Field 3

3) Justify the level of proposed course:

What evidence exists that the course appropriately covers areas with sufficient emphasis for a remedial, a developmental, or a college-level course? (addresses rigor)

Field 3 consists of two parts. Proposers should provide evidence when addressing rigor. Most proposers cited similar methods to be used in field 12 to demonstrate rigor:
  1. Comparing course content with theories and practices in current, peer-reviewed textbooks
  2. Comparing course content with similar courses at other institutions based on published syllabi
  3. Discussion with peers from other institutions


Example from DMED 231:

The course syllabus, tutorials, and course requirements indicate the high expectations held for students in this class. Homework matters in this class, and collaborative learning is encouraged whenever possible. Successful problem solving, critical thinking, and proper group dynamics are all part of completing a production project.  The level and quantity of the projects in this class is equal to that normally required in a college-level class.

Example from TVPRO 121:

This course will be taught at, and retain the same academic rigor at the same university transfer level as the current TVPRO courses in the current BOR approved curriculum that it replaces. This course replaces TVPRO 120 - TV Graphics I (2 cr), TVPRO 220 - TV Graphics II (2 cr) and TVPRO 270 - TV Graphics III (2 cr) by combining all matter and instruction from these course into one course. The current TVPro program and courses have been articulated with Hawaii Pacific University and the University of Hawaii – West Oahu. It is anticipated that these modifications in courses and program structure will not affect existing articulation agreements, and due to the three credit hours per course may enhance future articulation negotiations.

This course meets all criteria in CCCM# 6100 for transfer and is appropriate for articulation.

Example from BIOC 251:

The content and rigor of this college-level course is the same as that of UH Manoa and the other community college campuses in the UH system that offer the same course. This is evidenced by the successful articulation of this course to equivalent courses taught at four-year institutions (UH Manoa and Hawaii Pacific University) for their degree programs in the health sciences.

Example from BUS 120:

Course content, rigor and textbook readability require instruction to be at the college level.

Course content and topic areas covered in this course are the same as those of the same principles of business course taught at all University of Hawaii Campuses which offer BUS 120 (Hawaii CC, Kapiolani CC, Kauai CC, Leeward CC, and Maui CC) and BUS 100 (University of Hawaii at Hilo) and are based on standards from the National Standards for Business Education as adopted by the National Business Education Association (NBEA).