CHECK LIST FOR CPD AND BHS
COURSE REVIEW PROCESS
COURSE
DATE
PURPOSE OF CONDUCTING COURSE REVIEW PROCESS
It is important for counselors to periodically review curriculum for
CPD and BHS courses so content remains current and course competencies
continue to address desired learning outcomes for students. Curriculum
should reflect significant changes in our society along with changes occurring
within our student population.
When ad hoc groups review CPD and BHS courses, attention should be given
to having well-written course descriptions, clear and measurable competencies,
and outlines that reflect course content and support competencies. It is
important to determine if the course is appropriately titled and whether
corequisites and prerequisites should become a consideration. There are
certainly occasions when courses have been eliminated entirely from the
course bank. This review process may result in additions, deletions, modifications
or no change at this time. Those who teach the course are in the best positions
to make these determinations.
Curricula is never stagnant so your participation in "tending"
to counseling and behavioral health courses is a vital part of meeting
the needs of students enrolled in credit classes.
*REVIEW OF COMMON COURSE ELEMENTS
COURSE DESCRIPTION
Communicates the content of a course. It is critical that the review
process starts here since all other common elements flow from the course
description.
COURSE TITLE
Identifies the course and differentiates it from similar ones.
COURSE PREREQUISITES
OR COREQUISITES
Defines requirements students must meet prior to or during enrollment
in the course.
COMPETENCIES
Describes skills or attitudes students are expected to possess or behaviors
they are expected to exhibit as a result of completing the course successfully.
Effective Course Competencies
-
OUTLINE:
- Reflects what will be covered in the course and should include the
exact information students need to achieve the course competencies.
Criteria for well-designed course content outline:
- 1. Congruent with competencies
- 2. Major points are matched to one or more competencies.
- 3. Content is listed in the same sequence as the competencies
- 4. Teaching activities, learning strategies and class activities are
not
- included in outline.
- 5. Traditional outline form follows: Roman numerals (I,II,III);
- Alphabetic subheadings (A,B,C); Arabic number subheadings (1,2,3)
-
*Content taken from curriculum handouts prepared by Maricopa Center
for Learning Instruction (MCLI).
CONCLUSION AND RECOMMENDATIONS FROM AD HOC REVIEW GROUP
REVIEWED
WITH NO CHANGES
Comments:
Please forward a copy of the course review sheet to the chair of Counseling
Curriculum Committee. Counseling Instructional Council will be notified
that the review process was completed and no course modifications/deletions
are forthcoming.
REVIEWED
WITH CHANGES