Required Course Documentation

The information below, together with the appropriate cover sheet (New Course Proposal, Variable Topic Proposal, One-Time Only Course Proposal, or Proposal for Revision of a Course ) and Course Impact Summary, becomes part of the official file on the course and serves as a reference to the faculty who will teach the course, students who may wish to take the courses, and others who will make use of the course in programs or instruction. Course information is not to be changed after final approval without going through the course revision process.

Catalog Descriptions
Course Outline
General Education Classification and Assessment
Racial and Ethnic Studies Categories
Global Perspective
Special Considerations
Reason for Adding Course
Impact on Existing Offerings
Housing of the Course
Resource Requirements

Catalog Descriptions--Stylistic Guide
Catalog descriptions are published in the Undergraduate and Graduate Bulletins, therefore they should be written in a consistent style. Descriptions should be written in noun phrases rather than in complete sentences. Unnecessary words should be avoided as much as possible. Repetition should also be avoided. Phrases to avoid included, "introduction to," "study of," "elementary," "intermediate," etc

  • Example: The Role of Management in Hospitality Industry Definition and analysis of work, people, change and education. Their interrelationships within the hospitality industry.
  • Example: Engineered Tailoring Industrial production methods applied to construction of tailored garments.
  • Example: Introduction to Early Childhood Program History, types of programs and staff requirements in early childhood professions.
  • Example: Principles of Technology I Contemporary applications of the principles governing force, work, rate, resistance, energy, power, and force transformers in mechanical, electrical, fluid and thermal systems. Technical content especially appropriate for educational applications.
  • Objectives

List the objectives that the student is to achieve by taking the course. These may be in the form of competencies, behavioral objectives, or other student outcomes.

The objectives should be consistent with the catalog description and with the course outline. For example,

Upon completion of this course, students will be able to:
  • describe the anthropological approach to the analysis of contemporary issues facing the world community
  • design a package in which the form of the product is integral to the package
  • apply the basic principles of differential equations to practical problems
  • evaluate the effectiveness of training and development programs within an organization
  • explain the metabolism, functions, digestion, absorption and transport of each of the macronutrients.

Graduate Objectives: Courses at the 500-level and 600-level that are offered in conjunction with an undergraduate course, 300-level and 400-level respectively, are to have objectives for graduate level students that are in addition to or an expansion of objectives for undergraduate students. The objectives to be achieved by graduate students are expected to demand a greater degree of rigor and intellectual competence. Graduate objectives are to be listed separately from the undergraduate objectives.

It is expected that a large share of the objectives that the student is expected to achieve will be measurable objectives, and will be achieved and measured during the progress of or by the end of the course. Include a general statement as to how the student's achievement is to be measured-that is, what evidence will be used to indicate achievement of the objectives. Such evidence may include written objective or subjective tests, oral examinations, completion of an assigned work, or observation of an activity.

Evaluation should be consistent with the course objectives, the catalog description and the course outline. Courses at the 500-level and 600-level that are offered in conjunction with an undergraduate course, 300-level and 400-level respectively, will provide an evaluation of graduate objectives that is clearly differentiated and listed separately from the undergraduate evaluation.

Course Outline
In outline form, illustrate units or modules that make up the course. On the course outline, after each unit name, write the objective(s) number(s) that it supports. Each unit or module will list major concepts, ideas, and/or skills that are covered and/or developed. The course outline will be consistent with its catalog description and present the content in a concise, yet complete enough manner so that reviewers of the proposal, students and teachers have a clear sense of it. For example (excerpted from an approved course proposal),

1.    Identify hazards associated with key activities/tasks in ...
2.    Identify applicable federal and voluntary worker safety ...
3.    Assess and prioritize the severity of these hazards.
4.    Develop and identify appropriate controls for hazards.
5.    Construct strategies for implementing these controls ...
6.    Produce training modules in the form of a toolbox talk
7.    Perform a Job Hazard Analysis on an activity of their choice.
8.    Understand the ethical ramifications of management decisions.

Course Outline
  • Introduction to OSHA (Objective 2)
  • The role of ethics in decisions related to safety  (Objective 8)
  • Training Module Development (Objective 5)
  • Fall Protection Topics (Objectives 1-6)
  • Job Hazard Analysis (Objectives 1,2,3,4,5,7, 8)

General Education Classification and Assessment
A course proposed for use in the General Education program must be approved as such by the General Education Committee prior to approval by the Curriculum and Instruction Committee. Also, there must be a plan for assessment of the General Education Objectives as part of the proposal.

To establish a rationale for approval as a general education course, the proposal must specify how the course relates to the objectives of general education. Also, indicate in detail how the course relates to the category definition for General Education Category specified on the cover sheet.

Assessment of General Education achievement is required. The proposal must include a general description of a plan for such an assessment process and a timetable for implementation.

Assessment of achievement within categories of the General Education Requirement should correspond with the knowledge and skill objectives of the particular General Education Category Criteria and the General Education Objective. Faculty/staff should relate the student outcome assessment to the specific criteria of the general education category.

Measures of assessment within the General Education Requirement should utilize an end point assessment that focuses on cognitive learning outcomes. Assessment procedures within General Education should include feedback loops for communication and use of the results to improve student learning and instruction.

Assessment methods for a General Education Category or a course within the General Education Requirement should, whenever possible, be selected or developed by faculty and staff responsible for teaching those courses. The methods used should be judged by the faculty and staff to be appropriate for the General Education criteria for the category and objectives of the courses. The achievement methods might include standardized tests, teacher-constructed tests, essay tests (which could be blindly scored by other faculty with expertise), qualitative internal or external review of comprehensive projects or reports, externally reviewed exhibitions and performances.

Evaluation of student outcomes for courses in the General Education Requirement should be conducted at or near the end of the academic term under the supervision and direction of the faculty responsible for the course. The use of General Education evaluations of student outcomes for assigning grades within a course is at the discretion of the instructor.

Racial and Ethnic Studies Categories
Racial and ethnic studies courses are coded RES-A or  RES-B. Courses examine the experiences of historically underrepresented U.S. racial/ethnic groups: African American, Hispanic/Latino, Asian American (with an emphasis on Southeast Asian American), and American Indian. An important emphasis is critical reflection and application of acquired learning to professional and personal contexts. Courses must draw from the following topics: historical and ideological construction of race, racial/ethnic identity formation, racial impact on public policy, stratification of differences, exploration of students' cultural and racial/ethnic experiences.  This needs a recommendation from the Racial and Ethnic Studies/Global Perspective Curriculum Advisory Committee prior to CIC approval.


Global Perspective
For a course to fulfill the global perspective requirement, it must, at a meaningful level, (a) directly address global issues, or (b) focus on other subject matter while emphasizing understanding and appreciation of global issues, or (c) teach professional skills or theories that include a global perspective component. The course proposal must provide rationale for the designation. This needs a recommendation from the Racial and Ethnic Studies/Global Perspective Curriculum Advisory Committee prior to CIC approval.

Special Considerations
Use this section to provide any additional statements about the course that should become part of its permanent curriculum record. Also, if the course type is other than lecture, laboratory, discussion, or seminar, describe the intended arrangements, including the student time commitment required. Explain any "special considerations" indicated on the cover sheet.

Reason for adding course
Indicate the purpose the course will serve. Include supporting evidence of need, such as the fact that the course is required or highly desirable in certain program(s). Cite supporting evidence from program directors (through utilization study), evidence of student demand, and the like.

Impact on existing offerings

  • Overlap or Duplication - Describe prior communication and interaction with department(s) offering courses that the proposed course duplicate or overlaps.
  • Replacement of Existing Courses - If this course is to replace an existing course, give basic information on that course. Note: A request to drop the existing course may be included in this revision.
  • Impact on Student Enrollment in Other Courses - If it is anticipated that the proposed course may impact on other specific, existing offerings of the university, indicate the nature and extent of this impact.

Housing of the Course
Justify placing the course under the responsibility of the department indicated.

Resource Requirements

  • Faculty Time and Expertise - If new or additional faculty will be required to teach the course, give details as to requirement and anticipated added costs. How will this proposal affect the overall budget? i.e., new faculty, overload for current faculty, new equipment or other resources? How will this proposal affect workload for faculty? i.e., number of credits, number of preparations, faculty/student ratio, change in lab hours per faculty member?
  • Library resources - List media (books, periodicals, electronic media, textbooks) that may be required for student and instructor use in the course. It is important to prepare this list carefully since it will be considered by the Library Learning Center in acquiring new resources. Indicate how such costs will be covered budgetarily, if this is known.
  • Other Resources - Cite any additional resources that will be required to implement this course (space, equipment, supplies, special facilities, etc.). Indicate the source for such additional resources, such as departmental budget, special grant, known reallocation, etc.