Courses: Suffixed Courses

For a Quick Navigation... Suffixed Courses: Variations in Period/Credit/Activity Type -Sample Suffixed Courses Variations in Period/Credit/Activity Type Suffixed Courses: Modules Created From an Existing Course -Sample Suffixed Courses Modules CReated From an Existing Course Suffixed Courses: Special Topics -Sample Suffixed Courses, Special Topics Suffixed Courses: Common Competencies Courses -Sample Suffixewd Courses, Common Competencies -Development of Addition of Common Competencies Course Proposal -Sample: Common Competencies Course Proposal Running Header -Sample: Common Competencies Course Proposal, Instructional Council (IC) and Recorded IC Evaluation -Sample: Common Competencies Course Proposal, Proposed Section -Sample: Common Competencies Course Proposal, Course Competencies -Sample: Common Competencies Course Proposal, Content Outline Sample: Complete Common Competencies Course Proposal Document Template: Experimental Course Proposal Document -Suffixed Courses: Addition to Common Competencies -College Internal Processing of the Addition to Common Competencies Course Proposal -MCCCD Center for Curriculum and Transfer Articulation Processing of Addition to Common Competencies Course Proposal Suffixed Courses: Training for Business, Industry and Government Courses (IND170) -IND170 Criteria -Phases of Development -Sample of IND170 Courses with Distinct Course Activity Type -Development of an IND170 Addition of Specific Suffixed Course Proposal -Sample: Addition of IND170 Course Proposal Running Header -Sample: Addition of IND170 Course Proposal, Proposed Section -Sample: Addition of IND170 Course Proposal, Course Competencies -Sample: Addition of IND170 Course Proposal, Content Outline -Sample: Complete IND170 Course Proposal Document -Template: IND170 Course Proposal Document Course Processing - Suffixed Courses: IND170, Training for Business, Industry and Government Courses Processing IND170 Specific Suffixed Courses

Suffixed courses are variations or subdivisions of a course and are identified by a two-letter alpha code which follows the course number. Suffixed courses are generally developed when a course, whether new or existing, is divided into segments or subtopics to facilitate teaching the content or creating a more flexible course schedule. The following are different types of suffixed courses within the MCCCD course bank.

1. Suffixed Courses: Variations in Period/Credit/Activity Type (Back to Top)

The following are examples of a suffixed course that allows for a more flexible course schedule. What occurs in this particular situation is the development of multiple suffixed courses using the same prefix and number but a different suffix. The activity types vary as follows:

L+L for one course
Lec, Lab (split lecture & lab) for the other course.

In the split lecture, lab course, the description and other course elements are the same as the L+L course but the lab portion of the course is separated from the lecture portion in order to create a more flexible course schedule. Additionally, variations in activity type allow for the addition of a lab component for additional practice or actual lab time. There is no difference in content between/among the courses. The activity type of the course changes from lecture (LEC) to a combination of lecture and lab (L+L). The additional option facilitates teaching the content of the course.

SAMPLE SUFFIXED COURSES VARIATIONS IN PERIOD/CREDIT/ACTIVITY TYPE TOP Subject/Number Title Act/Type Credits Periods AUT103AA Automotive Electrical System L+L 6 10 Basic Principles and fundamentals of automotive electricity and electrical systems. Training in diagnosis, serviceand reconditioning procedures of automotive starting, charging, ignition, and electrical circuits and components. Prerequisites: None.           Subject/Number Title Act/Type Credits Periods AUT103AB Automotive Electrical System Lec 6 4     Lab 0 6 Basic Principles and fundamentals of automotive electricity and electrical systems. Training in diagnosis, serviceand reconditioning procedures of automotive starting, charging, ignition, and electrical circuits and components. Prerequisites: None.           Subject/Number Title Act/Type Credits Periods FRE201 Intermediate French I LEC 4 4 Review of essential grammar of the French language and study of French culture. Continued practice anddevelopment or reading, writing, and speaking skills. Prerequisites: FRE102 with a grade of "C" or better, twoyears of high school French with an average of "C" or better, or departmental approval.           Subject/Number Title Act/Type Credits Periods FRE201AA Intermediate French I L+L 4 5 Review of essential grammar of the French language and study of French culture. Continued practice and development of reading, writing, and speaking skills. Prerequisites: FRE102 with a grade of "C" or better, two years of high school French with an average of "C" or better, or departmental approval.

2. Suffixed Courses: Modules Created From an Existing Course (Back to Top)

An existing course can be separated into modules. This course structure is sometimes referred to as the "parent" course (general course) and the corresponding modules.

Creating modules from an existing course can be accomplished through a course modification. Generally the modification either retains the existing course and creates a series of modules under that course, OR deletes the existing course and a series of modules are created. When the existing course is retained and the series of modules created, the content as well as the credits and periods of the existing course is divided up between /among the modules.

The following is an example of an existing course that was retained, and a series of modules created with the content, credits, and periods of the existing course distributed among the three modules:

SAMPLE SUFFIXED COURSES MODULES CREATED FROM AN EXISTING COURSE TOP Subject/Number Title Act/Type Credits Periods HIS105 Arizona History LEC 3 3 Study of the history of Arizona, including geology, geography, pre-historic people, modern Native American tribes, and Spanish impact on Arizona. Also includes Arizona as part of the Mexican Republic, arrival of the Europeans, the Civil War, the Apache Wars, and transportation in early Arizona. Early settlement and economic development, territorial government, statehood, and Arizona in the Twentieth Century. Prerequisites: None.           Subject/Number Title Act/Type Credits Periods HIS105AA Arizona History Part I LEC 1 1 Study of the history of Arizona, including geology, geography, pre-historic people, modern Native American tribes, and Spanish impact on Arizona. Prerequisites: None.           Subject/Number Title Act/Type Credits Periods HIS105AB Arizona History Part II LEC 1 1 Study of the history of Arizona, including Arizona as part of the Mexican Republic, arrival of the Europeans, the Civil War, the Apache Wars, and transportation in early Arizona. Prerequisites: None.           Subejct/Number Title Act/Type Credits Periods HIS105AC Arizona History Part III LEC 1 1 Study of the history of Arizona, including Arizona including early settlement and economic development, territorial government, statehood, and Arizona in the twentieth century. Prerequisites: None.

3. Suffixed Courses: Special Topics (Back to Top)

Sometimes a series of suffixed courses is developed and these are treated as related courses because they focus on a specific topic. The course elements are distinct. This means that each module has its own description, competencies, content outline, etc.

SAMPLE SUFFIXED COURSES, SPECIAL TOPICS TOP Subject/Number Title Act/Type Credits Periods CPD102AA Assertive Training LEC 2 2 Designed to help students identify personal and interpersonal rights, overcome blocks to acting assertively, and develop effective verbal and nonverbal assertive behavior. Group discussion, role-playing, and videotape feedback to enable students to express feelings, beliefs, and opinions in a direct, appropriate manner. Prerequisites: None.           Subejct/Number Title Act/Type Credits Periods CPD102AB Career Exploration LEC 2 2 Designed to assist students making career choices. Focus on an awareness of self in terms of educational opportunities and reasonable possibilities in the world of work. Includes testing for personal/vocational interests, attitudes, skills, and potential, and exploration of career information to establish career objectives. Prerequisites: None.           Subject/Number Title Act/Type Credits Periods CPD102AC Creative Job Hunting LEC 2 2 Designed to assist students gain confidence necessary to obtain or improve employment. Emphasis on developing a resume, improving interviewing skills, and locating preferred employment. Prerequisites: None.

 

4. Suffixed Courses: Common Competencies Courses (Back to Top)

Courses with common competencies also fall into the group called Suffixed Courses. Colleges may develop new courses or modify existing courses to allow for common competencies suffixed courses to be generated after approval of the initial new course or approval of the modified course(s). This would require that the new course or modified course first go through the standard curriculum process to receive District Curriculum Committee and Governing Board approval for future development and processing of common competencies suffixed courses. After this approval is gained, additional variations can be developed and processed by submitting the Addition of Common Competencies Course Proposal to the MCCCD Center for Curriculum and Transfer Articulation.

It should be noted that any modification to an existing common competencies course affects all courses that share the competencies. Thus, with the exception of a course deletion, all other changes to one of these modules will require the modification of all modules sharing the competencies.

The Addition of Common Competencies Course Proposal does not need to be submitted to the District Curriculum Committee or the Governing Board. The proposal is submitted to the District Center for Curriculum and Transfer Articulation for process. College curriculum personnel should be aware that this type of course proposal must adhere to the processes and standards defined in the Curriculum Procedures Handbook. to avoid delays in processing the proposal.

Barring any problems with the proposal, the encoding of the course in the Course Inventory Audit is scheduled per the current monthly processing of other approved proposals. The information is then released to the colleges per the dates listed on the MCCCD Curriculum Processing Calendar.

CURRICULUM REMINDER Cooperative Education (296s) and Special Projects (298s) are the exceptions in the common competencies course process. The 296 and 298 numbered courses carry a long history within the course bank and received approval as common competencies courses several years ago. Due to the above modification of a co-op or special projects course affects all courses in the group and requires broad discussion. This would include the Occupational Administrators as well as the directors of cooperative education. Agreements reached on proposed changes would be processed through the Course Modification proposal process with the proposal indicating the agreement of the different parties to move forward with the change(s).

For common competencies purposes, a generic new course may be developed or an existing course may be modified. The new course could include suffixed courses that are ready for processing and approval as common competencies courses. The suffixed courses accompanying the new course may include variations of the generic new course content. After approval of the above and when the need arises at a later date, a college may then add to the series of suffixed courses without having to wait on District Curriculum Committee or Governing Board approval as long as the standards for common competencies suffixed courses are met. See the sample of a course modification that includes the addition of common competencies suffixed courses.

It should be noted that the suffixed courses have more than the competencies and outline in common with the generic course. The course title is the same except for additional information at title level to distinguish one suffixed course from the other in the series. This is also true for the course description, and the prerequisites are adjusted as needed to appropriately support the content of the suffixed course. The activity type, credits, periods would be the same as the generic course.

The initiator of the request should ensure that the appropriate Instructional Council or Councils are informed of the additional suffixed courses in process for addition to the MCCCD Course Inventory Audit (course bank). The form used for submitting these types of suffixed courses is found at the end of this section.

SAMPLE SUFFIXED COURSES, COMMON COMPETENCIES (DFT252 is the generic course and the AA and AB suffixed courses indicate the variation in content) TOP Subejct/Number Title Act/Type Credits Periods DFT252 Arizona History L+L 3 6 Industrial use of Computer Aided Drafting (CAD) equipment (hardware and software) in the areas of mechanical, electronic and construction drawings. Prerequisites: DFT110 or DFT121 or permission of instructor.           Subejct/Number Title Act/Type Credits Periods DFT252AA Computer Aided Drafting I:AUTOCAD L+L 3 6 Industrial use of AUTOCAD equipment (hardware and software) in the areas of mechanical, electronic and construction drawings. Prerequisites: DFT110 or DFT121 or permission of instructor.           Subject/Number Title Act/Type Credits Periods DFT252AB Computer Aided Drafting I:Hewlett- Pac L+L 3 6 Industrial use of Hewlett-Pac equipment (hardware and software) in the areas of mechanical, electronic and construction drawings. Prerequisites: DFT110 or DFT121 or permission of instructor.

Development of Addition of Common Competencies Course Proposal (Back to Top)

The following procedures address the development of the Addition of Common Competencies Course Proposal. This proposal type, as previously explained, is used after the curriculum developer has processed the new course or modified course for approval as a common competencies course.

College curriculum personnel in completing the Addition of Common Competencies Course Proposal must follow the steps listed below:

CURRICULUM REMINDER Student Services Impact: In planning the development of new courses, curriculum developers should consider the impact of new courses on student services processes and district-wide implementation and establish clear communication processes for appropriate and timely input from these individuals and/or groups at college level. Other considerations in the development processes: For courses meeting fewer than 15 weeks, students are aid eligible but funding is prorated. Any student enrollment changes throughout the semester due to late start classes or sequential modules may change students’ financial aid eligibility. The Director of Academic Advisement may consult on prerequisite scheduling and course sequencing

On the first page of the proposal form, create the running header that will appear on all pages of the proposal. Do not leave spaces between the colon and the entry that follows:

Identify the Subject, Number, and Suffix.

Type the name of the proposal initiator and the acronym of the college initiating the proposal. See the section entitled Proposal Standards for a list of college acronyms.

Provide the name of the college Curriculum Development Facilitator, the person who assisted the initiator in the development of the proposal.

Identify the first year/term of the course. MCCCD Terms are as follows: Year followed by Semester (Spring, Summer I, Summer II or Fall): Examples 2008 Fall, 2009 Spring, 2010 Summer I.

If the course is cross-referenced, provide the subject/number/suffix for all courses that apply.

Type an X in the appropriate space after Course Type to identify the course as an occupational course, or an academic course.

Enter the District Curriculum Committee Online Agenda Dates (numeric) and the MCCCD Governing Board agenda date (numeric). These dates can be found on the Curriculum Processing Calendar on the MCCCD Center for Curriculum and Transfer Articulation website for the respective months.

Provide a Maintenance Date if the proposal was revised after it was finalized. Note: the Maintenance Date will be revised/updated by the college and the District Center for Curriculum and Transfer Articulation staff as needed if the proposal is modified anytime after the initial submission of the proposal to the District Center.

SAMPLE: COMMON COMPETENCIES COURSE PROPOSAL RUNNING HEADER TOP TOP MCCCD Curriculum Course Proposal   Proposal Development Type:Add Common Competencies Initiating College:SCC Effective First Year Term:2009 Spring Effective Last Year/Term:9999 DCC Online Agenda Date: Subejct/Number/Suffix:JPN296WA Cross-Referenced Course(s): Initiator:Carmen Coracides Curriculum Development Facilitator:Ava Jensen Course Type = Occupational:X Maintenance Date:

Provide the name of the Vice President of Academic Affairs who has given approval to release the proposal to the District Center for Curriculum and Transfer Articulation. Comments from the Vice President of Academic Affairs may be provided. This entry will allow the District Center to begin the review and approval processes in preparation for placement of the proposal on the different agendas at District level.

Type the name of the Instructional Council(s) responsible for evaluating the new course. Provide the numeric code for the Instructional Council in parenthesis after the name of the Instructional Council. This code is found on the Instructional Council Membership List on the District Center for Curriculum and Transfer Articulation website. It is referred to as the Instructional Council Code.

If the college receives an evaluation from the instructional council prior to the deadline when the proposal has to be placed on the server for MCCCD Center for Curriculum and Transfer Articulation processing, enter the outcomes of the evaluation on the proposal.

SAMPLE: COMMON COMPETENCIES COURSE PROPOSAL, INSTRUCTIONAL COUNCIL (IC) AND RECORDED IC EVALUATION TOP Instructional Council(s) Receiving Proposal(s)/(IC code(s)):Languages (29) Instructional Council(s) Recommendation(s) Approved:X Disapproved: No Response:

Provide a brief course need statement and any additional information to help clarify the development of the proposal and facilitate the approval process. For example, if the development of the proposal is an outcome of early articulation, describe how the proposal is in response to articulation/transfer needs. These comments may be incorporated into the proposal for course equivalency prior to submitting the course for university evaluation purposes.

Identify the suggested university equivalents by prefix/number after the university's name. If no equivalency exists, state that by typing, "None".

In the Proposed section:

Provide all the required information following the established format (see Addition of Common Competencies Course Proposal sample for additional information).

Provide the proposed 100-character unabbreviated title, and the proposed 30-character title. (Characters include spaces).

Identify the load formula.

Identify the activity type, credits, periods, and load for the course.

Indicate if the course is a common competency course by placing an X immediately after Common Competencies on the proposal

CURRICULUM REMINDER Common Competencies Course on Proposal: If the new course is a part of several suffixed courses in process for approval, the proposal developer should list the prefix, number, suffix of these courses immediately following the X entered identifying the course as a common competencies course. This facilitates the processing and placement of these courses on District agendas.

Enter the description (in phrases) for the course and in the Requisite area, enter the prerequisites and/or corequisites.

Provide any additional information requested for placement in Course Notes. See Course Notes section for types of information that can be added to this area.

CURRICULUM REMINDER Prerequisites on Proposal : To facilitate the electronic transmission of the information from the proposal to other reports/agendas, after the word Requisites on the proposal, enter the word Prerequisites and then identify the actual prerequisites. If the course does not have prerequisites enter “None”. Corequisites should also be entered in the same fashion, but if the course does not have corequisites, it is not necessary to state, “Corequisites: None”.

 

SAMPLE: COMMON COMPETENCIES COURSE PROPOSAL, PROPOSED SECTION TOP TOP Load Formula:Z   Activity Type: Lec: Lab: X L+L: Credits: Credits: 1 Credits: Periods: Periods:5 Periods: Load: Load:0 Load Description:Work-college experiences that involve the combined efforts of educators and employers to accomplish an outcome related to the career objectives of the students. Requisites:Prerequisites: Completion of at least twelve (12) college credits, minimum 2.6 grade point average, and be able to obtain a position related to student's academic or career goals (student's present job may qualify); or permission of instructor. Corequisites: Must be concurrently enrolled in at least one class which is related to student's major or career interest or with permission of the instructor. Course Notes: Allow Repeat for Credit: Total Repeat Credits Allowed: Total Course Repeats Allowed:

 

CURRICULUM REMINDER Course Elements Not Part of the Proposed New Course: In cases where course elements such as Course Notes or Common Competencies are not part of or apply to the new course, it is not necessary to enter the word “None” after the area. The area may be left blank. Notice that no spaces were created between the colon and the entry that followed.

List the competencies along with the reference points to the course content outline.

SAMPLE: COMMON COMPETENCI COURSE PROPOSAL, COURSE COMPETENCIES TOP 1. In consultation with a faculty coordinator and the job supervisor, develop one learning objective for each credit hour taken. (I) 2. Perform assigned job related duties in a satisfactory manner. (II) 3. Complete a written report documenting work responsibilities and the accomplishment of each learning objective. (III)

Provide the Content Outline for the common competencies course.

SAMPLE: COMMON COMPETENCIY COURSE PROPOSAL, CONTENT OUTLINE TOP I. Work Experience Objectives   A. Development     B. Approval   II. Job Performance     A. Student evaluation     B. Employer evaluation     C. Completion of required work hours   III. Final Report     A. Documentation of work responsibilities     B. Documentation of achievement of objectives

Sample: Suffixed Course Proposal Document - Revised August 11, 2008

Template: Suffixed Course Proposal Document - Revised August 11, 2008

Course Processing - Suffixed Courses: Addition to Common Competencies Course (Back to Top)

The processing of Additions to the Common Competencies Course Proposal is different from the processing of new and modified courses. The Common Competencies Course proposal does not have to be placed on the District Curriculum Committee agenda. The proposal can be submitted at any time by the college curriculum staff as long as the initial course has been through the curriculum process and approved by District Curriculum Committee as a common competency course.

College Internal Processing of the Addition to Common Competencies Course Proposal (Back to Top)

The College Curriculum Development Facilitator or the Curriculum Technician is responsible for forwarding the curriculum proposal to the Vice President of Academic Affairs for his/her review.

The Vice President of Academic Affairs at the initiating college reviews and approves the proposal. The college Curriculum Development Facilitator or the Curriculum Technician then forwards the proposal to the appropriate Instructional Council and informs the council of the new addition to the common competencies suffixed course series. Barring any concerns from the Instructional Council, the college staff then forwards the proposal to the MCCCD Center for Curriculum and Transfer Articulation.

MCCCD Center for Curriculum and Transfer Articulation Processing of Addition to Common Competencies Course Proposal (Back to Top)

The MCCCD Center for Curriculum and Transfer Articulation staff receives the proposal and prepares the proposal for review and placement in the Course Inventory Audit.

If discrepancies are found, they are communicated to the college staff for college review and subsequent response.

Once agreement has been reached on the edits required on the proposal, the approved course information is entered in the Course Inventory Audit and placed on the course information section of the MCCCD Center for Curriculum and Transfer Articulation website.

The course information is subsequently released to the colleges following the Curriculum Processing Calendar schedule for monthly release of Governing Board approved curriculum.

5. Suffixed Courses: Training for Business, Industry and Government Courses (IND170) (Back to Top)

The Training for Business, Industry and Government courses are customized courses that provide the colleges with the ability to respond to training requests from business, industry and government in a timely manner.

Business, industry and government agencies request the Maricopa Community Colleges to deliver training specific to their needs. Maricopa has developed the IND170 process to provide the colleges with greater flexibility to respond to these training needs.

The generic IND170 course must be a valid course in the Course Inventory Audit before the specific IND170 suffixed course can be developed to meet the training needs of the client.

IND170 Criteria (Back to Top)

The following criteria apply to Training for Business, Industry and Government courses:

Course shall be numbered IND170.

Need cannot be met with existing credit course.

Course or courses shall meet the training needs of a specific business, industrial firm, or governmental agency. In addition, Subject to the prior approval of the Vice Chancellor for Academic Affairs, course(s) may be developed to meet the needs of a consortium of related businesses.

Course(s) shall be developed either for new hires, or current employees including unpaid employees.
 
Course(s) shall be approved by both the Occupational Administrator and Vice President of Academic Affairs of the initiating college before submission to the Vice Chancellor for Academic Affairs. From the date of approval and per the first year/term provided on the proposal, each course shall be available for one full calendar year. After one full calendar year the course will be automatically terminated from the course bank. A college who has a need to offer the course beyond one full calendar year, must submit justification for the extension (not to exceed one full calendar year) to the District Director of Curriculum and Transfer Articulation or designee, who will submit to the Vice Chancellor for Academic Affairs. 

The course(s) shall be restricted to new hires and existing employees of the organization for which the course was developed. The course may not be listed in the printed college catalog, the printed course schedule nor promoted to the general public in any fashion. 

A college may be requested by a client to develop an entire program of study leading to a certificate or degree. If timely response is critical, the college may initiate a course(s) in the IND170 mode if the following conditions are met:

The courses are submitted as a bloc of courses and are identified as intended to become part of a program of study. 

At the time of the submittal for the bloc of IND170 courses, the college also submits a New Occupational Program Alert. 

Approval by the Governing Board of the new occupational program will require the college to discontinue use of the original IND170s and request the withdrawal of the IND170s from the course bank.

No more than 15 credits in active courses, including courses in a bloc for a future program, shall be available for use with a given client at any one time. Any exceptions are to be requested with justification by memorandum from the Vice Chancellor for Academic Affairs.

Phases of Development (Back to Top)

The IND170 process involves the following two phases:

First Phase (Generic IND170 Course) (Back to Top)

The first phase provides for the development of the generic course. Once the generic course is developed, processed and approved, then the specific courses can be developed. The descriptions for all generic courses are identical. The suffixes or alpha characters that are attached at the end of the course number and title also differ.

Each IND170 course is associated with a distinct course activity type (Lec, Lab, L+L), credits, and periods.

SAMPLE OF IND170 COURSES WITH DISTINCT COURSE ACTIVITY TYPE TOP Course Activity Type Credits Periods IND170AA IND170AB IND170AC IND170AD IND170AE IND170AF IND170AG IND170AH IND170AI LEC LEC LEC L+L L+L L+L LEC LEC LEC 1 2 3 2 3 4 .5 4 5 1 2 3 4 5 6 .5 4 5

The competencies and outline for an IND170 course are not defined during the first phase of development. They are included as part of the proposal attachments when the specific suffixed courses are created. To facilitate the development of a generic IND170 course, a Sample of a Generic IND170 Course Proposal is provided in the Handbook.

Development of a Generic IND170 Course

The development of a generic IND170 course follows the new course proposal processes for development and approval.

Second Phase (Specific IND170 Module)

The second phase of the IND170 involves the development of a specific suffixed course using the prefix, number, suffix, activity type, credits and periods of the approved generic course. The specific IND170 suffixed courses are good for one full calendar year. When the specific suffixed courses are developed, the course must align with the Maricopa standards for development of new courses. It is at this stage that the college defines the following:

Course Subtitle	This is the title that will be reflected in the student's records.
Specific Course Description	Defines the specific content.
Competencies & Outline	Correspond to the content within the specific description
Effective First Year/Term	Defines the first year/ term for the course
Last Year/Term	Defines the last term the course will be offered.
Date Needed By	Defines the last term the course will be offered.

Development of an IND170 Addition of Specific Suffixed Course Proposal (Back to Top)

On the first page of the proposal form, create the running header that will appear on all pages of the proposal. Do not leave spaces between the colon and the entry that follows:

Identify the Subejct, Number, and Suffix.

Type the name of the proposal initiator and the acronym of the college initiating the proposal. See the section entitled Proposal Standards for a list of college acronyms. 

Provide the name of the college Curriculum Development Facilitator, the person who assisted the initiator in the development of the proposal.

Identify the first year/term of the course. MCCCD Terms are as follows: Year followed by Semester (Spring, Summer I, Summer II or Fall): Examples 2008 Fall, 2009 Spring, 2010 Summer I.
Note: the IND170 suffixed course is good for one full calendar year.

Type an X in the appropriate space after Course Type to identify the course as an occupational course. 

Provide a Maintenance Date if the proposal was revised after it was finalized. Note: the Maintenance Date will be revised/updated by the college and the District Center for Curriculum and Transfer Articulation staff as needed if the proposal is modified anytime after the initial submission of the proposal to the District Center for Curriculum and Transfer Articulation.

SAMPLE: ADDITION OF IND170 COURSE PROPOSAL RUNNING HEADER TOP MCCCD Curriculum Course Proposal   Proposal Development Type:Add IND170 Suffixed Course Initiating College:GWCC Effective First Year Term:2009 Spring Effective Last Year Term:2009 Fall Prefix/Number/Suffix:IND170AA Initiator:Sharon Luczu Curriculum Development Facilitator:Diane Dietz Course Type = Occupational:X Maintenance Date:

Provide the proposed 100-character unabbreviated title, and the proposed 30-character title. (Characters include spaces). 

Provide the name of the Vice President of Academic Affairs who has given approval to release the proposal to the District Center for Curriculum and Transfer Articulation. Comments from the Vice President of Academic Affairs may be provided. This entry will allow the District Center to begin the review and approval processes in preparation for placement of the proposal on the different agendas at District level.

Provide a brief course need statement and any additional information to help clarify the development of the proposal and facilitate the approval process. For example, if the development of the proposal is an outcome of early articulation, describe how the proposal is in response to articulation/transfer needs. These comments may be incorporated into the proposal for course equivalency prior to submitting the course for university evaluation purposes.

Provide the client.

In the Proposed section:

Provide all the required information following the established format (see the Addition of IND170 Suffixed Course Proposal sample for additional information).

Identify the load formula.

Identify the activity type, credits, periods, and load for the course.

Enter the description (in phrases) for the course and in the Requisite area, enter the prerequisites and/or corequisites.

Provide any additional information requested for placement in Course Notes. See Course Notes section for types of information that can be added to this area.

CURRICULUM REMINDER Prerequisites on Proposal: To facilitate the electronic transmission of the information from the proposal to other reports/agendas, after the word Requisites on the proposal, enter the word Prerequisites and then identify the actual prerequisites. If the course does not have prerequisites enter “None”. Corequisites should also be entered in the same fashion, but if the course does not have corequisites, it is not necessary to state, “Corequisites: None”.

 

SAMPLE: ADDITION OF IND170 COURSE PROPOSAL, PROPOSED SECTION TOP Load Formula:S Activity Type: Lec:X Lab: L+L: Credits: 1 Credits: Credits: Periods:1 Periods: Periods: Load:1 Load: Load: Description:Training and responsibilities of a medical scribe in the medical practice setting. Patient encounter duties to include medical service provider documentation extender and provider chaperone. Patient data management related to the complete documentation of rendered physician services. Medical terminology and diagnosis and service coding for documentation purposes. Patient chart management. Provisions and penalties of the Health Insurance Portability and Accountability Act (HIPAA). Requisites:Prerequisites: None. Course Notes: Allow Repeat for Credit: Total Repeat Credits Allowed: Total Course Repeats Allowed:

 

CURRICULUM REMINDER Course Elements Not Part of the Proposed New Course: In cases where course elements such as Course Notes are not part of or apply to the common competencies course, it is not necessary to enter the word “None” after the area. The area may be left blank. Notice that no spaces were created between the colon and the entry that followed.

List the competencies along with the reference points to the course content outline.

SAMPLE: ADDITION OF IND170 COURSE PROPOSAL, COURSE COMPETENCIES TOP   Competencies:     1. Describe the job description, responsibilities and training for a medical scribe. (I) 2. Describe the professional resources and certifications available to a medical scribe. (I 3. Explain the documentation process and the role of the scribe in the patient encounter. (I) 4. Describe the use of the electronic medical record and the related forms and templates. (II) 5. Appropriately use medical terminology as it relates to the documentation process. (II) 6. Describe diagnosis and service coding as it relates to documentation guidelines. (II) 7. Explain procedures for patient chart management. (II) 8. Explain the provisions of the Health Insurance Portability and Accountability Act (HIPAA) and penalties for inappropriate data disclosure. (II)

Provide the Content Outline for the IND170 course.

SAMPLE: ADDITION OF IND170 COURSE PROPOSAL, CONTENT OUTLINE TOP       Outline           I. Job Preparation for a Medical Scribe   A. Job Description and Responsibilities     B. Required Training     C. Professional Affiliations and Certifications   II. Medical Information and the Documentation Process     A. Role of Medical Scribe in a Patient Encounter       1. Documentation extender of medical service provider       2. Provider chaperone     B. Using the Electronic Medical Record       1. Forms       2. Templates     C. Medical Terminology     D. Review of Related Diagnosis and Service Coding     E. Procedures for Patient Chart Management     F. HIPAA       1. Provisions       2. Disclosure penalties

Sample: Complete IND170 Course Proposal Document - Revised August 11, 2008

Template: IND170 Course Proposal Document - Revised August 11, 2008

Course Processing - Suffixed Courses:IND170, Training for Business, Industry and Government Courses (Back to Top)

The generic IND170 course follows the Standard Processes for Review and approval. Specific IND170 courses can be submitted at any time by the college curriculum staff. The submission of the specific IND170 course should take into consideration the time needed by MCCCD Center for Curriculum and Transfer Articulation personnel to process the proposal and place it in the Course Inventory Audit for release to the colleges.

Specific IND170 courses are only good for one year, thus they are not placed on the MCCCD Center's website.

Processing IND170 Specific Suffixed Course (Back to Top)

The following describes how the specific IND170 module is processed through the various college curriculum staff and administration.

Once the Vice President of Academic Affairs has reviewed the proposal the staff forwards the proposed Training for Business, Industry and Government course to the MCCCD Center for Curriculum and Transfer Articulation.
  

The District Director of Curriculum and Transfer Articulation or designee will submit the course to the Vice Chancellor for Academic Affairs for approval.
 

Only after approval of the course by the Vice Chancellor, or designee, can the course be offered. (Allow at least two weeks for approval.)
 

The MCCCD Center for Curriculum and Transfer Articulation personnel will notify the appropriate college of the Vice Chancellor's recommendation on the course.

The approved course information is finalized in the Course Inventory Audit for release to the colleges.

The MCCCD Center for Curriculum and Transfer Articulation provides to the District Curriculum Committee and the District Director of Business and Workforce Development a status report, as an information item on all IND170s courses/modules submitted for the year.

 

The Curriculum Procedures Handbook is a product of the Maricopa County Community Colleges District. Any and all changes to the Handbook are monitored and coordinated through the District Center for Curriculum and Transfer Articulation. Please give credit to the Maricopa County Community College District if the Handbook or sections of the Handbook are duplicated.