Laney College

Tech Review Checklist

Tech Reviewer Job Description

1st – review “History” to see what the previous steps in the development of the course have been, and what comments other approvers have.

2nd –  in cases of an update with catalog changes, check to see if the same course is offered elsewhere in the District. If so, departments at all colleges must agree on the changes and bring the updates to CIPD at the same time.

3rd – in the case of a new course, check to be sure that the course number is appropriate and available. Refer to the Uniform Course Numbering System for correct numbering. To check availability, perform a complete search for courses in the discipline, including historical courses.

4th – work your way through the outline with the checklist:

  • Cover
    • Description in Peralta way format: The course/catalog description should provide an accurate, clear, and concise description of the of the primary course objectives without repeating the course title.Start with an adjective or noun do not use “a,” “an” or “the course.”  After the first general phrase, put a colon and start the next word with a capital letter. Use mostly descriptive terms, no verbs and very few articles. The description should be written in fifty words or less (no more than 4-6 lines) in language understandable to students. Variable level courses (A-B-C etc.) should show a separate description for each level.  There should be congruence between the course content and the catalog description.
    • If course is the second semester, course description should start with “Continuation of…”
    • If course is cross-listed, course description should end with “Not open to students who have completed or are currently enrolled in…”
    • Justification should be as robust as possible, fully describing reasons why students will take the course. Many courses that have not been updated in the last few years need a more complete justification than was required int he past.
    • If a new course, deactivation, or change of catalog information is part of a degree or certificate program, that program must be modified at the same time. The course and program proposals should come to the local committee together.
  • Cross-Listed Courses
    • If a cross-listed course is designated, all elements of the outlines except the discipline and course number must be identical for both courses. If the cross-listing requires another course to be updated, both courses must come to the committee at the same time.
  • List of Changes
    • All changes that have been made in an update should be noted. Check to see that changes that were recorded here in connection with previous updates, which do not relate to the current one, have been deleted.
  • Units/Hours
    • 1 lecture hour = 1 unit; 3 or 4 lab hours = 1 unit
    • Be sure the size and time limit defaults have been changed and justified as appropriate for the nature of the course. (For example, equipment and safety issues limit most CTE courses to a size less than 40. English and ESL courses have a union-negotiated maximum of 35, 30 for writing courses.)
    • The only repeatable courses under Title 5 regulations are a very small number of activity courses in Music and Athletics.
  • Degree/Transfer
    • If C-ID course, verify the descriptor is attached.
    • CB03: Consult the Taxonomy of Programs (TOP) manual on this website for the appropriate TOP code. The course originator had to select a TOP code in order to prepare the proposal for launching, but the Curriculum Specialist will review this later to be sure it is correct.
    • CB04: Be sure the course number corresponds with its course credit status. If in doubt, refer to the Uniform Course Numbering System.
    • CB08: Be sure that the Basic Skills designation corresponds to the CBo4 credit status. Note that a Degree Credit course may not be designated Basic Skills.
    • CB09: Unless this is a CTE course, it should be designated Non-Occupational.
    • CB24: Be sure this designation corresponds with the information on the Cover Page. If the course is part of a program, the program may also need to be modified.
  • General Education: This page is completed by the Articulation Officer.
  • Lecture/Lab Content
    • This should be a list of topics with enough information to guide the instructor’s planning. It should not read like a list of textbook chapter titles.
    • Check to be sure that percentages add to 100%.
    • If the course has both a lecture and a lab, both areas must be completed with different content.
  • Student Performance Objectives
    • Should relate to the lecture content and be detailed.
    • Should be more specific than the SLOs.
    • Are generally a longer list than the SLOs. An SLO may break down into multiple Student Performance Objectives.
    • Should use Blooms Taxonomy verbs, the higher order the better.
  • Student Learning Outcomes – SLO Coordinators review this page.
    • There should be at least three SLOs for most courses, but two SLOs are enough if the course is fewer than three units.
    • SLOs are fewer and more inclusive than the Student Performance Objectives.
    • For each SLO, the means of assessment must be specified, indicating an assessment tool that is included in the Assignments or Student Assessment section of the outline.
    • For SLO assessment, encourage including percentage of course grade if appropriate.
    • Be sure that Institutional Mapping has been done to Laney SLO(s). (Meta brings up SLOs for all colleges, which may have been selected by mistake.)
  • Methods of Instruction
    • Need to click all that apply.
    • Distance Education must be selected if the course is to be taught online.
  • Distance Education
    • Distance Education Delivery Method: encourage selecting all options for the sake of future flexibility.
    • Recommended Maximum Student Enrollment should not be larger than the size designated on the Units/Hours page.
    • The course must accommodate students with disabilities.
  • Instructor-Student Contact
    • This page relates to Distance Education.
    • The State now has more detailed requirements than are outlined on this page. The supplementary Distance Education Accessibility Checklist should be completed and attached.
  • Assignments
    • A college-level course must require two hours work outside class for each lecture hour.
    • Homework for lab hours is at the discretion of the course originator.
    • Be sure that this section contains assignments for SLO assessment that are referred to in the SLO section of the outline.
  • Student Assessment
    • For a college-level course, be sure that “Essay” is indicated or a justification for not including it (remind faculty that any kind of extended writing assignment qualifies as an essay).
    • Encourage inclusion of “non-computational problem solving.” Most college-level courses do, in fact, require this in some form.
  • Requisites
    • If there are requisites, make sure next page is complete.
    • Changes in requisites are catalog changes. If the course is taught at more than one campus, consultation will be required.
  • Content Review
    • If there are multiple requisites, content review for one of them is required. Other content reviews are desirable.
    • Objectives of requisite should match objectives of course
  • Texts, Reading and Materials
    • Textbooks need to be within 5 yrs or have a rational (easier to see in WR or PDF)
    • Suggestion if a rationale is needed: Our faculty continually examine new texts as they become available. It is our collective opinion that “name is the most appropriate for our pedagogy and is up to date
      or “Name” is a classic text available in many editions.
    • Materials of some kind should always be included. Even if no textbook is required for the class, materials may be listed under “Other.”
    • Encourage faculty to consider expense in selecting materials, and to explore alternatives to extremely expensive items if possible. Many manuals and resources are now available online; for example, it is no longer necessary to require students to purchase a hard copy style manual for writing courses.
  • Library – Librarian reviews this page.
  • Attach Files
    • Encourage attaching syllabus, grading and SLO evaluation rubrics, C-ID descriptor if required, and supplementary form for DE courses.