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Curriculum Committee

Curriculum Committee meets every 1st and 3rd Tuesday of the month in L-237 – from 1:00 to 3:00pm. {See 2011-12 CC & CIPD Meeting Schedule – go to “quick launch” (in the left hand column on this page)}.

Technical Review Committee meets 2nd and 4th Tuesdays – available in office at 1:30 or by appointment.See CC and CIPD schedule – go to “quick launch” (in the left hand column on this page).

To Build Course Outlines or Build Programs: Go to CurriCUNET link (in the left hand column on this page).

2015-16 CIPD schedule

Information regarding articulation can be viewed at the Articulation Office webpage

The Curriculum Committee is a sub-committee of the Academic Senate, responsible for making recommendations to the Academic Senate on matters relating to the integrity of the curriculum.  This integrity is evaluated relative to the Vision, Values, Mission, and Goals of the Institution and the outcomes of learning we seek to achieve.  Further, CC engages in oversight for the alignment of the curriculum with the COA and Peralta Educational Master Plans (reference: PCCD Board Policy 2.23 and Title 5 on Academic and Professional Matters).

It is the Task of the Curriculum Committee:

To advocate for the integrity of all curriculum matters at College of Alameda.

To review and make recommendations on all curricular matters, including but not limited to: approval of new programs and courses, course revisions or deactivations, prerequisites and corequisites, and placement of courses within disciplines; and process and outcomes evaluation protocols which effect curriculum.

To review and recommend changes in general education requirements and graduation requirements.

To make recommendations regarding policies and procedures affecting curriculum.

To engage in self-directed study, to meet its regulatory obligations under Title 5 of the California Code of Regulations, and to maintain authority delegated by the State Chancellor’s Office.

The Charge of COA CC is framed in context of California Education Code: TITLE 5 which discusses what is to be the meaning of a community college degree.  It is a…

…coherent and integrated patterns of learning experiences (to) prepare students (as) educated persons with a broad range of knowledge to evaluate and appreciate the physical environment, the culture, and the society in which they live; to be able to examine the values inherent in proposed solutions to major social problems; and to be able to participate effectively in their resolution. In short, the language of title 5 not only emphasizes the role of the Associate Degree as focused study in a specific field, but it also aims to direct community colleges to prepare citizens with a broad educational foundation, to develop a populace that can participate effectively in all domains of society: civically, economically, and politically.

2015-2016 (listed alphabetically with area represented)

Ann Buchalter
Faculty Library, Library
Drew Burgess
Curriculum Chair, Faculty Art, Division 2
Vivian Virkkila Felsch
Faculty Counseling, Student Services
Myron Jordan
Dean of Academic Pathways and Student Success
Timothy Karas
VP of Instruction, Chair of IEC Committee
Hoi Ko
Faculty Aviation, Applied Sciences, Division 1
Ed Loretto
Distance Education Coordinator, Faculty History, Academic Pathways, Division 2
Reza Majlesi
Faculty Biology, Applied Sciences, Division 1
Jane McKenna
Faculty Library, Library
Patricia Nelson
Tech Review Coordinator, Faculty English, Academic Pathways, Division 2
Rochelle Olive
Academic Senate President, Faculty Business
Charlene Perlas
Dean of Workforce Development and Applied Sciences
Vinh Phan
Vice Chair and Articulation Officer, Faculty Counseling
Lynn Torres
Curriculum Specialist
William Watson
(Interim) VP of Student Services

ASCOA Representative
SLO Coordinator

*NOTE:  Academic Senate 10 + 1 – Under Title 5 Section 53200(b):  Academic Senate means an organization whose primary function is to make recommendations with respect of academic and professional matters.  Section 52300(c) “Academic and Professional Matter” means the following policy development and implementation matters:  #1 Curriculum including establishing prerequisites and placing courses within disciplines.

Meeting dateAgendaMinutes
April 19, 2016Agenda
April 5, 2016Agenda Minutes
Mar. 15, 2016Agenda Meeting was cancelled.  No quorum.
Mar. 1, 2016Agenda Minutes
Feb. 16, 2016Agenda
Feb. 2, 2016Agenda 
Nov. 17, 2015AgendaMinutes
Nov. 3, 2015AgendaMinutes
Oct. 20, 2015Agenda  Minutes
Oct. 6, 2015Agenda Minutes
Sept. 15, 2015Agenda Minutes
Sept. 1, 2015Agenda Minutes
May 5, 2015 Agenda Minutes
April 21, 2015 Agenda Minutes
Apr. 7, 2015 Agenda Minutes
Mar. 17, 2015 Agenda Minutes
Mar. 3, 2015 Agenda Minutes
Feb. 3, 2015 Agenda Minutes
Feb. 17, 2015 Agenda Minutes
Dec. 2, 2014 Agenda Minutes
Nov. 18, 2014 Agenda Minutes
Nov. 4, 2014 Agenda Minutes
Oct. 21, 2014 Agenda Minutes
Oct. 7, 2014 Agenda Minutes
Sept. 16, 2014 Agenda Minutes
Sept. 2, 2014 Agenda Minutes
Aug. 19, 2014 Agenda Minutes
Apr. 22, 2014 Agenda Minutes
Apr. 1, 2014 Agenda Minutes
Mar. 18, 2014 Agenda Minutes
Mar. 4, 2014 Agenda Minutes
Feb. 18, 2014 Agenda Minutes
Jan. 28, 2014 Agenda Minutes
Dec. 3, 2013 Agenda Minutes
Nov. 19, 2013Agenda Minutes
Oct. 15, 2013 AgendaMinutes
Sept. 17, 2013Agenda Minutes
Sept. 3, 2013 Agenda Minutes
Aug. 20, 2013 Agenda Minutes
April 8, 2013AgendaMinutes
March 19, 2013AgendaMinutes
March 5, 2013AgendaMinutes
February 19, 2013AgendaMinutes
February 5, 2013AgendaMinutes
November 20, 2012AgendaMinutes
October 16, 2012AgendaMinutes
October 2, 2012AgendaMinutes
September 18, 2012AgendaMinutes
September 4, 2012AgendaMinutes
August 28, 2012AgendaMinutes
April 17, 2012AgendaMinutes
April 10, 2012AgendaMinutes
November 22, 2011AgendaMinutes
October 4, 2011AgendaMinutes
September 20, 2011AgendaMinutes
August 30, 2011AgendaMinutes
April 26, 2011AgendaMinutes
April 12, 2011AgendaMinutes
March 15, 2011AgendaMinutes
March 1, 2011AgendaMinutes
December 7, 2010AgendaMinutes
November 16, 2010AgendaMinutes
November 2, 2010AgendaMinutes
October 19, 2010AgendaMinutes
October 5, 2010AgendaMinutes
September 21, 2010AgendaMinutes
September 7, 2010AgendaMinutes
March 16, 2010AgendaMinutes
December 1, 2009AgendaMinutes
November 17, 2009AgendaMinutes
November 3, 2009AgendaMinutes
October 19. 2009AgendaMinutes
October 6, 2009AgendaMinutes
September 15, 2009AgendaMinutes
September 1, 2009AgendaMinutes
May 5, 2009AgendaMinutes
April 21, 2009AgendaMinutes
April 7, 2009AgendaMinutes
March 17, 2009AgendaMinutes
March 3, 2009AgendaMinutes
February 17, 2009AgendaMinutes
February 3, 2009AgendaMinutes
December 2, 2008AgendaMinutes
November 18, 2008AgendaMinutes
November 4, 2008AgendaMinutes
October 21, 2008AgendaMinutes
October 7, 2008AgendaMinutes
September 16, 2008AgendaMinutes
September 2, 2008AgendaMinutes
May 6, 2008AgendaMinutes
April 15, 2008AgendaMinutes
April 1, 2008AgendaMinutes
March 18, 2008AgendaMinutes
March 4, 2008AgendaMinutes
February 19, 2008AgendaMinutes
February 5, 2008AgendaMinutes
January 20, 2008AgendaMinutes
December 18, 2007AgendaMinutes
December 4, 2007AgendaMinutes
November 20, 2007AgendaMinutes
November 6, 2007AgendaMinutes
October 16, 2007AgendaMinutes
October 2, 2007AgendaMinutes
September 18, 2007AgendaMinutes
August 28, 2007AgendaMinutes
February 20, 2007AgendaMinutes
February 6, 2007AgendaMinutes
December 19, 2006AgendaMinutes
December 5, 2006AgendaMinutes
November 21, 2006AgendaMinutes
October 17, 2006AgendaMinutes
October 3, 2006AgendaMinutes
September 19, 2006AgendaMinutes
May 16, 2006AgendaMinutes
May 2, 2006AgendaMinutes
April 18, 2006AgendaMinutes
April 4, 2006AgendaMinutes
March 21, 2006AgendaMinutes
March 7, 2006AgendaMinutes
February 21, 2006AgendaMinutes
February 7, 2006AgendaMinutes
January 17, 2006AgendaMinutes
December 6, 2005AgendaMinutes
November 15, 2005AgendaMinutes
November 1, 2005AgendaMinutes
October 18, 2005AgendaMinutes
October 4, 2005AgendaMinutes
September 20, 2005AgendaMinutes
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May 3, 2005AgendaMinutes
April 19, 2005AgendaMinutes
April 5, 2005AgendaMinutes
March 15, 2005AgendaMinutes
March 1, 2005AgendaMinutes
February 15, 2005AgendaMinutes
May 18, 2004AgendaMinutes
May 4, 2004AgendaMinutes
April 20, 2004AgendaMinutes
March 16, 2004AgendaMinutes
March 2, 2004AgendaMinutes
February 17, 2004AgendaMinutes
February 3, 2004AgendaMinutes
January 26, 2004AgendaMinutes
December 16, 2003AgendaMinutes
December 2, 2003AgendaMinutes
November 18, 2003AgendaMinutes
November 4, 2003AgendaMinutes
October 21, 2003AgendaMinutes
September 16, 2003AgendaMinutes
May 20, 2003AgendaMinutes
May 6, 2003AgendaMinutes
April, 22, 2003AgendaMinutes
April 1, 2003AgendaMinutes
March 18, 2003AgendaMinutes
March 4, 2003AgendaMinutes
February 18, 2003AgendaMinutes
February 4, 2003AgendaMinutes
December 17, 2002AgendaMinutes
December 3, 2002AgendaMinutes
November 19, 2002AgendaMinutes
November 5, 2002AgendaMinutes
October 15, 2002AgendaMinutes
October 1, 2002AgendaMinutes
September 17, 2002AgendaMinutes
September 3, 2002AgendaMinutes
August 20, 2002AgendaMinutes


College of Alameda Documents

Curriculum Review Process

COA Curriculum Handbook

COA Course Approval Flowchart

Peralta Consultation Process

COR protocol

Curriculum Committee Bylaws

Curriculum Approval Process

Peralta District Curriculum Process 2014 02 09

PCAPM:Peralta Program and Course Approval Process Manual 3rd edition

PCAH: State Program and Course Approval Handbook, 5th Edition


Credit Course Repetition Guidelines-Final November 2013

Certification Training for Local Approval of Stand-Alone Credit Courses

Examples of Courses Denied by the Chancellor’s Office (PDF)


AA-T and AS-T Degrees

Transfer Model Curriculum (TMC) Templates


AA-T and AS-T

C-ID Descriptors


Distance Education

Course Design Rubric (OEI Initiative)


The Substantive Change policy can be found on the ACCJC website in the Publications and Policies page in the Accreditation Reference Handbookpdf

 Coding and Data

CB Course Data Elements (All) 


Curriculum Web Pages

California Community Colleges Curriculum Website

Program and Course Approval Handbook (PDF)

Labor Market Information

US Bureau of Labor Statistics

California Community College Association for Occupational Education

California Community College Chancellor’s Website

California Academic Senate’s Website

ASSIST (Articulation System Stimulating Interinstitutional Transfer)

UC Campuses (Links to catalogs: course descriptions; program info, etc.)

CSU Campuses (Links to catalogs: course descriptions; program info, etc.)

CA Community Colleges (Links to catalogs: course descriptions; program info, etc.)

CurricUNET META, our new online curriculum management system is now live.

The URL is:

Faculty login information:

Your username is the *complete* email address that the old Curricunet system had on file for you (probably your complete Peralta email address, including the peralta@edu).

Your password is the same password you used for the old Curricunet. If you don’t remember your password, just click “Forgot your password?” to reset it.

If you can’t get in, the most probable explanation is that for a username, you are entering an email address different from the one you provided when you signed up for old Curricunet

Click here to access the META Peralta User Manual.

In the CurricUNET system, the process is automated.

In updating and developing curriculum, it is recommended you work on the following with your colleagues before you go to CurricUNET:

Conceptualize your course – rooted in research into the “state of the art” in your discipline. The course title drives the description which drives the objectives and these in turn drive lecture content…

Consultation (with college discipline faculty, department chair, dean, discipline faculty from other colleges {if curriculum is shared or substantially similar})

Write and revise (revise, revise…) your COR in Word and pass it by colleagues

Consult with the Chair of Curriculum on any of the issues listed here.  Drew Burgess (510) 748-2216

Consult with the Articulation Officer –  BUT …On transfer level courses only.

Do not fill in the library section of your COR yourself — RATHER, consult (in person) with one of the Librarians AND, they will fill it out with you.

SLOs – Student Learning Outcomes assessments are entered into Taskstream.

Then, you schedule an appointment with the Technical Review chair (Patricia Nelson – (510) 748-2387).  Technical Review is to ensure your COR conforms to the State Academic Senate Guidelines on technical structure of the COR.

For distance education – DE addendum, consult with the COA distance education coordinator (Ed Loretto (510) 748-2277)

We look forward to working with you in using the automated curriculum management system.

Schedule “Hints” Regarding Course & Program Approvals:

CIPD – for district approval happens the first Monday of each Month.  To be reviewed there, it must pass the COA curriculum committee first – at least one week prior to CIPD.

NOTE!!  All four Peralta Colleges use roughly the same protocols for course approval.  You will be asked questions at both Curriculum Committee and at CIPD… about how your course or program changes are needed (“justification”).  If you cannot answer these questions, your proposal may not be approved.  This is one quite important job of the curriculum committee; to ask about: rigor, quality, and innovation; and “fit” {with the college and its curricular vision}; and relevance to the needs of the college and larger community. Consultation among district colleagues must take place before a course will be discussed in COA curriculum committee, it must be in Technical Review (see reference above) a week before a regularly scheduled curriculum meeting (1st and 3rd Tuesdays in L-237 at 1:00).  Please note: technical review is a standard process used at all four of the Peralta Colleges and statewide to assure the Course Outline of Record conforms to the California State Standard for CORs.

NOTE!!  If you have not done the proper consulting with colleagues at other schools (if you need to do it), we will not schedule you for a Curriculum Committee hearing.

Give yourself enough lead time to do it well.

The process for a new course can take about a year to complete—the process begins with the originator and progresses ultimately for State approval. Course updates and non-catalog changes may take place within the processes of COA.

Course Outline of Record (COR), Student Learning Outcomes (SLOs/PLOs), and Taskstream
Course Content and the components of the Course Outline of Record (COR). This is what is evaluated by Universities to determine if what we teach is congruent with what they will accept for our students to be able to transfer to their institutions. This is called Articulation. Please consult with the Articulation Officer for more details on this process. The COR, also serves as a legal document that guides all lecturers who may teach this course at this college. It therefore reflects both the State of the Discipline (in which this course is taught) and the philosophy of YOUR department at College of Alameda and should reflect the Institutional Learning Goals (ILOs) that reflect the Institutional Identity of College of Alameda as “A Learning College”.The components of the COR are as follows:
1. The Title should be a concise essence of what the course is about; AND the 2. Course Description tells us in synopsis what the course covers expanding the course title with information only statements.3. Exit Skills (or objectives) operationalize the course description and describe/define “content mastery” in statements as to what it is a student learns in this class to justify a grade relative to mastery of this course material. Usually each of these statements start with a word describing the skill they represent from Bloom’s Taxonomy.4. Lecture Content is a detailed progression of topic areas which show how the exit skills will be communicated to the students in this class. Note, this needs to be more than a list of one line descriptions; though not paragraphs, it is more than bullet points reflecting the following: a) the exit skills reflected in lecture content; b) as well as names of theorists or important authors (and some possible original source material) who are referenced in the course; c) important theories, concepts, or practices discussed/learned. These three points are listed in the appropriate lecture component (e.g. section 1, 2, 3, etc).5. Assignments must be conceived so as to assure college level work (about two hours of work outside of class for every hour of work in class [e.g. a 3 unit class should have 6 hours of outside work]). These should be explained in the “other” box in CurriCUNET as to how each of these addresses which specific Exit Skill(s) in your course.6. Methods of Instruction should reflect the best way to convey the material in this subject. These should be explained in the “other” box in CurriCUNET as to how each of these addresses which specific Exit Skill(s) in your course.7. Student Assessment: this is the means by which you actually make assess the degree to which a student has mastered the course content and as such should always contain writing component. These should also be explained in the “other” box in CurriCUNET – and reflect the language of the assignments and how these assess which Exit Skill(s) in your course.8. Books need to reflect the current State of the Discipline (ideally within the past year – but no older than 3 years). If you use an older book, you need to justify this (e.g. “a classic n the field”). Course Readers are encouraged as reflective of your unique content needs.9. Student Learning Outcome Assessment (SLOs) — are now entered in Taskstream, however(!) these are still a curriculum issue and must reflect the course content above. NOTE: To clarify; where exit skills or objectives are “what a student learns” in this class (“Bloomed” discreet statements as to what defines mastery of the material within the time frame they are in class – and as such are more academic in construction), Constructs of “Learning outcomes” are “what students can do with what they learn” after they leave the class and/or program and are able to use in the real world of lived reality. Thus, SLOs are not the same as exit skills. Exits skills are discreet points of learning whereas outcomes are more complex indices of objectives comprising sets of life skills. {[For Example (one post-positivist model): say you have twelve (12) “exit skills” defining course material mastery; you might have then, only three (3) SLOs for the class – each being an “Index” of say three or four exit skills each. (for example: a) Mastery of Foundational Knowledge, b) Proficiency at discipline specific Critical Thinking & applied “knowledge in use”, and c) a Capacity for Personal Efficacy that is empowered by what they have learned; each of these being a more broad narrative “Index” constructed of three or four discreet exit skills statements. Remember, SLOs are larger constructs than exit skills and should be tied to how a person would use the knowledge in life — Thus: the “outcomes of learning”.Consult with the Taskstream coordinator for learning outcomes on the COA Institutional Effectiveness Committee. Remember, you’ll need to “map” your outcome measures to your program outcomes and the COA Institutional Learning Outcomes.
SLOs are now entered in Taskstream.

Taskstream and Learning Outcomes Assesssment

SLOs — are now entered in Taskstream

However,  these are still a curriculum issue and must reflect the course content.

Where exit skills or objectives are what a student learns in this class (degrees of mastery of the material), “outcomes” are what students can do with what they learn after they leave the class and/or program.

Thus, SLOs are not the same as exit skills. Exits skills are discreet points of learning whereas outcomes are more complex indices of objectives comprising skill sets.

Consult with the Taskstream coordinator for learning outcomes on the COA Institutional Effectiveness Committee.  Remember, you’ll need to “map” your outcome measures to your program outcomes and the COA Institutional Learning Outcomes.

GO TO Taskstream.

TaskStream and the Institutional Effectivenss Committee

College of Alameda uses TaskStream to provide our means of documenting, managing, and archiving the outcomes assessment and accountability initiatives at all levels of the institution.

While oversight of “learning outcomes” regarding matters of curriculum is primarily the concern of the curriculum committee; the work of assessing outcomes for all programs is the responsibility of the COA Institutional Effectiveness Committee.

We believe:

As a result of any level of educational experience at the College of Alameda – for one course or a complete program of study – that students will be able to:

Demonstrate a degree of mastery of a body of knowledge in their chosen areas of interest; to enable them to: use this knowledge with respect for the inter-relatedness of humans in the environment, engage with people from diverse backgrounds, understand and acknowledge the significance of daily individual and social actions relative to global issues and the emergence of our shared future.

Demonstrate a degree of proficiency at the life skills of critical thinking to better access, evaluate, and interpret ideas and information enabling them to communicate effectively, reach conclusions, and solve problems; such that they may apply these in their professional pursuits.

Demonstrate a degree of capacity to assume responsibility in the practice of these life skills to live an ethical life with respect to the impact of their own life upon Planet Earth; while building their capacities of self-confidence and self-discipline enabling them to pursue happiness and intellectual curiosities with integrity in their personal lives.

All our activities as an institution should serve these goals.

A Framework for 21st Century Curriculum!

As “grist” for creative curricular thinking; we could aspire to an integrated curricular vision as such:




see: The Partnership for 21st Century Skills (accessed: 8-20-2010).

Again, this is an interesting way of “picturing” integrated curriculum; not as a prescription but as a way for thinking about creative curriculum.