38. PRE OR COREQUISITE, ADVISORY, OR OTHER LIMITATION ON ENROLLMENT MATRIX

 

Demonstrate that the pre or corequisite course teaches the skills/concepts presupposed in this course without which student success is highly unlikely.

 

Demonstrate that the advisory is being made to meet a standard of readiness at entry that would enhance or broaden student learning but which is not necessary for the student to succeed.

 

Important.  Select the type of limitation and complete the content review (p. 6) before filling out the matrix.  Please use a separate page for each prerequisite, corequisite, advisory, or other limitation on enrollment.

 

 List Prerequisite:    Intro to College Reading and Writing I (English 98)

 List Corequisite:    TBD 1 unit lab Instructor Guided Practice

 List Advisory:             

 Other Limitations on Enrollment described below.

 Additional level of scrutiny attached. See next page.

Skills/Concepts of Pre/Corequisite or Advisory                       Application of Skills/Concepts

 

98 outcomes

1.         Comprehend, analyze, respond to, and evaluate a variety of expository and argumentative compositions of a variety of lengths.

2.         Adopt appropriate reading and writing strategies such as identifying purpose, identifying audience, identifying tone, gathering ideas, and organizing ideas.

3.         Differentiate between expressive, expository, argumentative writing.

4.         Demonstrate an understanding of written argumentation—understanding the logical relationships between a thesis, topic sentence, and supporting evidence.

5.         Explain and be better able to apply the elements of an effective composition (such as thesis statements, topics sentences, supporting points, unity, and coherence).

6.         Demonstrate an understanding of how to conduct research to find relevant, reliable sources and incorporate sources into writing.

7.         Demonstrate proficiency in revising writing assignments for organization and clarity.

8.         Demonstrate proficiency in editing by applying rules of grammar, punctuation, mechanics, and spelling and usage in written exercises by studying their own grammatical and punctuation errors to make their writing more effective.

9.         Demonstrate proficiency in revising sentences to make them more complex and varied using sentence structures such as coordinators, subordinators, and transition words

 

120 outcomes

1.         Comprehend, analyze, respond to, and evaluate a variety of expository and argumentative compositions of a variety of lengths.

2.         Develop critical thinking strategies through a variety persuasive/argumentative essay readings of various lengths.

3.         Adopt appropriate reading and writing strategies such as identifying purpose, identifying audience, identifying tone, gathering ideas, and organizing ideas.

4.         Differentiate between expressive, expository, argumentative writing.

5.         Demonstrate an understanding of written argumentation—understanding the logical relationships between a thesis, topic sentence, and supporting evidence.

6.         Explain and be able to apply the elements of an effective composition (such as thesis statements, topics sentences, supporting points, unity, and coherence).

7.         Demonstrate ability to research multiple relevant reliable sources and incorporate sources into writing.

8.         Demonstrate proficiency in revising writing assignments for organization and clarity.

9.         Demonstrate proficiency in editing by applying rules of grammar, punctuation, mechanics, and spelling and usage in written exercises by studying their own grammatical and punctuation errors to make their writing more effective.

10.       Demonstrate proficiency in revising sentences to make them more complex and varied using sentence structures such as coordinators, subordinators, and transition words. relevant reliable sources and incorporate sources into writing.

8.         Demonstrate proficiency in revising writing assignments for organization and clarity.

9.         Demonstrate proficiency in editing by applying rules of grammar, punctuation, mechanics, and spelling and usage in written exercises by studying their own grammatical and punctuation errors to make their writing more effective.

10.       Demonstrate proficiency in revising sentences to make them more complex and varied using sentence structures such as coordinators, subordinators, and transition words.

Other Limitation on Enrollment

 

     

SELECT TYPE OF LIMITATION

 

Select limitation type; complete content review and matrix.  If necessary, attach additional level of scrutiny.

 

   Sequential Course.  Prerequisite courses in which skills, concepts are presupposed in the second course.

 

   Standard Pre/Corequisite.  Pre/corequisites on courses which are required at the UC or CSU system.

        Additional Level of Scrutiny: identify three campuses of UC or CSU that offer the equivalent course with the equivalent prerequisite in order to demonstrate that the pre/corequisite is usual, customary, and reasonable.

 

   Skills in Math or Communication as Prerequisite for Courses other than Math or Communications.  Example: prerequisites of a skills course in math or English for a course in biology, history, or chemistry.

        Additional Level of Scrutiny:  produce documented research according to sound research principles that shows one of the following:

        -   the extent to which students who are or have taken the prerequisite believe it is necessary.

        -   the faculty member’s appraisal of whether the students who took the prerequisite course were

            more successful those who did not take the course.

        -   objective comparison of student’s performance at any point in the course.

        -   comparison of student performance in the course to their scores on standardized, approved assessment

            instruments.

 

   Limitation on Enrollment in Performance Course. Auditions or other skill assessments on public performance or intercollegiate competition courses such as, but not limited to, band, orchestra, theater, competitive speech, chorus, journalism, dance, and intercollegiate athletics.  Courses seeking “best qualified” as opposed to “all qualified.”

        Additional Level of Scrutiny:  provide proof that there is another course available for students seeking a certificate or degree in the area.  This does not have to be the same course, but must be a course that provides a path to the certificate or degree.  Show that the audition process is reviewed every six years to determine if the process is having a disproportionate impact on any historically underrepresented group.  If disproportionate impact is found, the process must be changed.

 

   Health and Safety Prerequisites. A prerequisite that protects the health and safety of the student and others.

        Additional Level of Scrutiny: provides proof that the course which requires the prerequisite has precise conditions under which the student might endanger her/his own health and safety or the health and safety of others, and that the prerequisite can assure that the student possesses the precise skill or knowledge necessary to protect his/his own health and safety or the health and safety of others.

 

   Prerequisites to Programs.  Prerequisites that a student must meet before entering a program.

        Additional Level of Scrutiny:  provide documentation that the prerequisite meets the appropriate level of scrutiny for any one required course in the program.

 

   Courses Limited to Create a Cohort of Students.  Honors classes or other special population courses.

        Additional Level of Scrutiny:  provide proof that there is another section or another course that satisfies the same certificate or degree requirements.

 

CONTENT REVIEW

 

   Faculty in the discipline have approved the course. (Outline on file with Curriculum Office.)

 

   The discipline has provided a course outline that demonstrates the exact concepts or skills a student must possess and a list (matrix) showing that the prerequisite course teaches these concepts or skills.

 

   The discipline has submitted evidence that the student would be highly unlikely to receive a satisfactory grade unless s/he had knowledge or skills taught in the prerequisite course.

 

   The instructors of this course and instructors of the advisory, prerequisite, corequisite course, or other limitation on enrollment  have been provided with the information necessary to teach this course in accordance with the approved course outline.