Course for Credit Submission Form

Santa Monica College, Curriculum Committee Course for Credit Submission Process and Forms

Please complete the appropriate forms for your particular submission.  You need only complete those forms required for your particular submission/application (see below).  Do not delete any part of this document (we will do that). If you do not need to complete a particular form, simply leave it blank.  Please save this document as “Discipline XX v1” (e.g., SOCIOL 01 v1). As you revise, please save as v2, v3, …

Type of Submission/Application Required Forms  New Course Form 1: Course Outline of Record o Course has never existed at SMC, or course Form 2: Course Approval and Data Sheet that has become “inactive” Form 3: Student / Program / Institutional Learning  Revised Course (with substantial change) Outcomes o Substantial changes to an existing course in Form 4: Associate Degree Course Criteria and Standards the areas of description, content, objectives, Form 5: Approvals Page and/or methods of presentation or evaluation Form 8: Application To Fulfill SMC’s Global Citizenship o Includes courses being updated through the A.A. Degree Requirement (if applicable) Program Review process and/or an application for Global Citizenship recognition if there are substantial changes  Updated Course (no substantial change) Form 1: Course Outline of Record o No substantial change in content, objectives, Form 3: Student / Program / Institutional Learning or methods of presentation or evaluation Outcomes o Includes courses being updated through the Form 8: Application To Fulfill SMC’s Global Citizenship Program Review process and/or an application for A.A. Degree Requirement (if applicable) Global Citizenship recognition if there are not substantial changes  New or Revised Course with Prerequisites, Form 1: Course Outline of Record Corequisites, and/or Advisories Form 2: Course Approval and Data Sheet o Not required if the Advisory is limited to Form 3: Student / Program / Institutional Learning “eligibility for English 1” Outcomes Form 4: Associate Degree Course Criteria and Standards Form 5: Approvals Page Form 6: Prerequisite, Corequisite, and Advisory Checklist and Worksheet Form 8: Application To Fulfill SMC’s Global Citizenship A.A. Degree Requirement (if applicable)  Conversion of existing course to a Distance Education Form 1: Course Outline of Record (updated) Course Form 7: Distance Education Application  New Course which will be delivered via Distance Form 1: Course Outline of Record Education Form 2: Course Approval and Data Sheet o Course does not currently exist at SMC Form 3: Student / Program / Institutional Learning Outcomes Form 4: Associate Degree Course Criteria and Standards Form 5: Approvals Page Form 7: Distance Education Application Form 8: Application To Fulfill SMC’s Global Citizenship A.A. Degree Requirement (if applicable)

When you have completed all the required forms, please send the entire document (as an attachment) to:  Guido L. Davis Del Piccolo, Chair,  Georgia Lorenz, Vice Chair,  Sheryl Bowman, Academic Affairs, and  Your Elected Curriculum Committee Representative (find your representative)

You can copy and paste the following addresses: [email protected]; [email protected]; [email protected]

form modified 05/12/2010 form modified 05/12/2010 Form 1: Course Outline of Record Santa Monica College

Course Outline For (Enter Discipline and Course # here)

Course Title: (enter title here) Units: (enter units here) Total Instructional Hours: (usually 18 per unit) (enter hours here) Hours per week (full semester equivalent) in Lecture: (hours) In-Class Lab: (hours) Arranged: (hours)

Date Submitted: (office use only) Date Updated: (enter today’s date here)

IGETC Area: (office use only) IGETC Area (if applicable): please underline and bold the applicable area: Area 1A: Composition Area 4C: Ethnic Studies (must be US) Area 5A: Physical Science (lab) Area 1B: Critical Thinking Area 4D: Gender Studies Area 5A: Physical Science (no lab) Area 1C: Oral Communication Area 4E: Geography Area 5B: Biological Science (lab) Area 2: Mathematics Area 4F: History Area 5B: Biological Science (no lab) Area 3A: Arts Area 4G: Interdisciplinary Area 6A: Language Area 3B: Humanities Area 4H: Political Science/Government Area US1: US History Area 4A: Anthropology/Archeology Area 4I: Psychology Area US2: US Constitution & Gov’t Area 4B: Economics Area 4J: Sociology & Criminology Area US3: CA State & Local Gov’t

CSU GE Area: (office use only) 2nd CSU GE Area: (office use only) CSU GE Area(s) (if applicable): please underline and bold the applicable area or areas: Area A1: Speech Area C2: Humanities Area D7: Interdisciplinary Area A2: Composition Area D0: Sociology/Criminology Area D8: Political Science/Government Area A3: Critical Thinking Area D1: Anthropology/Archeology Area D9: Psychology Area B1: Physical Science Area D2: Economics Area E: Lifelong Learning/Self-Development Area B2: Biological Science Area D3: Ethnic Studies (must be US) Area US1: US History Area B3: Lab Area D4: Gender Studies Area US2: US Constitution & Gov’t Area B4: Mathematics Area D5: Geography Area US3: California State & Local Gov’t Area C1: Arts Area D6: History

SMC GE Area: (office use only) SMC AA General Education Area(s) (if applicable): please underline and bold the applicable area or areas: Area I: Natural Science Area IVA: Language and Rationality (Group A) Area IIA: Social Science (Group A) Area IVA: Language and Rationality (Group B) Area IIB: Social Science (Group B) Area V: Global Citizenship Area III: Humanities

Transfer: (office use only) Transfer (if applicable): please underline and bold the anticipated transferability of this course: Transferable to UC Transferable to CSU

Prerequisite(s): (none or enter course(s) here) Skills Advisory: (none or enter course(s) here)

I. Catalog Description: (Please write the course description here)

II. Examples of Appropriate Text or Other Required Reading: (include all publication dates; for transferable courses at least one text should have been published within the last five years) 1. (provide bibliographic citation here)

form modified 05/12/2010 2. (provide bibliographic citation here)

3. (add references as needed by pressing TAB; note: could include the contents of a “customized reader”)

III. Course Objectives: Upon completion of the course students will be able to: 1. (write objective here)

2. (write objective here)

3. (add objectives as needed by pressing TAB)

IIIb. Arranged Hours Objectives: If this course has any “arranged hours” listed above, provide the specific objectives related to those arranged hours. Upon completion of the arranged hours students will be able to: 1. (write objective here)

2. (write objective here)

3. (add objectives as needed by pressing TAB)

IV. Methods of Presentation: (Please describe all methods of presentation here)

IVb. Arranged Hours Instructional Activities: If this course has any “arranged hours” listed above, provide the specific instructional activities related to those arranged hours. 1. (write instructional activity here)

2. (write instructional activity here)

3. (add instructional activities as needed by pressing TAB)

V. Course Content: % of course Topic % (write topic here) % (write topic here) % (write topic here) % (add content topics as needed by pressing TAB)

VI. Methods of Evaluation: (Specific percentages will vary with instructor; approximate values are shown.)

form modified 05/12/2010 % of grade Evaluation Method % (write evaluation method here) % (write evaluation method here) % (write evaluation method here) % (add evaluation methods as needed by pressing TAB)

VII. Sample Assignments: (please describe at least 2 sample assignments) 1. (provide sample assignment here)

2. (provide sample assignment here)

form modified 05/12/2010 Form 2: Course Approval and Data Sheet for: (Enter Discipline and Course # here)

Is this a New Course, Updated/Revised Course, or Reinstated Course? (enter status here) If this is a NEW course, anticipated semester and year of first offering: (enter status here)

If this is a new course, please provide a rationale for the addition of this course to the curriculum: (enter rationale here: table will automatically expand to accommodate your complete response)

List all A.A. majors in which this course is/will be required:  List all A.A. majors in which this course is/will be an option: 

List all Certificates of Achievement in which this course is/will be required:  List all Certificates of Achievement in which this course is/will be an option:  List all Department Certificates in which this course is/will be required:  List all Department Certificates in which this course is/will be an option: 

Should this course be transferable to the CSU? (please indicate YES or NO) Should this course be transferable to the UC? (please indicate YES or NO) If you are requesting UC transferability, please list either a comparable lower division course offered at one of the UC campuses or a comparable California Community College course which is transferable to UC:  UC Campus:  UC Course Number:  UC Course Title: or  California Community College:  Course Number:  Course Title:

Repeatability (requires that the student’s experience will be qualitatively different with each repetition).  How many times should this course be repeatable? (insert # here)

Course Load Factor suggested by department: (insert load factor here) Rationale for the above load factor suggestion:

Appropriate Minimum Qualifications for faculty teaching this course: (Refer to: Minimum Qualifications for Faculty and Administrators in California Community Colleges adopted by The Board of Governors)  (insert Discipline(s) here)

form modified 05/12/2010 Form 3: Student / Program / Institutional Learning Outcomes

(Enter today’s date here) (Enter Discipline and Course # here)

Course Level Student Learning Outcomes: (Must list at least 2)

1. (Enter the SLO here) As assessed by: (enter your method of assessment here)

Demonstrate how this course supports/maps to at least one program learning outcome. Please include all that apply:

1. (Enter a Program Learning Outcome here) (Provide explanation here)

2. (Enter a Program Learning Outcome here) (Provide explanation here)

Demonstrate how this course supports/maps to at least one of the following Institutional Learning Outcomes. Please include all that apply. Through their experiences at SMC, students will

ILO #1 acquire the self-confidence and self-discipline to pursue their intellectual curiosities with integrity in both their personal and professional lives. (Provide explanation here, if applicable)

ILO #2 obtain the knowledge and academic skills necessary to access, evaluate, and interpret ideas, images, and information critically in order to communicate effectively, reach conclusions, and solve problems. (Provide explanation here, if applicable)

ILO#3 respect the inter-relatedness of the global human environment, engage with diverse peoples, and acknowledge the significance of their daily actions relative to broader issues and events. (Provide explanation here, if applicable)

ILO #4 take responsibility for their own impact on the earth by living a sustainable and ethical life style. (Provide explanation here, if applicable)

S/ILO Committee Use reviewed by: (enter initials) (enter date) Only

form modified 05/12/2010 Form 4: Associate Degree Course Criteria and Standards, as per Title V, Section 55002

(Enter Discipline and Course # here)

Section I – Course Criteria Items 1 through 14 below. If any criterion is not met, course credit is non-applicable toward the associate degree.

Criterion Criterion Not Met Met 1. This course is a collegiate course meeting the needs of students eligible for admission. It will be offered as described in the course outline of record (attached). 2. This course is to be taught by an instructor with a masters or higher degree, or the equivalent, in an approved discipline. 3. The course outline of record specifies the unit value, scope, student objectives and content in terms of a specific body of knowledge. 4. The course outline of record specifies requested reading and writing assignments, and other assignments to be done outside of class (homework). 5. The course outline of record specifies instructional methodology and methods of evaluation for determining whether the stated student objectives have been met. 6. This course will be taught in accordance with a set of instructional objectives common to all students enrolled in the course (all sections). 7. This course will provide for the measurement of student performance in terms of the stated course objectives. A formal grade based upon uniform standards of student evaluation will be issued for the permanent record of each student. 8. This formal grade will be based on student ability to demonstrate proficiency in the subject matter by means of either (1) written essays, (2) problem solving exercises, or (3) student skill demonstrations. 9. The number of units of credit assigned to the course is based upon the number of lecture, laboratory, and/or activity hours as specified in the course outline. 1 A minimum of three hours of work per week (including class time) is required for each unit of credit, 0. prorated for short term, lab and activity courses. 1 Subject matter is treated with a scope and intensity which requires students to study independently 1. outside of class time. 1 Learning skills and a vocabulary deemed appropriate for a college course are required. Educational 2. materials used are judged to be college level. 1 Repeated enrollments are not allowed, except as permitted by provisions of Division 2, Title V, Sections 3. 55761-55763 and 58161. 1 Student ability to (1) think critically and (2) understand and apply concepts at a college level is required 4. in order to participate in the course.

Section II – Recommendations for Prerequisites

15. Are entrance skills and consequent prerequisites for the course required? (please indicate YES or NO) If yes, state the recommended prerequisites:

16. Is eligibility for enrollment in a certain level of English and/or mathematics (please indicate YES or NO) necessary for success in this course? If yes, state the English and/or math level necessary for success: English level recommended: Math level recommended:

form modified 05/12/2010 FORM 5: APPROVALS PAGE

Department/Area Vote(s): Yes No Not voting Date of vote Enter Department or Area Additional Department or Area (if applicable) Please list any other Departments, Areas, or Chairpersons consulted regarding this course:

Department Chair Approval: (Enter Name Here) Date: Additional Department Chair Approval: (if applicable) Date:

SMC Librarian:

List of suggested materials has been given to librarian? Yes No

Library has adequate materials to support course? Yes No

Librarian Approval: (Enter Name Here) Date:

Approvals:

Articulation Officer: Date:

Instructional Dean: Date:

Curriculum Committee: Date:

Academic Senate: Date:

Board of Trustees: Date:

form modified 05/12/2010 Form 6: Prerequisite, Corequisite, & Advisory Checklist and Worksheet (as per Matriculation Regulations)

Prerequisite: (Enter Discipline and Course # here) ; (Enter Course Title here)

Other prerequisites, corequisites, and advisories also required for this course: (Please note that a separate sheet is required for each prerequisite, corequisite, or advisory) (If applicable, enter Discipline and Course # here) ; (Enter Course Title here) (If applicable, enter Discipline and Course # here) ; (Enter Course Title here)

SECTION 1 - CONTENT REVIEW: Check items 1-9 below. If any criterion is not met, the prerequisite will be disallowed. Not Criterion Met Met 1 Faculty with appropriate expertise have been involved in the determination of the prerequisite, . corequisite or advisory. 2 The department in which the course is (will be) taught has considered course objectives in accordance . with accreditation standards. 3 Selection of this prerequisite, corequisite or advisory is based on tests, the type and number of . examinations, and grading criteria. 4 Selection of this prerequisite, corequisite or advisory is based on a detailed course syllabus and outline . of record, related instructional materials and course format. 5 The body of knowledge and/or skills which are necessary for success before and/or concurrent with . enrollment have been specified in writing. 6 The course materials presented in this prerequisite or corequisite have been reviewed and determined . to teach knowledge or skills needed for success in the course requiring this prerequisite. 7 The body of knowledge and/or skills necessary for success in the course have been matched with the . knowledge and skills developed by the prerequisite, corequisite or advisory. 8 The body of knowledge and/or skills taught in the prerequisite are not an instructional unit of the course . requiring the prerequisite. 9 Written documentation that steps 1 to 8 above have been taken is readily available in departmental files. .

SECTION II - ADDITIONAL LEVEL OF SCRUTINY In addition to the affirmation of content review listed in section I, an additional level of scrutiny is also required. The level of scrutiny depends on which type of prerequisite is involved. There are six types and each is listed below. Please identify which one is being used to justify the proposed prerequisite. The additional level of scrutiny corresponding to each type of prerequisite is identified below.

Type 1: Standard Prerequisite Type 2: Sequential within and across disciplines Type 3: Course in communication or computational skills as prerequisite for course other than another skills course Type 4: Program prerequisites Type 5: Health and Safety Type 6: Recency and other measures of readiness (miscellaneous)

form modified 05/12/2010 SECTION III - EXPLANATION OF ADDITIONAL LEVEL OF SCRUTINY

Depending on the type of prerequisite, supplementary facts should be listed here. (E.g. If the type of prerequisite chosen is Type 1, Standard prerequisite, the three campuses of UC or CSU and the course names and numbers used to qualify the prerequisite should be listed here. It may be necessary to append explanatory pages of material.)

SECTION IV - ADDITIONAL LEVELS OF SCRUTINY REQUIRED FOR EACH TYPE OF PREREQUISITE OR COREQUISITE.

TYPE 1, STANDARD PREREQUISITE: So as to demonstrate that the prerequisite is customary and reasonable, identify three campuses of UC or CSU that offer the equivalent course with the equivalent prerequisite.

TYPE 2, SEQUENTIAL WITHIN AND ACROSS DISCIPLINES: Include in the course outline (to be attached) a list of specific skills and/or knowledge a student must possess in order to be sufficiently prepared to succeed in the course.

TYPE 3, COURSES IN COMMUNICATION OR COMPUTATION SKILLS AS PREREQUISITES FOR COURSES OTHER THAN ANOTHER SKILLS COURSE: Include some method of data collection which uses sound research principles to show the prerequisite is necessary for success in the course. Acceptable data collection might include either (1) the extent to which students who have taken the prerequisite course feel it is necessary, (2) an appraisal of students= readiness for the course as to whether students have met the prerequisite (i.e. can the faculty member tell if the student has really taken the prerequisite). Or (3) a comparison at any point during the course of the students= performance with whether or not the student has completed the prerequisite.

TYPE 4, PROGRAM PREREQUISITE: In order for a prerequisite to be justified for student entrance into a program, the prerequisite must be required for at least one of the courses in the program. Explain and justify.

TYPE 5, HEALTH AND SAFETY: Faculty in the discipline and the curriculum committee must determine that students who lack the prerequisite might endanger themselves, other students or staff.

TYPE 6, RECENCY AND OTHER MEASURES OF READINESS (MISCELLANEOUS): Data must be collected according to sound research principles in order to justify such prerequisites.

You are required to complete the Prerequisite Worksheet on the following page.

form modified 05/12/2010 Prerequisite Worksheet

ENTRANCE SKILLS FOR (enter course for which the prerequisite is proposed) A) list specific entrance skill here B) list specific entrance skill here C) list specific entrance skill here D) list specific entrance skill here E) list specific entrance skill here F) list specific entrance skill here G) list specific entrance skill here H) list specific entrance skill here I) list specific entrance skill here J) list specific entrance skill here

EXIT SKILLS FOR (enter course proposed as the prerequisite) 1. list specific entrance skill here 2. list specific entrance skill here 3. list specific entrance skill here 4. list specific entrance skill here 5. list specific entrance skill here 6. list specific entrance skill here 7. list specific entrance skill here 8. list specific entrance skill here 9. list specific entrance skill here 10. list specific entrance skill here

ENTRANCE SKILLS FOR (course in question)

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form modified 05/12/2010 form modified 05/12/2010 Form 7: DISTANCE EDUCATION APPLICATION

Instructor Preparing Course:

This Distance Education course meets the same standard of course quality as is applied to traditional classroom courses in the following categories, as stated in the official course outline of record:

Course objectives have not changed.

Course content has not changed. Method of instruction meets the same standard of course quality. Outside assignments meet the same standard of course quality. Required texts meet the same standard of course quality. Serves comparable number of students per section as a traditional course in the same department.

Additional considerations for all distance education courses: Determination and judgments about the equality of the distance education course were made with the full involvement of the faculty as defined by Administrative Regulation 5420 and college curriculum approval procedures. Adequate technology resources exist to support this course/section. Library resources are accessible to students. Specific expectations are set for students with respect to a minimum amount of time per week for student and homework assignments. Adequately fulfills “effective contact between faculty member and student” required by Title 5 (see excerpt below). Will not affect existing or potential articulation with other colleges. Special needs (i.e., texts, materials, etc.) are reasonable. Complies with current access guidelines for students with disabilities. Evaluation methods are in place to produce an annual report to the Board of Trustee on activity in offering this course or section following the guidelines to Title 5 Section 55317 (see attachment) and to review the impact of distance education on this program through the program review process specified in accreditation standard 2B.2.

Santa Monica College has a legal and ethical obligation to ensure equal access to electronic information technology (e.g., software, computers, web pages0 for all students. Consistent with this obligation, the technology-based components of our course will reflect current accessibility design standards. Support in implementing these standards is available through Academic Computing and Disabled Student Services. Yes No Abstain Not voting Department or Area Vote

Approvals:

Department Chair: Date:

Librarian: Date:

Web Accessibility Specialist: Date:

Curriculum Committee Chair: Date:

Academic Senate President: Date:

Chief Instructional Officer: Date:

form modified 05/12/2010 QUESTIONS FOR FACULTY PREPARING DISTANCE EDUCATION CLASSES

Instructor Preparing Course: (Enter Instructor’s Name Here)

(The table will automatically expand to accommodate your most complete answers) 1. How specifically will your methods of instruction change in delivering the course online? Describe the specific methods of instruction you will use for this online class. For example, if you typically present a lecture followed by small and large group discussion, how will you teach this same lesson in the online environment? (Keep in mind that in the online environment, written lectures do not get read.)

2. How specifically will your methods of evaluation change?

3. Does eCollege support your technology needs? What other software does your course need?

4. What are the benefits of offering this course content via distance education?

5. What are the anticipated challenges with teaching this course via distance education? (Consider pedagogical, practical, and technical challenges.)

6. What experience do you have with the technology needed to support your method of delivering this course via distance education? If you have little or none, what training do you anticipate undertaking to facilitate the delivery of your class?

7. In which semester do you wish to begin offering this distance education class?

8. How do you propose to establish and maintain regular and effective contact with students as required by Title V, Section 55211 (see below)?

form modified 05/12/2010 Excerpts from Title V and DE Guidelines Item 1: Overview: Pg. 4

In determining whether a course is to be considered as DE, the basic criterion established in the guidelines for Section 55205 needs to be applied (i.e., A distance education course/section or session is defined as the use of technology utilized 51 percent or more of the time to deliver instruction during the course term and where the student and instructor are separated by distance.) DE courses may then be considered a virtual equivalent to a classroom-based course. For example, if the instructor for an Internet course delivers web-based instruction requiring students to complete three (3) hours of instruction during a five-day period, it is the virtual equivalent to the same instructor requiring students to attend a class session three (3) hours within a five-day period.

Please note that all courses, be it a distance education course or a brick and mortar class experience must meet the criteria in Section 58003.1 when calculating the FTES. In both situations, the students will need to engage in an additional two (2) hours per week of educational activity for each one (1) hour of “classroom” time in order to meet the Carnegie Unit requirements for academic credit.

Item 2.

55211. Instructor Contact. a) All approved courses offered as distance education include regular effective contact between instructor and students, through group or individual meetings, orientation and review sessions, supplemental seminar or study sessions, field trips, library workshops, telephone contact, correspondence, voice mail, e-mail, or other activities.

(b) All distance education courses are delivered consistent with guidelines issued by the Chancellor pursuant to section 409 of the Procedures and Standing Orders of the Board of Governors. Regular effective contact is an academic and professional matter pursuant to title 5, section 53200.

Guidelines:

Districts will need to define “effective contact, “including how often, and in what manner instructor-student interaction is achieved. It is important that document how regular effective contact is achieved. Since regular effective contact was declared an academic and professional matter, this documentation must include demonstration of collegial consultation with the academic senate, for example through its delegation to the local curriculum committee. A natural place for this to occur is during the separate course approval process (see section 55213). Documentation should consist of the inclusion of information in applicable outlines of record on the type and frequency of interaction appropriate to each DE course/section or session. As districts need to describe the type and\ quantity of student- faculty interaction in their annual reports to their local governing boards and the State Chancellor’s Office.

form modified 05/12/2010 FORM 8: Application For Course To Fulfill SMC’s Global Citizenship A.A. Degree Requirement

To fulfill the Global Citizenship requirement for the AA degree from Santa Monica College, students must successfully complete an approved 3-unit course. These courses fall into one of the following four categories:

1) American Cultures:

An American Cultures course utilizes a comparative framework to explore how the American identity and experience have been shaped—and will continue to be shaped—by a diverse array of cultural influences and traditions. An American Cultures course compares and contrasts at least three American cultures including Latino American, African American, Asian American, Native American and European American.

2) Ecological Literacy:

Ecological literacy requires interdisciplinary understanding of both nature and humanity. This includes scientific examination of the interactions between and within the systems and cycles of the atmosphere, lithosphere, and hydrosphere, which together provide the basis for life on Earth. Ecological literacy also includes awareness and understanding of the many continuing impacts that human beings have had on natural environments, at scales ranging from the local to the global, and how those impacts are linked to the sustainability of social, cultural, and political-economic systems. Any course whose content focuses primarily on one or more of three areas (see below) will be considered for the Ecological Literacy category.

3) Global Studies:

A course that fulfills this area will explore the factors that have shaped our global community and provide students with an understanding of their roles in relationship to other peoples and systems on a global level. To be included in the Global Studies category a course must meet three criteria (see below).

4) Service Learning:

Service learning is an instructional method that fosters civic responsibility by integrating community service with academic instruction. A course must utilize service learning as a significant pedagogy in reaching the course objectives and student learning outcomes as expressed on the course outline of record. In order for the pedagogy to be considered “significant”, a course must meet four criteria (see below).

To submit a course for approval, please complete the following form:

form modified 05/12/2010 APPLICATION FOR APPROVAL—COURSE TO FULFILL GLOBAL CITIZENSHIP A.A. DEGREE REQUIREMENT

Step 1: Under which category does the course belong? (select only one) American Course meets both of the following two criteria: (Please check) Cultures Utilizes a comparative framework to explore how the American identity and experience have been shaped—and will continue to be shaped—by a diverse array of cultural influences and traditions Compares and contrasts at least three American cultures including Latino American, African American, Asian American, Native American and European American. Ecological Course content focuses primarily on at least one or more of the following three areas: (Check all Literacy that apply) Conceptual foundations of our environmental attitudes, values and challenges from a variety of cultural perspectives Scientific understanding of Earth’s natural systems and cycles, emphasizing humanity’s role as the planet’s ecologically dominant species and how that affects the continuing viability of habitats for life on Earth. Analysis of human activity and its impact on Earth’s natural environments, both local and global, and the shorter-and longer-term implications for the planet’s livability and sustainability. Global Course meets all of the following three criteria: (Please Check) Studies Course content is explored primarily through a global perspective and a comparative and/or analytical framework is used. At least two societies or cultures outside the United States and their global impact are explored. Course material has contemporary significance. For example, a course would not only examine a period of history but the ways in which that period of history impacts the way we live in the world today. Course content addresses at least two interconnected systems (such as cultural, ecological, economic, political, social and technological systems). Service Course meets all of the following four criteria: (Please Check) Learning The required hours of service must be at least 20 per semester.

The academic rigor of the course must be supported by the use of service learning. Structured written and/or oral reflection activities must be ongoing, involve instructor feedback to students, and be structured in such a way to help achieve the course and/or assignment objectives. The service-learning component of the course must be integrated into the grading criteria for the course such that it contributes to at least 40% of the grade. (Please note: the hours completed are NOT part of the grade, the academic work resulting from the service learning hours contribute to at least 40% of the grade.)

Step 2: Student Learning Outcome It is expected that at least one student learning outcome (SLO) of this course reflects the particular focus of the category to which you are applying. Please identify that SLO here: SLO:

form modified 05/12/2010 Step 3: Course Outline of Record It is expected that the particular focus of the category to which you are applying be integrated throughout the course content, objectives, etc. As such, the course outline of record must have been updated within the past two academic years to be considered by the committee.

Step 4: Narrative Please write a rationale as to why this course should fulfill of the SMC Global Citizenship A.A. degree requirement for the particular category under which you have applied. Explain how this course fulfills the areas checked above. Narrative:

Step 5: Departmental or Area Vote on Fulfillment of Global Citizenship Yes No Abstain Not voting Department or Area Vote

form modified 05/12/2010