Completing Course Fields in eLumen

Course Code

The subject should be 4 characters and, in all CAPS, Noncredit courses should begin with “NC--” Course numbers are 3 digits – for example: 001, 010, 900, 001A

Course Title

It is preferred not to go over 30 characters. Do not use the same title for sequenced courses.

Top Code

Taxonomy of Programs is a system of numerical codes used at the state level to collect and report information on programs and courses in different colleges across the state. Select the TOP code that comes closest to describing the course content.

SAM Code

SAM Code indicates whether the course is non-vocational or vocational which is determined by the TOP Code. If the course TOP code is vocational, choose:

1. Advanced occupational (courses taken by students in the advanced stages of their occupational programs. This may be a “capstone course.’)
2. Clearly occupational (courses generally taken in the middle stages of a program)
3. Possibly occupational (courses taken at the beginning stages of an occupational program).

Department

Select the department associated with the course. If it is a noncredit course, select “Noncredit”. If you need access to Noncredit, contact your curriculum division representative.

Description

The description will appear in both the schedule of classes and the catalog. It should highlight the purpose of the course, indicate its content and be understandable to a student. It should be written in complete sentences. The description should not include “will learn” type statements that make claims in the future tense. Instead, use statements such as: “Students have the opportunity to learn…”

SAM Code

SAM Code indicates whether the course is non-vocational or vocational which is determined by the TOP Code. If the course TOP code is vocational, choose:

1. Advanced Occupational: Courses taken by students in the advanced stages of their occupational programs. This may be a “capstone course.’
2. Clearly Occupational: Courses generally taken in the middle stages of a program
3. Possibly Occupational: Courses taken at the beginning stages of an occupational program

Blue Cross-List Button

Do not click the blue cross-list button. Cross-listing is done during scheduling, not in the COR.

Indicate the discipline, and, if appropriate, alternate discipline with the qualifications to teach the course. The Minimum Qualifications for Faculty and Administrators in CA Community Colleges can be found in the Reference Materials (i).

Master's Degree

If this course requires a Master's degree to teach, enter the degree(s) in this row.

Specific Bachelor's/Associate's Degree and Professional Experience

Select specific degrees in this row only. If any degree and experience is applicable, please enter it in the bottom row.

Any Degree and Professional Experience

Select both: Bachelor's degree and two years of professional experience AND Associate degree and six years of professional experience. DO NOT SELECT SPECIFIC DEGREES IN THIS ROW.

Author

Add an additional contributor if you would like to give other faculty access to contribute to the course development. Keep in mind only one person can be making changes in the workflow at a time, multiple people can have it open.

Proposal Start

Curriculum must be state approved by the catalog deadline in the spring. In most cases, the effective term will be fall semester of the next academic year and pending approval can be scheduled then or any term after.

Submission Rationale

Choose the best fit from the drop-down menu. Select all applicable options.

Notes for Submission

This statement will be read by the Board of Trustees and should be complete sentences. For new courses, ensure text box for “Rationale” includes demonstrated need and alignment with local and state priorities. Where applicable, rationale should include reference to recommendations from Program Review, C-ID alignment, advisory boards and state recency requirements.

For course revisions, rationale should clearly state in complete sentences why the course is being revised and what substantial revisions have been made.

Selecting "NO" means the course can be offered online in any circumstance (hybrid, asynchronous, synchronous).

Selecting "YES" means the course can only be taught online during declared states of emergency.

If your course was approved for development over 12 months ago, you must present again and get a new approval date.

See planning timelines to schedule sufficient time.

Basic Skills Status

Indicate if the course is precollegiate. Precollegiate courses begin with "9".

Course Special Class Status

Indicate if the course is intended for students with disabilities.

Grade Options

This will determine how all instructors teaching this class can grade. This will be listed in the schedule of classes.

1. Major classes should generally not be “Pass/No Pass" only. Be sure you have selected the correct designation.
2. "Satisfactory Progress" is for noncredit courses only. Noncredit courses should choose between selecting no grade option (ungraded) or "Satisfactory Progress".
3. "Pass/No Pass" and "Letter Grade" are for credit courses only currently.

Allowed Number or Retakes

Most classes may be taken only 1 time so indicate "0". If unsure, discuss with your Curriculum Rep.

Retake Policy Description

Use the following statement for repeatable Noncredit and Athletics courses:

1. For Repeatable Athletics Courses: This is an Athletics course. This course may be taken a total of four (4) times.
2. For Noncredit Courses: This is a noncredit course. Students can re-enroll as many times as necessary to achieve satisfactory progress.

Allow Students to Gain Credit by Exam/Challenge

Do not check "Allow Students to gain credit by exam/challenge" or "Allow students to audit course". Work with Assessment if you would like this option.

Allow Students to Audit Course

Do not check "Allow Students to gain credit by exam/challenge" or "Allow students to audit course".

Course Support Course Status

This indicates whether a course is associated with another degree-applicable course for the purpose of providing the support necessary to complete the associated course. Curriculum Team will complete this item.

This will populate on its own and show any approved or in-progress programs this course is a part of. Past versions of programs will still display but will be noted as “inactive/historical/deactivated” until we can remove these. Programs not approved yet will show as in-progress.

Course General Education Status

This indicates whether a course fulfills general education requirements for mathematics/quantitative reasoning or English composition in the context of transfer, degree, and certificate programs. Curriculum Team will complete this item.

Request for Transferability

Make sure to consult with Articulation Officer. You can no longer enter transferability requests in the eLumen Workflow. Submit a request.

Request for General Education Transferability and C-ID

If you would like the course to be considered for Local GE or CSU or UC GE or C-ID, please submit a request and consult with Articulation Officer.

The descriptions of the GE categories can be found in “Resources” or on the Curriculum Committee website under Resources.

*Transferability will show here when approved or denied.

Course Credit Status

Indicate if the course is credit, degree or not degree applicable or noncredit.

Course Non-Credit Category

If the course is non-credit, select the appropriate category. Categories are described in the PCAH.

Course Classification Code

Ignore for credit.

Funding Agency Category

Select if funded by Economic Development funds.

Cooperative Work Experience Education Status

Check if this is a work experience course.

Variable Credit Course

Do not uncheck this box for revisions!

Ranges are on ONE PROFILE Now (no minimum and maximum separate profiles). DO NOT UNCHECK VARIABLE CREDIT COURSE – this is what enables the range on one profile and is a placeholder. Fixed unit courses will still show the same minimum and maximum units it did in the past. This information will be updated in Tech Review for new courses.

Weekly Student Hours

Indicate the number of in-class lecture or lab hours. The out-of-class hours will automatically populate. If your lab has out of class work, you must deduct the out-of-class hour(s) from the lecture out-of-class work.

Weekly Student Hours

Ignore, we do not use.

Course Student Hours

This will populate automatically and be validated during Tech Review.

Time Commitment Notes for Students

This is an optional field. Leave this field blank.

Noncredit Only: Asynchronous Instruction

Yes or No

Noncredit Only: Noncredit Lecture and Lab Instruction Hours

1. Click Add Group
2. Click Add Requisite
3. Select your Requisite Type (Pre-req, Co-req or Advisory)
4. Select your Course
5. Select your objectives and outcomes
6. If you have more requisites follow the steps in the linked videos below:

Note: Examples are from the 2021-2022 catalog.

Adding a single requisite (pre-req, co-req or advisory that is a course)

Adding a requisite with an “OR” condition

Adding requisites with an “AND” condition

Adding requisites with multiple pathways

Use these areas for any requisites that are not a course at West Valley.

• Fill in the textbox with description of requisite.
• Click on the button to ‘Add’.

Example from MATH 010 (effective Fall 2023)

"Prerequisite: Intermediate Algebra or equivalent, or eligibility for transfer level math."

Choose a sufficient number of methods of instruction to give readers a good idea of how content is delivered—at least three in addition to Distance Education.

• Make sure that examples explain how the instructor is teaching the class rather than student activities.
• Make sure the method of instructions are stated in a manner that reflects integration with the course objectives.
• Use complete sentences and present tense verbs, for example, “Instructor facilitates or instructor creates and presents, ”for example, “Instructor facilitates student role play regarding various home visitation scenarios.”

Methods of Instruction (MOI) Rubric

Give three examples of assignments. State as assignments to students. All assignments must be connected to course content. Make sure each assignment includes a deliverable, ie something that can be graded.

Reading/Writing Assignment

1. Make sure there are specific reading and writing examples.
2. The reading and writing assignment need to reference the textbook, but please avoid specific page numbers. Example: “Read the chapter on evolutionary theory in Origin of the Species and write a 5 page paper on the history of evolutionary thought.”

Out of Class Assignment

1. Make sure outside assignment includes student activity. Example: “Attend a poetry reading and write a one-page reflection,” or “Read the chapter on name topic in [enter textbook title from textbook list] and write a comparison between the 2 perspectives described,” or “Solve problems from the textbook involving acids and bases and submit all appropriate work.”

Critical Thinking Assignment

1. Provide a critical thinking assignment that involves higher level reason and includes higher level verbs in Bloom’s taxonomy, such as “analyze,” “create,” “compare/contrast.” Example: “Compare and contrast Piaget’s cognitive –stage theory with Bronfenbrenner’s bioecological theory.”

Assignments Rubric

Choose at least three methods of evaluation from the drop-down menu. The method of evaluation must be integrated with the themes of the objectives. In the rationale, explain how the method of evaluation supports student learning of the objectives of the course. Please refer to The COR Guide to support your rationale development.

Indicate if special equipment or technology is necessary to offer the course. Freely available software does not need to be listed ie Microsoft Office. And all software and equipment must also be listed in DE.

Enter author, title, publisher, year of publication and ISBN number. Click on the blue checkmark to save any changes.

• To add additional textbooks, enter the information and click on Add New Textbook.
• Note the textbook is just an example of a possible textbook.
• Open Educational Resources (OER), or online/digital texts, are acceptable to UCs if they are stable and publicly available as published textbooks, not a list of web links.

Textbook Rubric

Describe any other instructional materials, including Instructor Provided Materials.

Materials Fee

Skip. Fees should not be included in the COR.

Textbook Information

Indicate if the course has any classic textbooks, list those course titles here.

Course Objectives

1. Start with a measurable verb such as “Demonstrate an understanding of…” or “Analyze …"
2. Do not start objective with the word “Understand ...”
3. Use verbs from Bloom’s taxonomy.
4. Objectives need to match C-ID descriptor, if appropriate.

CSLO’s (Course Student Learning Outcomes)

1. Use verbs from Bloom’s taxonomy. Higher order verbs are preferred.
2. Keep in mind that the SLOs need to be assessed at least once every three years. Think about how you will know that the students can do the outcome. Don’t put too many CSLOs – the detailed items can be Course Objectives.
3. These CSLO should reflect what the student should be able to do when the course is over – what are those important outcomes? Why should they take the course?
4. Enter an Expected SLO Performance (not zero) for each. This is how percentage of students who you expect/want to be successful in accomplishing the CSLO (not the score for the student on the assessment).
5. Make sure SLO’s, objectives and outline content relate to each other. It should be clear in the Outline where the objectives and outcomes content is covered. Each major section of the Outline should have objectives related to it (or why are you teaching it).
6. Make sure SLO’s and objectives are measurable

Learning Outcomes Rubric

• Select/Click at appropriate institutional outcomes (ISLO) for each course outcome (CSLO). Usually there will be at least one. Don’t check every box.
• Do not change Mapping Destination and ISLO Classes at the top.
• Keep scrolling to the right to view all ISLOs.

• Make sure content relates to SLO’s and objectives.
• Make sure content aligns with C-ID descriptor, if appropriate.
• Make sure content is stated as topics (nouns and not verbs).
• Provide major topics and subtopics in outline form.

If the course has a lab component or is a lab only course, click the “Click here if the course has a lab” button

Lecture Content Outline Rubric

• Make sure content relates to SLO’s and objectives.
• Make sure content aligns with C-ID descriptor, if appropriate.
• This section needs to reflect activities that are related to the lecture content (unless it is only a lab course).
• These activities are those that are conducted under the supervision of instructor and are not intended as homework.
• This area doesn’t need subtopics, but you can include them.

Lab Content Outline Rubric

Reference the Instructions for Completing the Distance Learning Template in eLumen provided by the DE Committee.

Distance Learning Rubric

You do nothing here; it will be greyed out and updated by the college’s Curriculum Specialist.

Course Control Number

This data element is generated by the Chancellor's Office. The element uniquely identifies a course. The control number is not to be altered by the reporting college/district. It only changes if a substantial change was made during the revision process.

Curriculum ID

Unique code for data loads.

Course Prior to College Level

Collegiate level courses will be “Not Applicable”. Pre-collegiate courses need to designate how many levels below: between 1 to 8 levels below transfer.

Course Version Status

In Development or Approved.

Curriculum Committee Approval Date

Date revision or new course was approved by the Curriculum Committee.

Board of Trustees Approval Date

Date the revision or new course was approved by the Board of Trustees.

External Review Approval Date

Date the revision or new course is chaptered by the State.

Time to Next Review

2 years for CTE, 5 years for non-CTE

Date for Next Review

Date course is due for review/revision.

Distance Education Approved

Any course with a DE addendum

Is Distance Education Course

If course can be offered online in any situation and has a DE addendum it is marked as a DE approved course and counted in the DE calculation for programs. Courses that do not have a DE addendum or are only offered online in emergencies are NOT marked as a DE course.

Articulation

Statuses of articulation requests (approved/pending/denied/removed).