PUBLIC SEARCH—- where anyone may find outlines and programs for the Peralta District—The BLUE button to the left.

FACULTY: Building courses, certificates  and programs…….Curricunet Meta The URL is: Established Users: Your email plus your password

Faculty resources page

New Users: Contact your Department Chair and curriculum chair  Drew Burgess

Development—Conceptualize your course – Discuss your idea with your department chair and other colleagues. Write and revise your Course Outline of Record (COR) and pass it by colleagues. Consult with the Chair of Curriculum on any of the issues listed here. 

Consult with the Articulation Officer Vinh Phan

Consult with a Librarian Ann Buchalter

Create SLOs—-Student Learning Oucomes–Contact your Department Chair as needed

Schedule an appointment with the Technical Review chair Patricia Nelson 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

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

“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.

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.


Discuss curriculum with your colleagues of the College of Alameda and Sister Colleges–email the department chair of the discipline that may be impacted by additions or changes in curriculum.

Give yourself enough lead time to do it well.

The process for a new course varies and sometimes as long as 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 Course Outline of Record (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. Student Performance Objectives (Exit Skills) 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. Lecture Content is a detailed progression of topic areas which show how the Student Performance Objectives 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.


SLOs 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 (Student Learning Objectives) are discreet points of learning whereas outcomes are more complex indices of objectives comprising sets of life skills.


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.