ECMS Help

Your course outlines:
Outlines listed here are those outlines you have claimed ownership on for revision purposes. They are also new outlines you are creating. Ownership is release upon outline approval by Curriculum Committee.

Views*:

• "O": Original View, see what the current outline for the course is. This view cannot be edited. A revised outline will replace the current original outline only after the outlines has been approved by the Curriculum Committee. (Note: new outlines do not have an Original View.)
• "N": New View, see how the outline looks with revised/new information.
• "C": Changed View, see how the outline looks with the "MS Word" style of bolds for new information and strikes for deleted information.
• "All": All Views, with one click, open up all views.
• "Edit": Edit View, this is where you can edit any section of the outline. It is your main page for revising/editing your outline. By default, the Edit View will show new information for each section.

*Views will open up in a new Tabs (recommended) or new windows.

Naming Conventions

ECMS uses the following naming conventions for outline management:

• Topic: Roman Numbers (I,II,III,IV,...), Major sections of De Anza's course outlines, unchangeable.
• Sub-Topic: Capital alpha (A,B,C,...).
• Section: First set of numbers (1,2,3,...).
• Sub-Section: Lower-case alpha (a,b,c,...).
• Item: Second set of numbers (1,2,3,...).

Topic I: Catalog Information

Note - The information provided in this section is available both on-line and in the printed course catalog and quarterly class schedule. Please be sure to complete all fields in this section. Accuracy is important. Contact Mary Clark (ECMS Admin.) if you have any questions.

Department - Select department from drop-down menu

Course Number - Input course number up to four digits. This can include letter suffixes in the course number. If the course number is a one-digit number, use the first box only. (See De Anza College course numbering system in the course catalog for course numbering guidelines.)

Title - Input the full course title. DO NOT use abbreviations (ex. Information = Info.), or grammatical symbols such as "&" in the title.

Degree Applicable Status - Choose appropriate course degree status. If the course is numbered 200+, DO NOT highlight degree applicable.

Units - Input correct number of units for the course. DO NOT use fractions to indicate course units - ONLY whole number and decimal values are accepted (ex. 3 3/4 Units = 3.75 Units).

Credit Status - Choose appropriate course credit status. Contact your division's/department's curriculum representative or Mary Clark if you have any questions regarding course credit status.

GE - Choose the appropriate general education status for the course.

Grading - Choose the appropriate grading method for the course. Remember to choose only one form of grading method.

Effective Quarter - The quarter in which the course is to be effective in the course catalog only. NOTE - Often times the quarter should indicate "Fall" quarter unless offering a permanent course before this quarter.

Year - The year in which the course (or course revisions) are to be effective in the course catalog.

Requisites - Only complete this field if the course has requisites. In-put course prerequisite, co-requisite, and/or advisory statements in this field. Be sure to indicate whether it is a prerequisite, co-requisite, and/or advisory (ex. Advisory: English Writing 1A or English as a Second Language 5.) DO NOT abbreviate in this field.

Formerly - Only complete this field if a course number change has been made to this course. In-put full "(Formerly...)" statement with parenthesis on both sides of the statement in this field, ex. (Formerly Administration of Justice 25). DO NOT abbreviate in this field.

Repeatability - Only complete this field if the course meets Title V and/or De Anza College repeatability guidelines. In-put full repeatability statement with parenthesis on both sides of the statement in this field, ex. (Child TRAINING 100W-Z may be repeated up to six times, not to exceed 18 units, as long as the topics/projects are different each time.)

Hours - Input the number of lecture, lecture-laboratory, and/or laboratory hours in this field. DO NOT use numerical values in this field. All numerical notations must be spelled-out.

Also Listed As - Only complete this field if the course is cross-listed with another course(s). Input full "(Also listed as...) statement with parenthesis on both sides of the statement in this field, ex. (Also listed as History 17D.) DO NOT abbreviate in this field.

CAN Info. - DO NOT input in this field. Will be completed by the ECMS Administrator.

Description - Provide a brief description of the course, stating to the student or other institutions the course's key content areas. Be descriptive and specific. Do not include information about teaching methods and procedures not directly related to course content. Avoid using words and phrases such as "This course...", "Introduction to...", or "Survey of..." If background courses or experiences are desirable (but not requisites or advisories), list them in the description. An example of a good catalog description follows: "TRAINING and execution of short, single-camera-style projects focusing on the skills of directing and editing."

Course Justiifcation, Philosophy & SLO Statements

Course Justification - Provide a brief justification of the course to address the following three elements:

• The transfer status (CSU and/or UC), GE applicability and/or CTE status of the course.
• The program applicability of a course - what certificate/degree does it belong on or is it a stand-alone course.
• How does this course meet a student identified need and how it is different from other course offerings (especially if this course is part of a sequence)?

Course Philosophy - This is a OPTIONAL field that describes the philosophy of the course.

Student Learning Outcomes - Provide the following:

• Clear measurable outcomes that tie to the course description (use of measurable verbs/Bloom's taxonomy)
• Understandable to those new or "outside" the discipline, as well as by students
• Clearly over-arching as opposed to course objectives in Topics II and V which may be more distinct as they serve as the specific building blocks for course content
• Supported by the curricular content in the outline
• Addressing higher-level thinking ABILITIES (which get measured in Topic VIII): ability to synthesize; specific demonstrable results
• Connected and appropriate to the scope of the course. (i.e. Do these SLOs reflect the specifics of this course?
• Aligned with Topic VIII (Methods of Evaluating Objectives) in that the criteria for evaluation connect back to the outcome statement

Topic II: Course Objectives

Sub-topics (A,B,C...) in Topic II are automatically tied into Topic V (Expanded Description: Content and Form) sub-topics.
To edit these items, edit the sub-topics in Topic V.

If the sub-topics in Topic II and Topic V fall out of sync, use the "Sync Topic II" link next to Topic V.

Any pre-existing, extra sub-sections need to be moved out of Topic II or deleted. These items will be deleted automatically by ECMS when the outline is finalized.

List desired outcomes in behavioral or performance terms based on Bloom's Taxonomy of Educational Objectives, i.e., what a successful learner is able to do upon completion of the course (not what you are going to do.) These objectives should be quantitatively measurable in terms of the students' performance.

Begin each objective with an action verb, such as those found in Bloom's Taxonomy, that best describes what the learner will do when demonstrating achievement of that objective upon completion of the course. While instructors may vary in their approach to course material, the department as a whole should specify abilities or competencies expected of all students in the course.

For degree-applicable courses:
Specify objectives that require students to think critically and to apply concepts taught in the course in new ways and that include multiple perspectives to new situations. For G.E. courses, specify objectives that illustrate G.E. criteria.
Examples:

• Compare and contrast the doctrines, forms and practices of Judaism, Christianity, and Islam, with an ability to discuss and explain how similar and different issues are dealt with by each religion.
• Interpret test equipment readouts and troubleshooting data in testing and diagnosing machine systems, hydraulic systems and control systems data.
• Examine, analyze and compare multicultural and global perspectives of....
• Evaluate internal forces in a beam and draw shear and bending-moment diagrams.

Topic III: Essential Student Materials

List only special purpose materials essential to the successful completion of the course by the student. Typically, these are materials not normally purchased for general classroom use. Example: "Raw film and photographic paper for courses in photography." If none is required, indicate "None." (With no sub-topic lettering.)

Topic IV: Essential College Facilities

List only special purpose facilities or a particular type of classroom that is required. Example: "Dark room, drafting tables, special computer hardware or software, or presentation equipment." If none is required, indicate "None." (With no sub-topic lettering.)

Topic V: Expanded Description: Content and Form

Sub-topics (A,B,C...) in Topic II are automatically tied into Topic V sub-topics.
Editing Topic V sub-topics automatically updates existing sub-topics in Topic II. New sub-topics in Topic V are also automatically entered into Topic II. (Quick Edit not available for these sub-topics.)

If the sub-topics in Topic II and Topic V fall out of sync, use the "Sync Topic II" link.

Expand sub-topics (A,B,C...) to show the relationship between course objectives and the content/means of accomplishing those objectives. Use full sentence descriptions and

• Show logical relationship of ideas between learning objectives and content
• Ensure depth and coherent TRAINING of content
• State the course content in terms comprehensible to colleagues

Along with the content, incorporate use of "such as" examples to provide depth and support to topics covered in the course outline.

For G.E. courses:
Especially important for those courses to be considered general education, include information about teaching methods and procedures directly related to course content, demonstrating critical thinking and showing integration, synthesis, relationships, and interdisciplinary relationships.

Topic VI: Assignments

Topic VII: Methods of Instruction

Identify examples of instructional methodology. Use the provided list (in section edit mode) when editing this topic to automatically fill in standard statements.

The standard opening statement for this topic: Methods of instruction may include, but are not limited to, the following: will automatically be entered by ECMS when the outline is finalized.

Do not use sub-topic lettering for this topic.

Topic VIII: Methods of Evaluating Objectives

Procedures for evaluating student performance should measure the degree to which the student achieves the course objectives stated in Topic II of the course outline. Methods of evaluation must be consistent with the course objectives and provide an appropriate means to measure achievement of the objectives. For course objectives that involve skills and the "ability to do things", evaluated by observation of performance, state the level of competency required. Methods of evaluation must include a final evaluation procedure (i.e. a final examination).

For degree-applicable courses, grades must be based on demonstrated proficiency in the subject matter and the ability to demonstrate that proficiency, at least in part, by means of:

• Substantial writing assignments, including essay exam(s), written homework, research paper(s), laboratory or reading report(s) OR
• Computational or non-computational problem solving exercises, including exam(s), laboratory report(s), fieldwork, homework problems OR
• Skills demonstrations, including class performance(s), fieldwork, performance/proficiency exam(s).

Topic IX: Texts and Supporting References

Specify texts and references or list texts and references that the department has evaluated and determined to be representative of kinds of college level materials appropriate for the course. When necessary, indicate the basis for assessment (i.e., primary source, standard text, readability analysis). Cite the course text using this format:

Author (last name, first name). "Complete title". City of publication: Name of Publisher, Date published.

Example:
Cleanth, Brooks and Robert P. Warren. "Understanding Fiction". New York: Appleton- Century-Crofts, 1999.

Required (if applicable): sub-topic A title: Examples of Primary Texts and References
Required (if applicable): sub-topic B title: Examples of Supporting Texts and References

Examples of Primary Texts and References: Place under sub-topic A, starting with section #1. Limit 5. (Extra entries will be deleted automatically by ECMS when outline is finalized. )

Examples of Supporting Texts and References: Place under sub-topic B, starting with section #1. Limit 25. (Extra entries will be deleted automatically by ECMS when outline is finalized. )

Arrange multiple listings in alphabetical order, citing the author's last name first. Where possible, references and texts should reflect currency in discipline, gender, and global and multicultural perspectives.

Topic X: Lab Topics

This section is required for all courses with designated lecture hours and lab hours. This is NOT required for lecture/lab or stand-alone lab courses. Please see example below.

1. Exterior Anatomy: how to identify birds
2. Adaptive Anatomy: feathers, beaks, feet, wing shape, coloration
3. Vocal & Visual Communication
4. Origins and Classification: what is the evidence?
5. Diversity: Non-passerine Families
6. Diversity: Passerine Families
7. Field Trips (6 Labs)
   1. Town Birds: filed techniques for identifying birds
   2. Forest and Chaparral Birds
   3. Marsh and Water Birds
   4. Studying Birds Behavior
   5. Studying Bird Populations & Ecology
   6. Field Identification Quiz

Content Editing

Make sure you select the Topic (Roman Number) you need. Any special instructions (including limitations) will appear below the content field. Select Sub-Topic, section, etc... Click the "Reset Section Labels" button to clear out all labels. This does not affect the Topic selected. Some labels will not be available with all Topics. Never enter a label in the content field.

For help and/or tips for a specific Topic, return to the Edit View page and select the Help icon next to the Topic title.

Make sure to click the "Save Changes" or "Add New Entry" button after entering your content. NOTE: There is a size limit of 350 characters per section.

Edit Information

All your information is required. WARNING: Editing your name will change your password. Record your new password after updating this information. If you need help with your email address, contact the Curriculum Coordinator.

Division Codes:

• AS - Applied Technologies
• BH - Biological & Health Sciences
• CA - Creative Arts
• CB - Computer Information Systems
• IC - Intercultural
• LA - Language Arts
• LB - Library
• PE - Physical Education & Athletics
• PS - Physical Science & Engineering
• SE - Special Education
• SS - Social Science
• ST - Student Services