Course Discipline and s16

GAVILAN COLLEGE CURRICULUM DEVELOPMENT

FORM C Modify or Inactivate an Existing Course Date: 3/31/06 Prepared & Submitted by: M. Bumgarner/M. O'Leary Department: VocEd/CDES Course Discipline and Number: CD4

1. What is the effective term? Fall Spring Summer Year: 2010

2. Inactivate Course(s): (Inactivating a course will remove it from the course catalog. Courses may be re- activated by updating the course and bringing it back to the Curriculum Committee for approval. Transferable courses will need to be re-articulated, should you decide to reactivate the course.)

Reason for inactivation:

3. Modification of the following: (Attach existing course outline, note changes as appropriate. Update Prerequisite/Advisory Form, if appropriate )

Number Hours Prerequisite/Advisory Discipline Title Units Description Content Grading GE Applicability Repeatability Transferability General Update Reinstate Course Cross list course with Other (please describe.)

FROM: Discipline & Number Course Title Units Lec Lab Hours per Hours per week week TO: Discipline & Number Course Title Units Lec Lab Hours per Hours per week week Reason for modification: Align SLOs with state guidelines

4. Will this course be offered via distance education? Yes No If yes, fill out Form D – Distance Education form.

5. Routing/Recommendation for Approval Signatures Approval Dept. Approval (Chair Sign) Date Yes ___ No ___

Area Dean Date Yes ___ No ___

Curriculum Committee Chair Date Yes ___ No ___

VP of Instruction Date Yes ___ No ___

Superintendent/President For Yes ___ No ___ District Board CCC Chancellor’s Office Date Yes ___ No ___ (if applicable)

0d8c8c77cbc611e4d7857a7754a1ba78.doc Revised: 4/2/2010 GAVILAN COLLEGE CURRICULUM DEVELOPMENT

COURSE OUTLINE

DISCIPLINE: CD4 DEPARTMENT: Voc Tech/CDES (Discipline and Number) COURSE TITLE: Observing and Assessing Children (Maximum of 58 spaces) ABBREVIATED TITLE: OBSERVING CHILDREN (Maximum of 28 spaces)

SEMESTER UNITS: 3 LEC HOURS PER WEEK: 3 LAB HOURS PER WEEK: 0

Classification: Non Credit Category: Occupational Code (SAM): N/A Y Not Applicable, Credit Course N/A TOP Code: 0000.00 LEH Factor: FTE Load:

CATALOG DESCRIPTION: No Change Change This course focuses on the appropriate use of assessment and observation strategies to document development, growth, play and learning to join with families and professionals in promoting children’s success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored, as are a variety of naturalistic and formal observation techniques. Students will discuss the limitations of standardized testing, learn how to use formal observation tools, develop a case study portfolio and lead a parent conference.

COURSE REQUISITES: List all prerequisites separated by AND/OR, as needed. Also fill out and submit the Prerequisite/Advisory form. No Change Replaces existing Advisory/Prerequisite In addition to existing Advisory/Prerequisite Prerequisite: Co-requisite: Advisory: Eligible for English 1A; transfer students consult with advisor.

GRADING SYSTEM: Select only one: No Change Standard Letter grade Pass/ No Pass Option of a standard letter grade or pass/no pass Non Credit

REPEATABLE FOR CREDIT: (Note: Course Outline must include additional skills that will be acquired by repeating this course.) No Change Credit Course Yes No If yes, how many times? 1 2 3 Non Credit Course Yes No If yes, how many times? 1 2 3 Unlimited (Noncredit only) STAND ALONE: No Change Yes (Course is NOT included in a degree or certificate program) No (Course is included in a degree or certificate program)

0d8c8c77cbc611e4d7857a7754a1ba78.doc Revised: 4/2/2010 METHODS OF INSTRUCTION: No Change Lecture, in-class activities, out-of-class activities, videos, class assignments, demonstrations, observations.

RECOMMENDED OR REQUIRED TEXT/S: (The following information must be provided: Author, Title, Publisher, Year of Publication, Reading level and Reading level verification) Required Recommended N/A Author: Beaty, Janice Title: Observing Publisher: Pearson Year of Publication: 2008 Development of the Young Child or other appropriate college level text. ISBN: 978-0-13-502589-5 Reading level of text: 14 Verified by: M. Bumgarner (if available) grade Other textbooks or materials to be purchased by the student: None

STUDENT LEARNING OUTCOMES: 1. Complete this section in a manner that demonstrates student’s use of critical thinking and reasoning skills. These include the ability to formulate and analyze problems and to employ rational processes to achieve increased understanding. Reference Bloom's Taxonomy of action verbs. 2. List the Type of Measures that will be used to measure the student learning outcomes, such as written exam, oral exam, oral report, role playing, project, performance, demonstration, etc 3. Identify which Institutional Learning Outcomes (ILO) apply to this course. List them, by number, in order of emphasis. For example: "2, 1" would indicate Cognition and Communication. (1) Communication, (2) Cognition, (3) Information Competency, (4) Social Interaction, (5) Aesthetic Responsiveness, (6) Personal Development & Responsibility, (7) Content Specific. 4. For GE courses, enter the GE Learning Outcomes for this course. For example "A1, A2". GE Learning Outcomes are listed below.

1) Student Learning Outcomes 2) Measure 3) Institutional 4) GE Learning Learning Outcome (only Outcome required if GE applicable) 1. Critically compare the purpose, value and Measure: writte ILO: 1,2,3,7 GE-LO: D3, use of formal and informal observation and n exams, oral D5, D2, F1, F2 assessment strategies and ethical presentations, implications within cultural and social observations, contexts in early childhood settings. class discussions written assignments. 2. Describe and evaluate the characteristics, Measure: writte ILO: 1,3,7 GE-LO: D2,D3,D strengths and limitations of common n exams, class 5 assessment tools related to children's discussions, in- developmental, cultural and linguistic class activities characteristics. 3. Demonstrate systematic observation Measure: class ILO: 7,1,2,4 GE-LO: D2,D3,D methods to provide data to assess the discussions, 5 impact of the environment, interactions and compare/contra curriculum on all domains of children's st discussions, learning and development. in-class activities, written exams 4. Use effective verbal and written Measure: Obser ILO: 1,7,3,4 GE-LO: A1,A2

0d8c8c77cbc611e4d7857a7754a1ba78.doc Revised: 4/2/2010 communication skills to collaborate and vations, written build partnerships with family in an assignments, ongoing and positive manner to support the class child's development. discussions, written exams 5. Develop activities related to assessment Measure: class ILO: 7,1,2,4 GE-LO: E3,A1,E within play-based environments, discussions, 2, E1 curriculum and care routines for typically written exams, and atypically developing children. in-class assignments, observations, written assignments 6. Measure: ILO: GE-LO: 7. Measure: ILO: GE-LO: 8. Measure: ILO: GE-LO: 9. Measure: ILO: GE-LO: 10. Measure: ILO: GE-LO:

GENERAL EDUCATION LEARNING OUTCOMES AREA A Communications in the English Language After completing courses in Area A, students will be able to do the following: A1. Receive, analyze, and effectively respond to verbal communication. A2. Formulate, organize and logically present verbal information. A3. Write clear and effective prose using forms, methods, modes and conventions of English grammar that best achieve the writing’s purpose. A4. Advocate effectively for a position using persuasive strategies, argumentative support, and logical reasoning. A5. Employ the methods of research to find information, analyze its content, and appropriately incorporate it into written work. A6. Read college course texts and summarize the information presented. A7. Analyze the ideas presented in college course materials and be able to discuss them or present them in writing. A8. Communicate conclusions based on sound inferences drawn from unambiguous statements of knowledge and belief. A9. Explain and apply elementary inductive and deductive processes, describe formal and informal fallacies of language and thought, and compare effectively matters of fact and issues of judgment and opinion.

AREA B Physical Universe and its Life Forms After completing courses in Area B, students will be able to do the following: B1. Explain concepts and theories related to physical and biological phenomena. B2. Identify structures of selected living organisms and relate structure to biological function. B3. Recognize and utilize appropriate mathematical techniques to solve both abstract and practical problems. B4. Utilize safe and effectives laboratory techniques to investigate scientific problems. B5. Discuss the use and limitations of the scientific process in the solution of problems. B6. Make critical judgments about the validity of scientific evidence and the applicability of scientific theories. B7. Utilize appropriate technology for scientific and mathematical investigations and recognize the advantages and disadvantages of that technology. B8. Work collaboratively with others on labs, projects, and presentations. B9. Describe the influence of scientific knowledge on the development of world’s civilizations as recorded in the past as well as in present times.

AREA C Arts, Foreign Language, Literature and Philosophy After completing courses in Area C, students will be able to do the following: C1. Demonstrate knowledge of the language and content of one or more artistic forms: visual arts, music, theater, film/television, writing, digital arts. C2. Analyze an artistic work on both its emotional and intellectual levels. C3. Demonstrate awareness of the thinking, practices and unique perspectives offered by a culture or cultures other than one’s own. C4. Recognize the universality of the human experience in its various manifestations across cultures.

0d8c8c77cbc611e4d7857a7754a1ba78.doc Revised: 4/2/2010 C5. Express objective and subjective responses to experiences and describe the integrity of emotional and intellectual response. C6. Analyze and explain the interrelationship between self, the creative arts, and the humanities, and be exposed to both non-Western and Western cultures. C7. Contextually describe the contributions and perspectives of women and of ethnic and other minorities.

AREA D Social, Political, and Economic Institutions After completing courses in Area D, students will be able to do the following: D1. Identify and analyze key concepts and theories about human and/or societal development. D2. Critique generalizations and popular opinion about human behavior and society, distinguishing opinion and values from scientific observation and study. D3. Demonstrate an understanding of the use of research and scientific methodologies in the study of human behavior and societal change. D4. Analyze different cultures and their influence on human development or society, including how issues relate to race, class and gender. D5. Describe and analyze cultural and social organizations, including similarities and differences between various societies.

AREA E Lifelong Understanding and Self-Development After completing courses in Area E, students will be able to do the following: E1. Demonstrate an awareness of the importance of personal development. E2. Examine the integration of one’s self as a psychological, social, and physiological being. E3. Analyze human behavior, perception, and physiology and their interrelationships including sexuality, nutrition, health, stress, the social and physical environment, and the implications of death and dying.

AREA F Cultural Diversity After completing courses in Area F, students will be able to do the following: F1. Connect knowledge of self and society to larger cultural contexts. F2. Articulate the differences and similarities between and within cultures.

CONTENT, STUDENT PERFORMANCE OBJECTIVES, AND *OUT-OF-CLASS ASSIGNMENTS: HOURS *e.g., essays, library research, problems, projects required outside of class on a 2 to 1 basis for Lecture units granted. 3 Hours Overview of course and purpose; discussion of assignments. In-class assignment: Video on Child Development Sites; overview of physical, emotional, social and cognitive development of children ages 2-6. Overview of theories of development; periods of development; domains of development; contexts of development and major theorists. Student Performance Objectives: Analyze sites and activities related to assessment within play-based environments, curriculum and care routines for typically and atypically developing children.Critically compare the purpose, value and use of formal and informal observation and assessment strategies and ethical implications within cultural and social contexts in early childhood settings. Out of class assignments: read chapter 1, review syllabus. 3 Hours Observational Tools used to assess children's development, ages 2-6. In-class assignment: Practice filling out appropriate assessment tools and then turn in one assessment using the video. Student Performance Objectives:Critically compare the purpose, value and use of formal and informal observation and assessment strategies and ethical implications within cultural and social contexts in early childhood settings. Describe and evaluate the characteristics, strengths and limitations of common assessment tools related to children's developmental, cultural and linguistic characteristics. Out of class assignments: read chapter 2, permission form due next class for site/portfolio, Quiz One (chapters 1,2) 3 Hours Self-esteem, attachment theory, separation anxiety; self-esteem checklist. In-class assignment: Video on caregiver and teacher roles in developing self-esteem and separation from parent in preschool. Role-play case study of the new school year and separation anxiety; parent-teacher communication (parts of chapter 14), practice filling out section 1 of the checklist; learning prescription practiced.

0d8c8c77cbc611e4d7857a7754a1ba78.doc Revised: 4/2/2010 Student Performance Objectives: Demonstrate knowledge of social/emotional development of children, both typical and atypical, in early childhood; examine and evaluate the role of family in facilitating children's development. Embed activities related to assessment within play- based environments, curriculum and care routines for typically and atypically developing children. Use effective verbal and written communication skills to collaborate and build partnerships with family in an ongoing and positive manner to support the child's development. Out of class assignments: read chapter 3 and parent-teacher communication in chapter 14, Anecdotal & Running Record; Section 1 (Self-Esteem) of the Checklist due following week. 3 Hours Social/emotional development, behaviors and social learning theory discussed; Emotions and Stress; caregiver and teacher roles. In-class assignment: Role-play teacher-child role; students complete a Self-esteem and Emotional Development Checklists and a learning prescription based on a case study. Student Performance Objectives: Demonstrate knowledge of social/emotional development of children, both typical and atypical, in early childhood; examine and evaluate the role of family in facilitating children's development; describe and explain biological and environmental factors influencing the development of emotional development in early childhood. Demonstrate systematic observation methods to provide data to assess the impact of the environment, interactions and curriculum on all domains of children's learning and development. Use effective verbal and written communication skills to collaborate and build partnerships with family in an ongoing and positive manner to support the child's development. Out of class assignments: read chapter 4, Time & Event Sampling; Section 2: Emotional Development Checklist due following week. 3 Hours Social Play, Play Research, Parten and social behaviors of children in preschool, developing social skills, parent-teacher roles and communication in developing social play skills, typical/atypical behaviors. In-class assignment: Social Play Video, complete the checklist on social play behaviors of a child; class discussion of typical/atypical behaviors they see in their observations of their chosen subject; review of emotional development and self-esteem; learning prescription completed based on case study. Student Performance Objectives: Demonstrate systematic observation methods to provide data to assess the impact of the environment, interactions and curriculum on all domains of children's learning and development.Use effective verbal and written communication skills to collaborate and build partnerships with family in an ongoing and positive manner to support the child's development.Embed activities related to assessment within play-based environments, curriculum and care routines for typically and atypically developing children. Out of class assignments: read chapter 5, Social Play Checklist due following week, Quiz 2 (chapters 3,4,5). 3 Hours Prosocial Behavior, egocentrism, Piaget's constructivist theory; empathy; parent and teacher roles in conflict; sharing, cooperation and caregiving. In-class assignment: role-play teacher's role, communications with parents about student conflicts and modeling behavior. Complete checklist; discussion of child observed. Student Performance Objectives: Demonstrate systematic observation methods to provide data to assess the impact of the environment, interactions and curriculum on all domains of children's learning and development.Use effective verbal and written communication skills to collaborate and build partnerships with family in an ongoing and positive manner to support the child's development.Embed activities related to assessment within play-based environments, curriculum and care routines for typically and atypically developing children. Out of class assignments: read chapter 6; Prosocial Behavior Checklist due following week. 3 Hours Physical development: large motor skills discussed, typical/atypical development described; gender roles, teacher/parent views on physical development and gender roles, nutrition, exercise and obesity discussed, play activities. In-class assignment: Video on physical development and preschool activities to increase large motor skills; checklist completed. Student Performance Objectives: Demonstrate systematic observation methods to provide data

0d8c8c77cbc611e4d7857a7754a1ba78.doc Revised: 4/2/2010 to assess the impact of the environment, interactions and curriculum on all domains of children's learning and development. Embed activities related to assessment within play-based environments, curriculum and care routines for typically and atypically developing children. Out of class assignments: read chapter 7, Large Motor Development Checklist due following week. 3 Hours Small motor development, parent and teacher roles in encouraging skills, zone of proximal development, activities and care routines at home and at school. In-class assignment: Activity to encourage small motor skills with limited supplies; checklist; preschool environments discussed. Student Performance Objectives: Demonstrate systematic observation methods to provide data to assess the impact of the environment, interactions and curriculum on all domains of children's learning and development. Embed activities related to assessment within play-based environments, curriculum and care routines for typically and atypically developing children.Use effective verbal and written communication skills to collaborate and build partnerships with family in an ongoing and positive manner to support the child's development. Out of class assignments: read chapter 8, Small Motor Development Checklist due following week for Portfolio, Quiz 3 (chapters 6,7,8). 3 Hours Cognitive Development, Piaget's stages, brain research, parent/teacher roles in increasing cognitive skills, appropriate activities, materials/toys discussed, learning, standardized testing discussed. In-class assignment: Activity role-playing child involvement with toys brought into class. Discuss cognitive skills and rate the toys and materials' effectiveness. Checklist completed in class; create games with materials for increased cognitive development. Student Performance Objectives: Demonstrate systematic observation methods to provide data to assess the impact of the environment, interactions and curriculum on all domains of children's learning and development. Embed activities related to assessment within play-based environments, curriculum and care routines for typically and atypically developing children. Out of class assignments: read chapter 9, Cognitive Development Checklist due following week. 3 Hours Spoken Language, assessing communication skills of children, parent-teacher role, increasing skills, individual/personality differences and self-esteem and emotional development, checklist discussed; atypical and typical language development, bilingualism. In-class assignment: Four groups role-play preproduction, transition to production, early production and expansion of production. One teacher and 3 students work together to increase the skills of a student. Involvement of teacher and students discussed. Ability on part of teacher to provide appropriate modeling and zone of proximal development. Student Performance Objectives:Use effective verbal and written communication skills to collaborate and build partnerships with family in an ongoing and positive manner to support the child's development. Embed activities related to assessment within play-based environments, curriculum and care routines for typically and atypically developing children. Out of class assignments: read chapter 10, Spoken Language Checklist due following week. 3 Hours Emergent Writing and Reading Skills; Role of preschools, parent-teacher communication; appropriate activities to develop writing and reading skills, small motor skills, self-esteem, standardized testing. In-class assignment: preschool environments compared, appropriate materials and activities to increase writing and reading skills. Student Performance Objectives: Use effective verbal and written communication skills to collaborate and build partnerships with family in an ongoing and positive manner to support the child's development. Embed activities related to assessment within play-based environments, curriculum and care routines for typically and atypically developing children. Out of class assignments: read chapter 11, Emergent Writing and Reading Checklist due following week. 3 Hours Art and Music, preschools and K-12 school curriculum, funding for programs, creative materials, embedding art and music throughout curriculum, brain development, large and small motor skills, activities to increase skills.

0d8c8c77cbc611e4d7857a7754a1ba78.doc Revised: 4/2/2010 In-class assignment: Activity to embed art and music in a preschool science/social studies curriculum. Student Performance Objectives: Embed activities related to assessment within play-based environments, curriculum and care routines for typically and atypically developing children. Out of class assignments: read chapter 12, Art and Music Checklist due following week. 3 Hours Dramatic Play Skills, social and language skills, self-esteem, superhero themes, violence in play, checklist discussed. In-class assignment: Video on children in dramatic play, complete checklist and give suggestions for appropriate play activities to increase social skills in dramatic play. Student Performance Objectives: Embed activities related to assessment within play-based environments, curriculum and care routines for typically and atypically developing children. Out of class assignments: read chapter 13, Dramatic Play Skills due following week. 3 Hours Sharing observational data with families, strengths-based communication with parents and children; building rapport/trust and self-esteem in children, activities to engage parents in increased communication. Talking to children about their skills, learning prescription discussed, communicating strengths/limitations and findings of observation tools. In-class assignment: Case study of parent conference, students will assess what happened and what they would do differently as the teacher in the situation; Role play teacher conference with a partner. Student Performance Objectives:Use effective verbal and written communication skills to collaborate and build partnerships with family in an ongoing and positive manner to support the child's development. Describe and evaluate the characteristics, strengths and limitations of common assessment tools related to children's developmental, cultural and linguistic characteristics.Critically compare the purpose, value and use of formal and informal observation and assessment strategies and ethical implications within cultural and social contexts in early childhood settings. Out of class assignments: read chapter 14, Final Child Observation Portfolio due following week. 3 Hours In-class assignment: Parent Conferences-Student Performance with discussion. Student Performance Objectives:Use effective verbal and written communication skills to collaborate and build partnerships with family in an ongoing and positive manner to support the child's development. Describe and evaluate the characteristics, strengths and limitations of common assessment tools related to children's developmental, cultural and linguistic characteristics.Critically compare the purpose, value and use of formal and informal observation and assessment strategies and ethical implications within cultural and social contexts in early childhood settings. Out of class assignments: Study for final exam 3 Hours In-class assignment: Final Exam Review & Cumulative Final Exam Student Performance Objectives:Use effective verbal and written communication skills to collaborate and build partnerships with family in an ongoing and positive manner to support the child's development. Describe and evaluate the characteristics, strengths and limitations of common assessment tools related to children's developmental, cultural and linguistic characteristics.Critically compare the purpose, value and use of formal and informal observation and assessment strategies and ethical implications within cultural and social contexts in early childhood settings.

2 Hours Final Examination

0d8c8c77cbc611e4d7857a7754a1ba78.doc Revised: 4/2/2010 METHODS OF EVALUATION: CATEGORY 1 - The types of writing assignments required: Percent range of total grade: 15 % to 25 % Written Homework Reading Reports Lab Reports Essay Exams Term or Other Papers Other: Child Observation Portfolio If this is a degree applicable course, but substantial writing assignments are not appropriate, indicate reason: Course is primarily computational Course primarily involves skill demonstration or problem solving CATEGORY 2 -The problem-solving assignments required: Percent range of total grade: 15 % to 25 % Homework Problems Field Work Lab Reports Quizzes Exams Other: CATEGORY 3 -The types of skill demonstrations required: Percent range of total grade: 15 % to 25 % Class Performance/s Field Work Performance Exams CATEGORY 4 - The types of objective examinations used in the course: Percent range of total grade: 15 % to 25 % Multiple Choice True/False Matching Items Completion Other: CATEGORY 5 - Any other methods of evaluation: Percent range of total grade: % to %

0d8c8c77cbc611e4d7857a7754a1ba78.doc Revised: 4/2/2010 GAVILAN COLLEGE Advisory/Prerequisite/Co-requisite Documentation Form Observing and Assessing Children Course Discipline & Number CD4 Course Title

Advisory/Prereq/Coreq Disc & Number Eligible for Course Title Composition English 1A

Please check only the type of condition upon enrollment that’s applicable, then find the appropriate levels below (Advisory, Prerequisite, Co-requisite) and complete as indicated.

A. Advisory – Perform Level 1 scrutiny only.

B. Prerequisite 1. Performance class – perform Level 2 scrutiny only. Honors class – perform Level 2 scrutiny only. Blocks of courses/sections – perform Level 2 scrutiny only. Health and Safety – perform Level 3 scrutiny only, OR level 4 or 5 scrutiny only. Other state/district requirements – perform Level 4 scrutiny only. Sequential courses - perform Level 1 scrutiny.

2.. Communication/computation prerequisite across disciplines – perform Level 1 and Level 5 scrutiny; if Level 5 scrutiny is not possible, perform Level 6 scrutiny.

3. Recency prerequisite – perform Level 1 and Level 5 scrutiny; if Level 5 scrutiny is not possible, requires Level 6 scrutiny.

4. All other prerequisites – perform Level 1 and Level 5 scrutiny.

C. Co-requisite 1. One way (e.g., lecture required for lab) Perform level 1 scrutiny only. 2. All others – perform Level 1 and Level 5 scrutiny. ______Level 1 scrutiny: content review (attached sheets as needed)

Advisory/Prereq/Co-req Course Designated Course Concepts, skills, kinds of knowledge Explanation of relevance to course

CD4 requires students to “Describe and evaluate English 1A requires the completion of English 250 and the characteristics, strengths and limitations of English 260 or equivalent: common assessment tools related tochildren’s developmental, cultural and linguistic English 250 teaches “writing clear, correct, effective characteristics” and to “use effective verbal and essays and learning preliminary research skills” written communication skills to collaborate and English 260 addresses “strategies in the technique and build partnerships with family in an ongoing and practice of college level critical reading and thinking positive manner.” skills”

______Level 2 scrutiny – limitations on enrollment only

0d8c8c77cbc611e4d7857a7754a1ba78.doc Revised: 4/2/2010 Describe and justify the limitation on enrollment. If this course meets a degree or certificate requirement, list other degree or certificate classes that a student may take to satisfy the same requirement. Note: Honors classes used to restrict enrollment must be enacted under Board Policy at the recommendation of the Academic Senate.

______Level 3 scrutiny – Health and Safety prerequisites only. List, attached, all skills, concepts, and information without which students would create hazards to themselves or to others. Note: this Level is used when the lack of a body of knowledge or skills might endanger safety. This is not to be used for communication/computation skills.

______Level 4 scrutiny – prerequisite required by statute or regulation. State exact statute or regulation, and tell how the prerequisite fulfills it.

______Level 5 scrutiny – transfer college requirements The following three UC and/or CSU campuses have an equivalent course with the same co-requisite or prerequisite. Catalog pages clearly verifying these are attached.

UC/CSU campus Catalog year Equivalent Course Equiv. Prereq/Coreq 1. 2. 3.

______Level 6 scrutiny – consequential validation or other statistical validation Communication or computation across disciplines. Requires that data be gathered and analyzed according to sound research practices. Research methodology should be attached to this form.

Recency. Requires that data be gathered and analyzed according to sound research practices. Research methodology should be attached to this form.

Approvals: Faculty member responsible for preparing this form Date

Dept. Chair Approval Date

Division Dean Approval Date

Curriculum Chair Approval Date

VP of Instruction Approval Date

President Date

0d8c8c77cbc611e4d7857a7754a1ba78.doc Revised: 4/2/2010