Chapter 6: Requisites
Chapter 6: Requisites
Establishment of Prerequisites, Corequisites, and Advisories
- 6.1 Overview
- 6.2 Selection of Type and Level of Preparation
- 6.3 Completing the Review Process
- 6.4 Enforcement of Prerequisites and Corequisites
- 6.5 Limitations on Enrollment
The purpose of this chapter is to provide course outline preparers,
program coordinators, department chairs, and Curriculum Committee
members with guidance as they start the process of establishing course
or program prerequisites, corequisites, and advisories. The
Matriculation Office coordinates the review process of all proposed
requisites. The process, in brief:
- Departments submit necessary documentation supporting their requisite request (see details in Completing the Review Process) through CurricUNET.
- The Prerequisite Coordinator (Matriculation Office) reviews and provides preliminary approval of the justificaiton for the requisites.
- Final approval is provided by the full Curriculum Committee during its meetings.
Questions about procedures for selection or establishment of prerequisites, corequisites, and advisories should be directed to the Prerequisite Coordinator in the Matriculation Office.
Evaluation of the need for the establishment of prerequisites or
corequisites to a new credit, degree-applicable course is initiated
either by the department proposing the course or by the College
Curriculum Committee. The final determination of need is based on the
following Title 5 guidelines:
- When the College Curriculum Committee determines that a
student would be highly unlikely to receive a satisfactory grade
unless the student has knowledge or skills not taught in the course,
then a prerequisite or corequisite shall be established.
- If success in the course is dependent on communication or
computation skills which are not taught in the target course, then
prerequisites or corequisites equivalent to eligibility for
associate-degree level English and/or math courses shall be
If either of these conditions exists, the Curriculum Committee
approval of the course for degree-applicability is contingent upon
assurance that the department has begun efforts to establish the
The specific policies for the establishment of CCSF prerequisites, corequisites, and advisories is based on "Title 5 Regulations Section 55003 Policies for Prerequisites, Corequisites, and Advisories”.
Section II.C of the Course Outline of Record is used to indicate any
proposed prerequisite, corequisites, and/or advisories for a course
and the Curriculum Committee considers this section when examining the
outline for approval. However, approval of the prerequisite,
corequisite, or advisory also requires separate review of the
requisite justification, as indicated in CurricUNET proposals. This
information is approved separately by the Curriculum Committee, but
during the same meeting. Inclusion of approved prerequisites,
corequisites, and advisories on the Course Outline of Record is
required prior to submission of the course to the State Chancellor’s
Revising only a Prerequisite, Corequisite, or Advisory
If a department wishes only to revise the prerequisite, corequisite, or advisory for a course, in most cases they shall submit a Modify Course or Modify Program proposal in CurricuNET and update the requisite information. However, an expedited process is desirable if a non-substantive change to the requisite course does not alter the level of preparation expected for the target course.
Criteria for eligibility for expedited requisite change process:
- When a requisite course used across disciplines has been renumbered, but level/rigor of requisite has not changed. Determination that level/rigor has not changed is made by the department originating the requisite course in consultation with the Curriculum Committee Requisites Coordinator. Example: ENGL Department core-course reorganization & renumbering
- When a core requisite course, used for many courses within its own program, has been renumbered (without substantive revisions to level/rigor), and the target courses are not yet due for review/revision. Determination that revisions are not substantive is made by the department originating the requisite course in consultation with the Curriculum Committee Requisites Coordinator. Example: CAHS renumbering from Spring 2016.
- When an existing prerequisite jeopardizes articulation and needs to be changed more quickly than the course can be submitted for revision via the Curriculum Committee. This determination is made by consultation among the department, the Articulation Officer, and the Requisites Coordinator. Example: change of CSU/UC policy.
- Lists of courses and changes will be submitted as Curriculum Committee informational agenda items.
- Requisite modifications will not change the COR Approval Date, but will change the Effective Semester, in synchronization with the schedule and catalog deadlines.
Specific procedures for adding the updated requisite information to CORs, Banner, the catalog and other resources will be developed and maintained through consultation among the Office of Instruction, Curriculum Committee Chair, Requisites Coordinator, Articulation Officer, and CurricUNET administrator.
When contemplating the type of preparation needed for a course,
departments must decide whether the preparatory knowledge/skills are
either recommended or required. Consider the following:
- If a student is highly unlikely to receive a satisfactory
grade in a degree-applicable course unless he possesses preparatory
skills not taught in the course, then a prerequisite must be
- If two courses work in parallel, where
the skills gained during the same term in one course provide
essential support of the objectives of the other course, then these
courses must be established as corequisites.
- Advisories should be established if a student’s likelihood of receiving a satisfactory grade in a course is greater if he possesses preparatory skills (not taught in the course). Advisories are not required and do not limit enrollment. They are intended as guidance for students.
Enter all prerequisites, corequisites, and/or advisories in
CurricuNET. For each requisite you enter, you will need to complete
justification and get agreement from the departments whose classes are
among your requisites. Notes of that discussion will be entered into
CurricuNET. After the proposal is submited, this section will be
reviewed by the Requisites Reviewer (from the Office of Matriculation)
before moving forward in the course proposal process. See Requisites chapter
for more details.
Note Title V language: § “A degree-applicable credit course should have requisites when a student would be highly unlikely to receive a satisfactory grade unless the student has knowledge or skills not taught in the course. If those skills include communication or computation, the requisites should include eligibility for associate-degree level English and/or math courses.”
Examples of Prerequisites, Corequisites and Advisories Specifications:
- Prerequisites: ENGL 1A
- Prerequisites: MATH 60 or
placement in MATH 90
- Prerequisites: BEMA 52 or
demonstration of BEMA 52 exit skills
- Prerequisites: Eligible for ENGL 96 and MATH 60
- Corequisites: PHYC
- Pre/corequisites: PHYC 2A (Means "completion of or concurrent enrollment in PHYC 2A)
- Advisories: MATH 60
Note: “Consent of instructor.” cannot be specified as a prerequisite. The Curriculum Committee approves all prerequisites, corequisites, and advisories. See Chapter 6 for more details on this process.
Each individual requisite listed is treated as an “AND” UNLESS you have chosen a condition from the submenu. Examples:
- 3 requisites, no conditions chosen means A + B + C.
- 3 requisites with an “or” chosen for the second requisite
means A + (B or C).
If you will be entering multiple requisites, and the relationship is
not a simple “and”, the entry you choose from
the CONDITION menu will represent the relationship THIS
requisite has with the one that appears after it in the ordered list
at the main requisite screen.
If communication or computation skills are needed for success in the
target course or program, then the department will need to consider
the appropriate English, ESL, or math course level that will provide
the preparation needed. For credit, degree-applicable courses, Title 5
stipulates the establishment of prerequisites equivalent to
eligibility for Associate Degree-level English, ESL, and Math courses.
At CCSF, this means eligibility for ENGL 1A and any quantitative
reasoning class that has intermediate algebra as a prerequisites,
e.g., MATH 80, PSYC 5, or ECON 5. However, for non degree-applicable
courses, the course level of prerequisites will likely be lower.
Departments should consult with the English, ESL or Math Departments for their recommendations regarding prerequisite course levels based on their review of course material (e.g. textbooks, assignments, evaluation criteria). If needed, the Assessment and Prerequisite Coordinator can facilitate these communications. Additional level of review is required for communication and computation requisites (see Additional Review).
To request approval for a prerequisite, corequisite, or advisory,
departments complete and submit a course or program proposal through
Content Review is the only level of review required to establish an advisory or a sequential prerequisite within a discipline (e.g. CHEM 40 to CHEM 101A, or ESL 130 to ESL 140.) The requesting department will complete Content Review information, embedded in the CurricuNET proposals. If requisite courses come from another department, consultation with and review by that department are required.
Content Review Process
Through CurricuNET, faculty who teach the target and
prereq/coreq/advisory course describe the relationship between the
target and requisite courses as follows:
- On the Requisites tab, choose the requisite courses from the menu. Those courses will bring in SLO data from those courses.
- Explain why the skills/knowledge learned in the requisite course are essential (prerequisite) or highly recommended (advisory) for success in the target course. Refer to specific content and instructional methodology (e.g. assignments, instructional materials) of the target course. These details can be written as a paragraph or a list. Describe or list sample content and assignments of the target course, for which students must/should possess the knowledge & skills learned in the requisite course.
- On the Consultations tab, list the names and departments of three faculty who wrote or were consulted in the writing of the Content Review, and who are knowledgeable about the requisite and/or target course. This “Content Review Panel” usually includes the department chair of the target course.
Model of completed Content Review
The example below clearly describes how the knowledge/skills learned in VMD 101A are necessary for the successful completion of assignments and understanding of concepts taught in VMD 101B.
Under the Consultations tab of the CurricUNET proposal, list
the names and departments of three faculty who wrote or were consulted
in the writing of the Content Review, and who are knowledgeable about
the requisite and/or target course. This “Content Review Panel” should
include the department chairs of the target and requisite courses.
Then summarize the discussion and consensus that occurred.
Student Learning Outcomes in VMD 110A
- Construct single- and multi-page documents with text and image
according to industry standards.
- Apply &
understand basics of typesetting.
- Create & apply
styles to format text & objects.
- Create &
manage graphic elements on the page.
- Create and
apply spot and process color to text and objects.
- Preflight and package a document.
Knowledge/Skills learned in VMD 101A are applied in VMD 101B as follows:
VMD 101B is an advanced Adobe InDesign page layout course, requiring
an understanding of basic page layout techniques and principles taught
in 101A, such as creating single-page and multi-page documents,
setting type according to professional standards, and importing
graphics and manipulating them.
The advanced course instructs students to
- Build more complex, multi-page documents
- Create and work w/ templates and grids using master pages,
styles, and libraries.
- Utilize advanced typesetting,
as well as specialized formatting skills such as tables and
- Utilize imposition and custom layouts that
build on basic document construction skills,
advanced image manipulation practices such as using transparency and
- Practice custom preflight for various
A student unfamiliar with the concepts and practices presented in VMD 101A would be highly unlikely to receive a satisfactory grade in VMD 101B.
When proposed prerequisites/corequisites are not from the same
discipline as the target course – e.g. communication or mathematics
prerequisites to non-communication or non-math courses, the department
will need to provide additional evidence of the appropriateness of the
prerequisite/corequisite. Either of the following two types of
evidence is acceptable:
- Evidence that at least three CSU and/or UC campuses have
established the same level of prerequisites for the same level
- Student outcome data (e.g. final grades) demonstrating that students’ satisfaction of the prerequisite is correlated to success in the target course. To allow time for data collection, the department may establish English, ESL and/or math prerequisites for a course on a pilot basis, using only the Content Review process. After two years, if data demonstrate that students are “highly unlikely to succeed in the course without possessing (language or math) skills not taught in the course,” then the prerequisite (or corequisite) will remain in effect. The Prerequisite Coordinator facilitates the processes of data collection and analysis in collaboration with the Office of Research and the instructional department.
Once a prerequisite or corequisite has been approved by the
Curriculum Committee, they will be enforced for all sections of the
course, through the Banner course-registration system before the start
of classes. Students who do not meet the stated prerequisite are
blocked from enrolling in the course, and are referred to the
Matriculation Office if they have questions. Contact the Prerequisite
Coordinator, Matriculation Office, for further information about
Banner enforcement of prerequisites.
Students may challenge a prerequisite or corequisite on the grounds
that they have the prior knowledge or ability to succeed in the course
despite not meeting the stated requisite. For a description of the
challenge process, see Challenge of a Prerequisite or
A “Limitation on Enrollment” specifically refers to a condition or requirement that a student must meet prior to enrollment in the following types of courses:
Courses in this area include intercollegiate athletics, theatre arts,
and music, for which an audition or tryout may be required.
Honors courses require a specific scholastic aptitude prior to
enrollment as students enrolled in honors sections will be expected to
perform coursework at a higher standard than in traditional sections
of the course.
Cohort Courses or Sections
This refers to courses or sections in which enrollment is designated
for a specific cohort of students. Examples include learning
communities such as the Puente Program.
If you would like to establish a Limitation on Enrollment, contact
the Assessment and Prerequisite Coordinator.