, PE 255, PE 257, PE 258, PE 259, PRE 261,PE 262, PE 266, PE 274, PE 275, PE 292, PE 297, PE 298, PE 299 GEN ED CORE REQ: MULTICULTURAL UNDERSTANDING – 3-5 credit hours: ANTHR 202, IASTU 102, IASTU 103, IASTU 201, IASTU 202, GEOG 277, SOC 288, SPCMU 102, SPCMU 103, all three of either of these sets of courses: FRNCH 201 + FRNCH 202 + FRNCH 203; or FRNCH 202 + FRNCH 203 + FRNCH 297 GEN ED CORE DEGREE REQ: HUMAN RELATIONS – 2 – 5 credit hours:

Course Credits EXAMPLE: MATH 110 is a standard lecture class that meets for one hour a day, 5 days a week, for 11 weeks (SCC's standard) and has 55 credit hours at a 1:1 ratio and is worth 5 credits. Course credit hours are determined by the type of student contact hours and the ratio of those hours to the number of weeks in a quarter. “Credit hours” are defined as the unit by which an institution measures its course work. The number of credit hours assigned to a course is defined by the number of hours per week in class and the number of hours per week in out of class preparation. See student contact hours for definitions of the modes of instruction available, lecture/discussion (1:1 ratio), lab/applied learning (2:1 ratio), clinical/worksite (3:1 ratio), other (5:1 ratio). If you need assistance in calculating course credits please contact Phyllis Harris, extension 5874, in the Office of Instruction.

Course Description EXAMPLE: The current description for ENG 101is: Students write essays that display focus, organization, appropriate style, and technical control. They develop skills in critical thinking and close reading of texts and respond in writing and discussion to assigned topics.


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Course summaries are written with sufficient detail to convey subject area and institutional intent of the proposed offering. This is considered the main description and will be used for our published catalog. There is a maximum 320 characters, including spaces and punctuation. A shorter description for the schedule can be entered under the Course Description 2 field.

Course Description 2 EXAMPLE: The current description 2 for ACCTG 171is: Students will interview clients and using IRS software complete person al income tax forms. Course summaries are written with sufficient detail to convey subject area and institutional intent of the proposed offering. This is a shortened version of the main course description and will be used in the Quarterly Class Schedule. There is a maximum 150 characters, including spaces and punctuation.

Course Discipline EXAMPLES: ABE for Adult Basic Education CIS for Computer Information Systems ENG for English IASTU for Intra-American Studies MATH for Mathematics NURS for Nursing PE for Physical Education This is known as the Department/Division code. If you cannot find the appropriate Department/Division code on the existing list, please contact Phyllis Harris, extension 5874, in the Office of Instruction for assistance.


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Course Distance Ed Code EXAMPLE: The distance education code for fully online courses with no mandatory meetings is 3C. Please refer to the chart on the Intranet that explains the distance education codes, at: http://intranet.shore.ctc.edu/intranetinst/Schedule%20Construction/Charts/distance%20ed%20codes%2009-09-04.xls

Course Dual Listed Course EXAMPLE: MUSIC 209/IASTU 209 History of Jazz A DUAL-LISTED COURSE is a course that can be taught in two different disciplines at the same time, and possibly meets two different distribution areas. Dual-listed courses must be listed and described, with identical descriptions and titles, under both disciplines’ listing in the college catalog and quarterly class schedules. When new dual-list course proposals are made, both courses should have identical course numbers. Please see the Procedures for Dual Listing at the following location: http://intranet.shore.ctc.edu/intranetinst/Curriculum%20Forms/DUAL%20LIST%20PROCEDURES%203-8-01.doc and the Dual Listing Process Check Sheet: http://intranet.shore.ctc.edu/intranetinst/Curriculum%20Forms/DUAL%20LISTING%20PROCESS%20CHECK%20SHEET.doc Submit the completed form with the MCO to the Curriculum Committee for approval.

Course Educational Program Code EXAMPLE: 607 is the EPC code attached to the CIP code for Manufacturing Technology. This is a three-digit Educational Program Code (EPC), used if the course is or will be part of an approved Vocational Preparatory program (see CIP Crosswalk Sorted by CIP). Note: If a course is part of more than one program, use the EPC of the program that predominates. If you need assistance in determining an Educational Program Code, please call Phyllis Harris at extension 5874 in the Office of Instruction.


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Course Fee Codes EXAMPLE: ART 201 has a class fee code 1 of AJ which indicates a class fee of $5.32 per student. CLASS FEE CODE 1 (First fee code on a credit class.) CLASS FEE CODE 2 (Second fee code on a credit class.) CLASS FEE 1 CLASS FEE 2 FEE PAY RATE Courses Code Rate Unit ART ART 100, 100E AH 21.29 Class ART 102, 103, 115 119, 201, 207, 291, 292 AI 31.93 Class ART 105, 106,107, 110, 201, 202 ,203, 254, 255, 265, 267, 272-274 AJ 5.32 Class ART 109, 205, 206, 256, 257, 258, AV 10.30 Class ART 207 L5 31.93 Class ASTRONOMY ASTRN 101 PX 10.64 Class AUTOMOTIVE TECHNOLOGY AUTOT 150, 151, 152,160, 161, 162, 163, 164, 165, 166, 167, 168 LT 53.21 Class BIOLOGICAL SCIENCES BIOSC 100, 102, 201,202, 203, 211, 270, 275 BI 10.64 Class BIOSC 101 LL 5.32 Lab BIOSC 210 BJ 15.96 Class BIOSC 215 B1 37.25 Class BIOSC 251, 260, 265, 270 B2 42.57 Class


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CHEMISTRY CHEM 101, 140, 141, 151, 161, 220, 241, 242 CI 10.64 Class CHEMT 191, 192 CI 10.64 Class COMPUTER SCIENCE COMPU 131, 137, 138, 139, 142, 147-149 L6 30.99 Class COMMUNICATION CMU 261, 262, 263 DG 36.06 Class CMU 266, 267 DJ 36.06 Class COSMETOLOGY COS 148, 149, 150, 151, 152, 251, 252, 253, 260, 265 MI 5.50 Class DENTAL HYGIENE DENHY 110, 111, 132, 150,160,170, 180,191, 242, 244, 250, MI 5.50 Stu/Qtr 260, 263, 270, 273, 290, 291, 292 DRAMA DRAMA 156, 157 DE 30.91 Class DRAMA 285, 286 DJ 36.06 Class ENGLISH ENG 293 AX 175.00 Class GEOLOGY GEOL 101 GO 21.29 Lab GEOL 120 GP 31.93 Lab HEALTH CARE INFORMATION HCI 222, 223 L5 31.93 Lab HUMAN DEVELOPMENT HUMDV 105 EW 20.00 Class


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INDUSTRIAL TECHNOLOGY INDUS 102, 103 AC 5.32 Class MACHINIST MACHT 196 CNC Operator AC 5.32 Class MACHT 170 - 172 (Machine Shop) MW 26.60 Class MEDICAL LAB TECHNOLOGY MLT 197, 214, 221, 229, 233 MF 26.60 Stu/Qtr MLT 215, 227, 230, 231, 232 MI 5.50 Class MLT 220, 222, 224, 226, 228 L5 31.93 Lab MLT 223, 227 MZ 51.52 Lab MUSIC MUSIC 100, 101, 102, 103, 107, 113, 116, 131, 136, 137, 138, 139, MK 15.96 Class 141, 144, 153, 157, 162, 163, 165, 166, 167, 168, 170, 172, 201, 202, 203, 204, 205, 207, 208, 209, 264, 270, 272, 291 MUSIC 115, 117, 120-127, 156 MN 15.96 Piano Lab Piano Accomp/Tuning MK 15.96 Class MUSIC TECHNOLOGY MUSTC 215, 216, 217 MK 15.96 Class MUSTC 206, 220, 221, 222, 223, 224, 225, 226, 227, 228, 230, 231, MD 31.93 Class 232, 233, 234, 236, 237, 238, 241, 242, 243, 244, 246, 247, 248, 251, 261, 262, 263 NURSING NURS 130, 150, 232, 240, 272 L5 31.93 Lab NURS Labs 120, 121,131, 133, 141, 152, 220


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NC 26.60 Class Practicum 134, 142, 153, 231, 233, 241, 243, 271, 273 MI 5.50 stu/qtr PHYSICAL EDUCATION PE 117/217 Mt. Biking MH 15.49 Class PE 125/225/275, DH Skiing NK 175.00 Class PE 132 NS 101.10 Class PE 135/235 Swimming RD 35.00 Class PE 140 Scuba Diving QU 118.78 Class PE 145/245, XC Skiing NJ 135.00 Class PE 155/255, Snowboarding NJ 135.00 Class PE 167, 168 Voice-Dance Performance MK 15.96 Class PE 292 First Aid Telecourses FB 5.32 Class PE 191 CPR FI 3.19 Class PE - Bowling/Skating L4 30.00 Class PE - Fitness Assssment FD 10.64 Class PHYSICS PHYS 110 PX 10.64 Class PHYS 114, 115, 116,121, 122, 123 PY 21.29 Class VISUAL COMMUNICATION TECHNOLOGY VCT 111 AH 21.29 Class VCT 103, VCT 112 AI 31.93 Class VCT 101, 102 AV 10.30 Class VCT 103, 122, 123, 124, 125, 129, 131, 132, 133, 134, 135, 138, L5 31.93 Class 139, 201, 202, 203, 207, 208, 211, 212, 213, 222, 229, 264, 265, VCT 266, 267 DJ 36.06 Class MISCELLANEOUS COMPUTER FEES


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Computer Lab classes - designated by Division L5 31.93 Class Computer Lab - Continuing Ed L3 3.00 Contact Hr Hybrid (Y sections) PN 20.00 Class Telecourse Fees (V sections) PB 30.00 Class WAOL Courses (W sections) PL 50.00 Class Distance Learning (N sections) PQ 30.00 Class OTHER CLASS FEES ENVSC 201-PE 115 (linked) ES 278.88

Course Fee Pay Status The Fee Pay Status is a code which identifies the types of fees a student is paying in each class that they take. A for-credit course open to all students does not normally have a Fee Pay Status code. The Fee Pay Status codes most frequently used on courses at Shoreline Community College are: 12 High School Completion 60 State Pre-Employment Contract 61 College in the High School 92 ABE/ESL 95 Parent Education/Family Life 98 Community Service 99 Non-tuition Class

Course Financial Impact EXAMPLE: This course will require an additional part-time instructor at 33.33% per quarter at an estimated cost of $3517.98 each quarter. The Library/Media Center has determined that no additional materials are needed at this time.


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Write a paragraph explaining what the financial impact of adding or changing this course would be. Make sure to include things like increased or decreased cost of instructor salary, cost of staff support, library/media materials, equipment needed, student fees, etc. Please give dollar estimates along with your explanation.

Course Footnote Codes EXAMPLE: Footnote code: 0100 "W" following the course number indicates the class satisfies UW writing requirement. Before registering for a "W" class see NOTE at the beginning of English listing. FOOTNOTE 1 The first footnote attached to a course. FOOTNOTE 2 The second footnote attached to a course. There is only room for two footnote codes per class. Additional footnotes can be added manually at course construction by contacting the Schedule Coordinator, Margielize Villaceran, at ext. 4719. Also new footnote codes and changes to footnote descriptions can be made by contacting the Schedule Coordinator.

Course Fulfills Distribution Req. DISTRIBUTION REQUIREMENT A total of 50 credit hours from Humanities, Intra-American Studies, Natural Sciences and Social Sciences is required for graduation. These are broken out into the following distribution requirement areas: HUMANITIES: 15 credits INTRA-AMERICAN STUDIES: 5 credits NATURAL SCIENCES: 15 credits SOCIAL SCIENCES: 15 credits

Course Funding Source EXAMPLE: State supported for credit courses have a funding source of 1. This is a description of the funding for the course. The students in the class may not have the same fund source i.e., a state funded class may have contract funded students enrolled, for example, a running start student or international contract student may be enrolled in a state supported course, but those students are reported as contract. What we are looking for here is the funding source


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intended for the course as a whole, not those individualized students who have special funding categories, i.e. international students, running start students, etc. A for-credit course open to all students will usually be coded funding source 1. The overall course is considered a state-supported course, however any students taking that course who do not qualify as a state-supported students will not count in our state-supported FTES. Valid funding source codes are: 1 Fully State Funded 2 Partially State Funded, Supplemental 3 Partially State Funded, Shared 4 Grant and Contract Funded 5 Student Funded/Community Service

Course General Education Outcomes Which (if any) of the General Education outcomes do these course outcomes assessment methods address? Shoreline C.C.'s GENERAL EDUCATION OUTCOMES include Communication, Quantitative Reasoning, Multicultural Understanding, Information Literacy, General Intellectual Abilities, and Global Awareness. EXAMPLES: Under each outcome is a definition and a list of skills the outcome encompasses (the Abbreviated General Education Outcomes.) GEO: COMMUNICATION Students will read, write, speak in, and listen to college-level English. Effective communication incorporates awareness of the social nature of communication and the effects of ethnicity, age, culture, gender, sexual orientation and ability on sending and receiving oral, non-verbal, and written messages. •Listen, understand and respond •Read and analyze •Speak effectively •Write effectively •Create supplemental materials •Self-assess communication abilities


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GEO: QUANTITATIVE REASONING Students will demonstrate college-level skills and knowledge in applying the principles of mathematics and logic. •Compute Fluently •Solve problems •Draw conclusions •Make arguments •Create models •Communicate quantitative information GEO: MULTICULTURAL UNDERSTANDING Students will demonstrate understanding of issues related to race, social class, gender, sexual orientation, disabilities and culture and the role these issues play in the distribution of power and privilege in the United States. •Know US history of race, social class, gender, sexual orientation, disabilities and culture •Understand power and privilege •Function effectively in multicultural settings •Create equity and social justice GEO: INFORMATION LITERACY Students will access, use and evaluate information in a variety of formats, keeping in mind social, legal and ethical issues surrounding information access in today's society. •Define information needs •Use diverse sources •Understand information production, storage, organization, transmission and access •Evaluate information •Understand economic, legal, ethical and social issues of information GEO: GENERAL INTELLECTUAL ABILITIES Students will think critically within a discipline, identify connections and relationships among disciplines, and use an integrated approach to analyze new situations. •Think critically within a discipline •Make interdisciplinary connections •Use an integrated approach to solving problems


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GEO: GLOBAL AWARENESS Students will demonstrate understanding and awareness of issues related to, and consequences of, the growing global interdependence of diverse societies by integrating knowledge from multiple disciplines. Students will describe how social, cultural, political, and economic values and norms interact. •Appreciate artistic and religious expressions •Recognize values and beliefs •Describe global interdependence and local cultures •Know history of global conflict and cooperation •Evaluate economic interdependence / wealth distribution •Understand global environmental issues Students should ideally be able to demonstrate these General Education outcomes after completing Shoreline’s Associate in Arts and Sciences or Associate in Science degree. The College is committed to providing each student with the opportunity to attain these outcomes; however, individual attainment within and among the outcome areas will vary according to each student’s ability, readiness and level of commitment. The outcomes are also integrated, as appropriate, within the degrees and certificates offered through each of the professional/technical programs. The full General Education Outcomes document is available at the following link: http://intranet.shore.ctc.edu/intranetinst/Curriculum%20Forms/GENERAL%20EDUCATION%20OUTCOMES%20Spring%202001.doc

Course Grading Option Choose which of the following grading systems will be used for this course. MANDATORY DECIMAL: Students will be awarded grades from .7 to 4.0 in 0.1 increments, or a 0.0, I, V, W, or Z. MANDATORY PASS/NC: The instructor will give only a 0.0, I, NC, P, V, W, or Z grade as defined in the College's current course catalog. OPTIONAL PASS/NC: Students receive a decimal grade unless they have a pass option form signed by the instructor. Students selecting this option will receive a 0.0, I, NC, P, V, W, or Z grade as defined in the College's current course catalog.

Course Informal Notes


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This is a field you can use to write notes to each other while reviewing the MCO. For instance, Discipline Colleagues, Deans, etc. may want to make suggestions or ask questions without changing your Master Course Outline. These notes will not print out on the hard copy MCO.

Course Institutional Intent Code The institutional intent code is a two character code assigned to a course for identifying the primary intent of the college for offering a specific course. Valid Institutional Intent codes are: 11 Academic Transfer 12 Academic Basic Education 13 Academic General Education 21 Occupational Preparatory (required for a Professional/Technical program) 22 Occupational Supplemental (an elective for a Professional/ Technical program) 23 Non-wage-earning Occupational (home and family life) 31 Community Service

Course Instructor Contact Hours EXAMPLE: The number of instructor contact hours for MLT 221 is 66. This course has 66 lab hours(2:1 ratio) which equals 3 credits. Even though the student hours are at a 2:1 ratio, we still need to show the total hours the instructor teaches this class during the quarter (we have an 11 week quarter, so this is normally the number of weekly hours multiplied by 11.) In the example this instructor teaches this course for 6 hours a week.

Course Master Course Outline The Master Course Outline is the College’s official record of a course. This is the document that is submitted to the Curriculum Committee for approval of a new course or a change to a course. The original MCO is kept on file in the Office of Instruction as required for accreditation.


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GUIDING YOUR COURSE THROUGH THE CURRICULUM COMMITTEE I. PREPARING YOUR MASTER COURSE OUTLINE (MCO) The instructions given here are meant to help you with the new Master Course Outline process, as well as tell you what to expect when you appear before the Curriculum Committee. A. DESIGNING YOUR COURSE Start with your vision of the course. Plan your course exactly the way you want. Include all the information that a new teacher would need in order to teach the course. The following checklist may be useful as you go through this process: • A list of topics that would be covered in your course; • A set of skills your students will master; • A set of outcomes you want to measure; • Prerequisites – think about English and Math prerequisites as well as courses iin your discipline; • What you plan to assess and how you will assess it. B. FILLING OUT THE ONLINE MASTER COURSE OUTLINE SCREENS Once the plan for your course is complete, move to the Online Master Course Outline screens at: www.shoreline.edu/mco 1. Click on Add a Master Course Outline for new courses or Find a Master Course Outline for existing courses. 2. The Course Information tab has a change log/notes/rationale box where you can tell us what you are doing, i.e. adding a new course, or changing an existing course, and where you can provide us with the rationale for what you are doing. 3. The Description tab asks for basic course information, such as Discipline, Number, Title, Abbrev. Title, Credits, Course Description, Prerequisites, Instructor Permission, Grading Options, and Planned Year/Quarter. • Consult with your Dean and Department/Division colleagues to be sure your course number is available and appropriate to the level of the course. • Choose a title that is descriptive and is different from other courses in your discipline. • Be sure your description is clear and that your course is easily distinguished from other courses by both its title and its description. The description you write will be read by your prospective students when it appears in the catalog and time schedules. If your course has a specific audience, you might want to include that information in your course description. Note the length limitation. 4. The Outcomes Tab is where you tell us what you expect your student to be able to do upon completion of this course, what assessments you are using, if they are suggested or required, and whether any of the new Gen Ed Outcomes apply.


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• The course outcomes should be measurable, clear, and should include only outcomes you plan to assess. For more information on writing outcomes, you can refer to the HelpNotes on this tab. 5. The Outline Tab has unlimited text space and lets you input the outline of topics and content for your course. You can cut and paste into this memo box, if you have the information already typed in a Word document. • This is where you put the rest of the information that is specific to your course. The course content/major course topics can also include a more expansive narrative description of your course. This part of the document is where other instructors might turn when they want to find out how to teach your course, so be as specific and complete as you can. 6. The Transfer Information Tab includes what type of degrees and/or certificates this course applies to, where it transfers to and how it transfers and also whether this is a W course. • The Transfer Information section includes information for advising. This is where the details about the transferability of your course appear, as well as to what degrees or certificates it applies. If you believe that your course will transfer to the UW or another university in a specific way, you will need to check this out to be sure. Check with your Dean or Advising and Counseling to be sure this area is filled out correctly. 7. The Degree/Distribution Tab includes General Education Core Curriculum requirements, as well as Degree Distribution requirements, and dual-listed information. 8. The Detail tab includes most of the course coding information we are required to submit to the State Board for Community and Technical Colleges. This is where you choose the codes for where your course fits in the overall instructional scheme, state-wide as well as federally. The Classification of Instructional Program code is basically a categorization of the type of course. The Educational Program code is for Professional/Technical courses only, and is attached to a CIP code. This tab also includes student contact hours, capacity, variable credit, institutional intent, Administrative Unit, Sections, Footnotes, and Distance Education codes and information. 9. The Financial Tab includes funding source, fee pay status codes, fees, instructor contact hours, percent of load, course pay type, and a financial impact statement which you need to complete. Please read the HelpNote on the financial impact section for an explanation and examples. 10. & 11. The Cover Page 1 and 2 tabs have additional directions for completing the process, and have a checklist which shows which items you are bringing to the Curriculum Committee. This tells the Curriculum Committee what to expect when they look at your MCO. Work with your Dean to be sure this form is filled out correctly. Make sure all appropriate boxes have been checked. 12. The Sign-off Tab lists the people who should have a chance to review your MCO before you present it to the committee. Once you’ve written your MCO, share it with your colleagues within your discipline and division and incorporate their feedback. Each division and department has a different system for reviewing MCOs. Obtain signatures from your Division Planning Committee, your Division Dean, and the Library/Media Center. You may also need other signatures. Please read the Directions on


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the cover page. C. PRESENTING YOUR MCO TO THE CURRICULUM COMMITTEE 1. Submission of your MCO Once your MCO has been reviewed and passed by your colleagues in your discipline and your division as well as your dean, it goes to Kerry Fondren. See Directions on Cover Page 1 for more details. Copies of your MCO will be distributed to the members of the Curriculum Committee, and your course will be placed on the agenda for its First Reading at the next possible Curriculum Committee Meeting. You will be asked to come to the meeting to present your course to the committee. 2. First Reading When you present your course for its First Reading, The Curriculum Committee asks that you give a brief explanation of your course, why you created or revised it, and how it fits with other courses. Then we will ask questions – sometimes for our own understanding, sometimes to suggest revisions or clarifications in your MCO. Almost all of our suggestions will have to do with the way the form is filled out rather than the content of your course. Most such suggestions are minor and easy to implement. If we find something that needs more substantial work, a member of the Curriculum Committee will volunteer to help you make any needed changes after the meeting. In most circumstances, your course will be passed for its first reading. 3. Resubmission, with changes Once you’ve made the suggested revisions, the MCO goes to Kerry Fondren again. Copies of your MCO will again be distributed to the members of the Curriculum Committee, and your course will be placed on the agenda for its Second Reading. You will be asked to come to the meeting to present your course again. 4. Second Reading During the Second Reading, you can talk about any changes you made. Occasionally, we will make more suggestions for changes at the Second Reading. In this case, you need to make the requested changes and get the final version to Kerry Fondren after the meeting. If we have no further suggestions, the Second Reading will be very brief. In most circumstances, your course will be passed for its Second Reading.

Course Meets Gen. Ed. Core Reqs. GENERAL EDUCATION CORE CURRICULUM REQUIREMENTS “General Education at Shoreline Community College exposes students to both the content and method of the major areas of human inquiry. Broadly based and embedded throughout the curriculum, the Shoreline Community College general education program strives to develop, integrated and expand the experiences, knowledge, skills, attitudes and values of students through enduring academic exploration so that they are able to grow and mature in the process of inquiry and deliberated decisions throughout their


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lives.” General Education Task Force, March 1990 The purpose of Shoreline’s General Education Core Curriculum is... •To integrate knowledge across academic disciplines •To provide insight into diverse cultures •To develop competence in communication, quantitative reasoning, critical thinking, and social functioning skills Shoreline Community College General Education Curriculum became effective fall 1992. Students who began Shoreline in fall 1992 or later must take the general educational core curriculum to earn an AAS or AAAS degree. GEN ED CORE REQ: COMMUNICATION SKILLS – 10 credit hours: ENG 101, ENG 102 GEN ED CORE REQ: QUANTITATIVE REASONING – 5 credit hours: CHEM 140, CHEM 141, CHEM 150, CHEM 151, CHEM 160, CHEM 161, COMPU 131, COMPU 142, ECON 200, MATH 107, MATH 108, MATH 110, MATH 111, MATH 112, MATH 120, MATH 121, MATH 124, MATH 125, MATH 126, MATH 207, MATH 208, MATH 209, MATH 211, MATH 224, PHIL 120, PHYS 110, PHYS 114, PHYS 115, PHYS 116, PHYS 121, PHYS 122, PHYS 123 GEN ED CORE REQ: PHYSICAL EDUCATION – 3 credit hours: PE 102, PE 104, PE 105, PE 107, PE 108, PE 110, PE 111, PE 112, PE 113, PE 114, PE 115, PE 116, PE 119, PE 120, PE 121, PE 122, PE 123, PE 124, PE 125, PE 126, PE 127, PE 128, PE 129, PE 130, PE 131, PE 132, PE 133, PE 135, PE 140, PE 145, PE 155, PE 161, PE 162, PE 167, PE 168, PE 191, PE 200, PE 202, PE 204, PE 205, PE 207, PE 208, PE 210, PE 211, PE 212, PE 213, PE 214, PE 215, PE 216, PE 220, PE 221, PE 222, PE 223, PE 224, PE 225, PE 226, PE 227, PE 228, PE 229, PE 230, PE 231, PE 233, PE 235, PE 245, PE 251, PE 252, PE 253, PE 255, PE 257, PE 258, PE 259, PRE 261,PE 262, PE 266, PE 274, PE 275, PE 292, PE 297, PE 298, PE 299 GEN ED CORE REQ: MULTICULTURAL UNDERSTANDING – 3-5 credit hours: ANTHR 202, IASTU 102, IASTU 103, IASTU 201, IASTU 202, GEOG 277, SOC 288, SPCMU 102, SPCMU 103, all three of either of these sets of courses: FRNCH 201 + FRNCH 202 + FRNCH 203; or FRNCH 202 + FRNCH 203 + FRNCH 297 GEN ED CORE DEGREE REQ: HUMAN RELATIONS – 2 – 5 credit hours:

Course Number


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EXAMPLE: 101 is the course number portion of our ENG 101, Composition and Expository Prose course The course number is a three digit number assigned to a particular course. Most courses numbered under 100 are pre-college courses (this may soon be true for all courses numbered under 100.) Courses numbered 100 are transferable, but only as “gray” area courses.

Course Number of Sections per Qtr. The NUMBER OF SECTIONS PER QUARTER indicator tells the system how many sections of this particular course you want automatically built in construction. Fill in the number of sections of this course to be prebuilt during class schedule construction per quarter. If you only teach this course once per year you would only indicate a number on the particular quarter when you plan to teach that course. EXAMPLE: [1] Summer [2] Fall [1] Winter [0] Spring

Course Online Develop. Info. link to: http://success.shoreline.edu/dlfaculty/coursedev.htm

Course Outcomes What should students know and be able to do as a result of taking this class? Course Outcomes are broad statements of what students should be able to do at the end of a course. They are meant to describe student learning within a course in four to seven statements. These outcome statements should describe student learning that can be observed and evaluated by the instructor.


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For example, in an English 101 class, you might find these course outcomes (among others): Read and comprehend college-level works, both fiction and non-fiction, to gain information, learn new perspectives and various styles and formats, evaluate arguments and information sources, and for use in writing. Write expository essays that conform to standards of focus, originality, organization, development, and correctness.

Course Outcomes Assessment What tools or tasks do you use to assess this outcome (get information that students are meeting it?) In other words, what methods of assessment do you use to measure their progress? Outcomes Assessment Methods are the general assignments or activities that students do so that you can tell how well the students achieve the outcome. Put another way, assessments provide the answer to the question, "To what degree have my students achieved this particular outcome?" For example, for the English 101 outcome, "Read and comprehend college-level works, both fiction and non-fiction, to gain information, learn new perspectives and various styles and formats, evaluate arguments and information sources, and for use in writing," you might see these assessment methods: Summary and response journal Text-based in-class essay Research paper Group research presentation

Course Outcomes Req/Sug Choose Required Or Suggested (Req or Sug) For each Outcomes Assessment Method, please indicate if this particular means of assessment is required for use by all instructors of the course or suggested for use. Some courses may have all required assessment methods; others may have all suggested methods that instructors can choose from or use as ideas for yet other assessments. Some courses may offer a combination of required and suggested assessment methods.


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Course Outline Please list or outline the major topics this course will cover. EXAMPLE: ENG 090 COURSE OUTLINE OR TOPICS While the specific content (i.e. textbook) of this course may change depending on who teaches it, all course sections will cover these topics: *College Culture *Academic Organization: Subjects and Divisions *College Learning and Teaching Styles *Academic Reading Process and Strategies *Academic Writing Process and Strategies *Cognitive and Emotional Components of Learning *Critical Thinking in College *Working in Groups of Diverse Others *Self Evaluation This course is always to be taught thematically. Themes must relate to understanding the academic disciplines, their differences and connections, as well as the culture (values and expectations) of college. All assignments and activities should be authentic (not simple drill and practice); readings should be complete essays, articles and stories (not isolated paragraphs), and students should write complete essays.

Course Pay Type This is a 2 character field used for automatic payroll. The standard code for a credit class at SCC is PF. This field identifies the salary calculation formula and the pay scale to use in the salary calculation process. This code is used in the Auto Payroll system. This field also defines the formula for calculating percent of full-time for a course.

Course Percent of Load (IFTEF) This is the calculated percentage of instructor load based on the number of quarterly contact hours and the rate used for this particular department. IFTEF is an abbreviation for Institutional Full Time Equivalent Faculty.


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EXAMPLE 1: The percent of load for ENG 101 is 33.33 based on 5 weekly (55 quarterly) contact hours at the regular contract rate of 15 hours per week equaling a full load. EXAMPLE 2: The percent of load for PE 104 is 11.11 based on 2 weekly (22 quarterly) contact hourse at the contracted rate of 18 hours per week equaling a full load. There is a chart available to assist you on SCC's Intranet at: http://intranet.shore.ctc.edu/intranetinst/Schedule%20Construction/Charts/New%20FTEF%20Chart092004.xls

Course Prereqs EXAMPLE: The Prerequisite for ENG 101 is Satisfactory ASSET test score or successful completion of English 100, or equivalent with instructor permission. Course prerequisites are a course or courses that must be taken prior to or concurrently with a higher level course.

Course Requires Permission Does this course require instructor or program permission? If you answer yes, students will not be able to enroll without an instructor or dean signature.

Course Student Contact Hours EXAMPLE: CHEM 101 This course has 44 lecture hours (1:1 ratio) and 22 lab hours(2:1 ratio) which equals 5 credits. Student Contact Hours are broken into five categories or modes of instruction which are assigned the number of contact hours needed per week to equal one credit equivalent. We enter quarterly contact hours based on an 11 week quarter for each category. In SMIS, this is translated to a weekly code (based on the assumption that courses last all quarter long). LECTURE/DISCUSSION STUDENT CONTACT HOURS


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For lecture hours, the predominant instructional mode is talking from prepared materials and/or discussion continually under the direction or supervision of the instructor. This assumes outside assignments equal two hours for every hour in class. One hour of lecture is equal to one credit equivalent. LAB/APPLIED LEARNING STUDENT CONTACT HOURS For labs, the predominant instructional mode is individual study in a classroom, lab, shop or studio under the direction or supervision of the instructor. This includes nursing and other students in work facilities when under continual direction of instructor. Work is normally completed in a group setting and through outside assignments. Two hours of lab equals one credit equivalent. CLINICAL/WORK SITE STUDENT CONTACT HOURS For clinic hours, the predominant instructional mode is individual study or related work activity under the intermittent direction or supervision of the instructor. Work is normally completed at the work site. Three hours of clinic equals one credit equivalent. OTHER STUDENT CONTACT HOURS For Other hours, minimal supervision is required for work related activities. This includes internships, externships, and community involvement projects. Five hours of other equals one credit equivalent.

Course Suffix The course suffix is a one character alphabetic field used to distinguish parts of courses or specialty versions of courses, for instance: L = LAB S = SEMINAR W = WRITING INTENSIVE

Course Title EXAMPLE: The course title for CIS 120 is Database Applications and Concepts. The course title (in upper and lower case) is a 48-character field (including spaces and punctuation) for college-assigned course


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titles. This is the title that will appear in the Course Catalog and in the Quarterly Class Schedule.

Course Transcript Abbrev. Title EXAMPLE: The transcript abbreviated title for CIS 120 is DATABASE APPS & CONCEPTS The transcript abbreviated title (in caps) is a 24-character field (including spaces and punctuation) for college-assigned course titles. This is the title that will appear on student transcripts and on registration forms. Please try to make your abbreviations as understandable as possible.

Course Transfers as Type The instructor needs to contact each individual transfer institution to determine how this course will transfer to that college or university. SEE ICRC ASSOCIATE DEGREE COURSE LIST PART II: RESTRICTED SUBJECT AREAS FOR TRANSFER below or for additional information go to: http://www.washingtoncouncil.org/ICRCHANDBOOK2004.pdf APPENDIX C INTERCOLLEGE RELATIONS COMMISSION ASSOCIATE DEGREE COURSE LIST PART II: RESTRICTED SUBJECT AREAS FOR TRANSFER (May 1995) The following list is intended to provide Washington community colleges with information regarding restrictions on the transferability of courses taken in fulfillment of Associate degree requirements. PLEASE NOTE: This list represents an intercollege agreement and is not meant to reflect the transfer policy of any individual institution. It is the understanding of the representatives of participating baccalaureate colleges that Associate degrees meeting the ICRC guidelines would ordinarily include no more than 15 credits in subjects on this list, unless a special agreement had been arranged with the particular receiving institution.


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In addition to the subject areas listed, community college representatives should be aware that credits granted for CLEP exams, military experience and training courses, life and work experience, and other nontraditional credits are also not acceptable at most colleges, and are restricted within the same 15-credit limit as the listed subjects. Credits for College Board AP exams are generally granted directly by the receiving institution on the basis of score reports, and are not treated as transfer credits. Accounting1 ONLY Principles I, II, III are transferable Adult Basic Education Aeronautics/Aviation Administration of Justice1 (Criminal Justice, Law Enforcement, Police Science, Corrections) Agriculture1 Air Conditioning/Heating/Refrigeration Aircraft Repair Allied Health Program American Institute of Banking (AIB) Animal Technology Appliance Repair Technician Applied Linguistics Architectural Auto Mechanics Avionics Banking and Finance Barbering Biomedical Equipment Boat Building Business and Office Technician Career Planning/Exploration Carpentry/Construction Methods Chemical Dependency Childcare Chiropractic Clothing and Apparel Commercial Design Communications (Radio, TV, Film)1 Computer Information Systems Computer Repair Consumer Education Cooking and Baking


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Cooperative Work Experience, Field Experience Cosmetology Counseling Psychology Court Reporting Culinary Arts (Cooking, Baking) Custodial Training/Maintenance Data Processing Courses in technical data processing/data entry, personal computer use and software packages and their applications are not acceptable. For acceptable courses in Computer Science, see the Associate Degree Course List Part I. Dental Assistant Dental Hygiene Diagnostic Ultrasound Technology Diesel Mechanics Dietician Diving Technology Drafting Early Childhood Education1 Education1 Electronics Emergency Medical Technician Engineering Technology English as a Second Language Engineering Technology Environmental Technology Equine Sciences ESL (courses that are preparation in English) Family Life Farm and Industrial Machinery Maintenance Ferrier/Horseshoeing Fashion Design and Merchandising Fire Science Fisheries1 Fisheries Technology Fitness Technology Floristry1 Food Service Forest Technology Forestry


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General Studies Gerontology Assistant Graphics Reproduction Hazardous Materials Health (First Aid) Health Technologies (Radiology, Biomedical Photography, etc.) Histotechnology Home Economics EXCEPT courses in the scientific study of nutrition are transferable Horology Horticulture Hospitality Hotel/Motel Management Human Resources Human Services (counseling, gerontology, community health advocate, etc) 1 Independent Study Industrial Relations, Industrial Sciences Instructional Assistant Instrumentation and Control Interior Design and Merchandising Interpreter Training Journalism Keypunch Operator, Data Entry Labor Relations and Studies EXCEPT labor history and economics courses are transferable Landscaping Leadership Skills Legal Studies Leisure Services Library Skills, Library Technician Life Skills Machining, Machine Shop Marine Technology Marketing 1 Mechanics Media Technology Medical Technology Microcomputers Mid-Management Military Science (lower division)


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Nanny Natural Resources Needle Trades Technology Nondestructive Testing Nuclear Technician Nursing/Nurse Aid Nursing Home Administration Occupational Education Oceanography Technology Office Occupations, Skills and Technology Ophthalmic Dispensing and Technology Optometric Technician Paralegal Paraprofessional programs Parent Education Parks and Recreation1 Peer Counseling and Advising Personal Development and Human Relations Pharmacy Assisting Photographic Equipment Technician Physical Therapy Assisting Practical Nursing Preschool and Parenting Procurement/Purchasing Professional Development Public Works Technician Pulp and Paper Manufacture Technology Quality Control Radio and Television Technology Radiological Technology Reading Real Estate Recreation/Leisure Parks1 Rehabilitation Replacement Parts Respiratory/Inhalation Therapy Restaurant Management Retail Management


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Saddlemaking Sales Satellite Communications Secretarial Studies Security Small Business Management Social Sciences EXCEPT some courses listed under this title have academic content and are transferable Social Services1 Soils Special Education Stationary Steam Engineering Student Government Study Skills including speed reading, note-taking, time management, test-taking, “skimming and scanning,” and other college survival skills Substance Abuse Supermarket Supervision Surgical Surveying Technology Programs Auto Parts Telecommunications Tourism and Travel Transportation Upholstery Veterinary Assistant Vision Care Vocational Education Waste Water Water Science Technology Welding Wildlife Management Workshops and Mini-courses 1 See the Associate Degree Course List Part I for exceptions. In these subjects the introductory survey course is acceptable. The following colleges subscribe to the Intercollege Relations Commission Guidelines in 1995. Bastyr University


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Central Washington University Cornish Institute Eastern Washington University Gonzaga University Heritage College Northwest College Pacific Lutheran University Seattle Pacific University City University Seattle University The Evergreen State College Saint Martin’s University of Washington Washington State University Western Washington University Whitworth College

Course Type of Certificate CERTIFICATE OF PROFICIENCY (Type A): A certificate of 1 to 2 years (45-89 credits or 900 to 1,799 hours) for completion of an occupational program. (Exit code 3) CERTIFICATE OF COMPLETION (Type B): A certificate of less than 1 year in length (<45 credits or <900 hours). (Exit code 4) SHORT-TERM CERTIFICATE OF COMPLETION: A certificate of less than 20 credits.

Course Variable Credit EXAMPLE: GED 001 is a variable credit class that is listed as a 10 credit class, but it is variable credit from 1 to 10 credits depending on the number of hours the students attend. VARIABLE CREDIT A code which indicates whether a particular course may be worth more or less credits than are indicated in the credit field in the Course Schedule File.


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The codes are: Y = Yes, N = No, blank = No.

Course W Course W-COURSE: This is a Writing Intensive Course. A W-Course must require 10-15 pages of graded, out-of-class writing, in the form of two or more short papers with required revisions OR a longer paper with a required revision.

HelpNotes Explanation HelpNotes explain what to enter in the item they appear with. Click the green oval with the question mark next to any item to find out what to enter there.

Program Degree/Certificate Directions for Program Degree and Program Certificate additions and changes.


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Documents

ONLINE MASTER COURSE OUTLINE PROCESS