faculty of arts and science curriculum submission handbook · 2019. 8. 21. · dr. jenn stephenson,...
TRANSCRIPT
Katherine Scott | Administrator | August 1, 2019
Faculty of Arts and Science CURRICULUM SUBMISSION
HANDBOOK
ASC CURRICULUM SUBMISSION HANDBOOK
Part 1
3 Steps and Dates 1
Who Are We? 2
Curriculum Committee Membership 3
Where Do I Find What I Need? 4
What Changes Can I Make Via OCTS? 5
Putting The Pieces Together 6
How Long Does It Take? 7
We Aim To Please 8
Part 2
Curriculum Submission Checklist
Part 3
2017-18 Forms. Templates and Instructions
New Course Addition/Reinstatement Instructions
ILO_LH Intended Learning Outcomes/Learning Hours Form
Syllabus Template
Course Deletion Instructions
Course Revision Instructions
Degree Plan Revision Instructions
Part 4
How to report a new offering of an existing course
Report for New Offering of an Existing Course Form
FAS CURRICULUM HANDBOOKCURRICULUM OCTS PORTALHTTP://WWW.QUEENSU.CA/ARTSCI/STAFF -AND-FACULTY/CURRICULUM
• Departments arereminded to havetheir CurriculumSubmissions approvedby their respectiveCurriculumCommittees as soonas possible at the startof the Academic Yearto ensure they areable to meet theSubmission Deadline
Step 1Unit Approves
Unit Curriculum Submissions
Before
October 15th, 2019
• [email protected] forOCTS access and process questionsand delivery of supportingdocumentation.
• Contact Katherine [email protected] for curriculumquestions.
Step 2Unit submits Curriculum
Submissions to FAS Curriculum Committee via Online
Curriculum Tracking System (OCTS) deadline is
October 15th, 2019
Step 3FAS Administrator, Katherine Scott reviews
submissions, provides a summary report to Unit and distributes mutually approved submissions to FAS Curriculum Committee for consideration
on first come first serve basis.
WHO ARE WE?FAS Curriculum Team:
The Curriculum Team is comprised of 4 staff members.
Your primary resources are:
Curriculum Assistant, Liz Russell Administrator, Katherine Scott
Do you need access to the OCTS? Do you need direction and/or advice related to your submission?
Do you need a course code for a new course? Do you need to know about the rules related to your submission?
Can’t find what you are looking for? Do you need assistance with Learning Outcomes and/or Learning Hours?
Have you completed inputting your submissions? Do you wish to know the status of your submissions?
[email protected] ext. 77962 [email protected] ext. 77312
CURRICULUM COMMITTEE 2019-20 MEMBERSHIP
Dr. Mark Chen, Curriculum Committee Chair [email protected]
Kevin O'Brien, Associate Director, Student Services (Registration, Admission and Service [email protected]
Dr. Jenn Stephenson, Associate Dean (Studies) [email protected]
Nine teaching members of the Faculty Board
elected, six undergraduate student members of the
Faculty: three teaching members and two
undergraduate students from each of the three
constituencies: Humanities, Social Sciences, and
Natural Sciences and Mathematics.
Ex-officio members:
The Dean and Associate Deans of the Faculty of
Arts and Science and the Registrar.
WHERE DO I FIND WHAT I NEED?
The Online Curriculum Tracking System (OCTS) portal together with all fillable Forms, Information, and detailed instructions is contained in the Curriculum sub-section of the FAS Faculty and Staff section of the FAS website.
FAS Website Faculty and Staff sub-site Curriculum
WHAT CHANGES CAN I MAKE VIA OCTS?
The On-line Curriculum Tracking System (OCTS) process applies to:
New course additions
Course Reinstatements
Course deletions
Course revisions
Degree or Certificate Plan Revisions
For new Degree Plans and Certificates please contact Cormac Evans, Director, Strategic Initiatives [email protected] ext. 78580
1. The Unit confirms with the Curriculum Team [email protected] ithas completed entering all submissions in the Online Curriculum Tracking System (OCTS) and uploaded all relevant supporting documentation. (eg: Learning Hours, syllabi, communications, etc.)
2. Once confirmation is received the electronic submissions and supportingdocuments are pulled from the Online Curriculum Tracking System (OCTS).
3. The Curriculum Team creates a submission workbook for each Unit containingall the Unit’s submissions. The submissions are then reviewed and assessed by Katherine Scott for any errors and/or omissions. We will communicate directly with Units in this regard. A summary of all submissions going forward to the FAS Curriculum Committee is sent to Units for review prior to it being distributed to the FAS Curriculum Committee for consideration.
PUTTING THE PIECES TOGETHER….
HOW LONG DOES IT TAKE?
1. The Curriculum Committee meets regularly from October to the week immediately prior to Reading Week with a hiatus during the month of December. A March meeting(s) is also held to facilitate any last minute business arising. The Committee makes best efforts to consider all curriculum submissions. However, submissions received after the October 15th
deadline are not guaranteed to be considered.
2. Once Curriculum submission workbooks are mutually approved by the Administrator and the Unit for distribution the submissions are put in queue on the Curriculum Committee Agenda.
2. Typically, Curriculum Committee members are provided with submissions one to two weeks in advance of a meeting to allow ample time for review and consideration. Unit submissions are put in queue on a first come first serve basis.
3. Units are provided with an email notification and a copy of the submissions as approved and/or denied typically within a few days of a decision being made. The day/time the Unit is required to attend Faculty Board in support of their submissions is provided at that time as well. Once submissions are Faculty Board approved they are put in queue for the next Calendar publication and entry into PeopleSoft by the Curriculum Team. Curriculum submissions must be reported to Faculty Board by the Chair of the Curriculum Committee for ratification before the changes may be implemented.
HOW TO REPORT A NEW OFFERING OF AN EXISTING COURSE…
Step 1: Obtain Departmental approval of the new offering (online, on-campus, blended, BISC, etc.) of an existing course.
The details: Department to confirm the Intended Learning Outcomes for the original course offering and the new offering
are the same.
If a course does not already have reported Learning Outcomes they need to be developed prior to the request for the new offering being made.
Step 2: Submit a completed duly executed Report for New Offering of an Existing Course Form together with a completed ILO_LH (Intended Learning Outcomes/Learning Hours) Form by email or campus mail to the FAS Curriculum Team at Dunning Hall [email protected] .
Step 3: Following ratification by Faculty Board the Curriculum Team will update the next academic year Calendar and the new offering information will be reported to the Registrar’s office for input into Course Catalog.
WE AIM TO PLEASE! IN THE 2018 -19 CURRICULUM CYCLE THE CURRICULUM TEAM PROCESSED APPROXIMATELY 750 CURRICULUM SUBMISSIONS.
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CURRICULUM SUBMISSION CHECK LIST
New course additions, deletions and revision of existing courses, and reinstatement of courses not currently listed in the Calendar and all Degree Plan, Course List, and Certificate revisions must be approved by submitting these changes to the Faculty Curriculum Committee for review.
All submissions should conform to the following guidelines and be submitted via the On-line Curriculum Tracking System (OCTS).
http://www.queensu.ca/artsci/user
Working copies of the submission forms to assist in you preparing your proposals are available at: http://www.queensu.ca/artsci/staff-and-faculty/curriculum
A sample of each form is attached to this document.
CHECK LIST
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3.
4.
5.
6.
7.
8.
9.
Course Catalog Numbers
Course Units
Course Titles
Intended Learning Outcomes and Assessment of Learning Outcomes
Learning Hours
Course Descriptions
Notes
Recommendations
Prerequisites/Corequisites/Exclusions
10. Course Additions/Revisions
11. Course Deletions
12. Plan Requirements
1. Course Catalog Numbers
Have you selected a number that has not been used in the past five years?
The course numbering system is explained in the Introduction section of the 2017-2018 Web Calendar under “How to use the Arts and Science Calendar – Courses of Instruction at: http://www.queensu.ca/artsci/students-at-queens/academic-calendar#section-additional-resources
Former course numbers must be inactive for five years before they can be reused. Courses offered jointly by more than one department are assigned one subject code and one course number. The only exception to this rule is for courses offered as part of Engineering Science Plans by departments in Arts and Science. In such cases, two course codes with the same course number will be used: CHEM, CISC, GEOL, MATH/STAT and PHYS in the Arts and Science Calendar and ENCH, CMPE, GEOE, MTHE and ENPH in the Faculty of Engineering and Applied Science Calendar. Such courses must also be approved by the Faculty of Engineering and Applied Science Curriculum Committee. Please contact the Curriculum Team [email protected] if you need information about a specific course number.
2. Course Units
Have you included the units of the course?
Course units of 1.5, 3.0, 4.5, 6.0, 9.0 and 12.0 may be assigned and must be consistent with the learning hours for the course.
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Most term-length courses have 3.0 units and require from 110 to 130 total learning hours or hours on task over the 12-week term.
Course units follow the course number and are separated by a stroke, for example, HIST 121/6.0 for a 6.0-unit course or WRIT 175/3.0 for a 3.0-unit course. Some courses have units that are multiples of 3.0; for example, BIOL 537/12.0 and MUSC 261/1.5 may also be accepted.
3. Course Titles
Have you provided a shortened course title that will appear on student transcripts?
NOTE: The course title listed in the Calendar will not necessarily be the title that appears on a student’s transcript. If the title including spaces and punctuation exceeds 30 characters, please also provide a shortened course title that will appear on student transcripts. For example:
Calendar Title BIOL 340/3.0 Experimental Approaches to Animal Physiology
Transcript Title BIOL 340/3.0 Exper Approaches Animal Phgy
4. Intended Learning Outcomes and Assessment of Learning Outcomes
Have you included a completed Learning Outcomes Form with your submission? The Learning Outcomes Formincludes Intended Learning Outcomes, Assessment of Learning Outcomes, and Learning Hours. For moreinformation on Intended Learning Outcomes please review the Practical Guide to Intended Learning Outcomesfound at:http://www.queensu.ca/artsci/sites/default/files/learning_outcomes_curr_mapping.pdf
Have you considered the following when writing or evaluating Intended Learning Outcomes?
Are the outcomes learning rather than teaching focused?
Do the outcomes provide enough information to guide students’ approaches to learning?
Are they consistent with the course description and course goals?
Are they assessable?
Have you considered the following when providing plans to assess the learning outcomes?
Are a variety of assessment methods used to support different kinds of learning?
Are assessments spread over the term in a way that enables students to benefit from feedback and progresstoward achieving the learning outcomes?
Are all learning outcomes represented in the assessment plan?
Is the weighting of assignments, quizzes and exams appropriate in relation to the primacy of each outcomeand the time required to complete them?
5. Learning Hours
Have you included the course learning hours?
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Learning hours are intended to provide students with a guide to the range of learning activities in the course and how much time they are expected to spend on different components. Learning hours include in-class hours (formerly referred to as contact hours) and hours devoted to learning activities out of the class setting.
The association of 110-130 learning hours with a 3.0-unit course is based on the average number of learning hours in courses across the Faculty, and offers instructors a guide when designing or revising courses.
Use the template on the Learning Hours form to provide the average learning hours per week for the following components of the course:
In-class hours (formerly contact hours) consisting of: lectures, seminars, laboratories, tutorials, practica, group learning, individual instruction
Out-of-class hours consisting of: online activities, off-campus activities, private study
6. Course Descriptions
Have you kept the description within the 350-character limit?
Is the course description clear, concise and grammatically correct?
Any special information about the course, such as charges for learning materials/clothing/field trips should not appear in the course description but should be included as a separate NOTE(S) below the course description.
The following information may follow the course description:
7. NOTE(S) Free text (please be brief) 8. RECOMMENDATION(S) Free text (please be brief)
9. Prerequisites/Corequisites/Exclusions
Have you included the Prerequisite/Corequisite/Exclusion information?
PREREQUISITE(S) Must follow syntax used in the Plan Templates COREQUISITE(S) Must follow syntax used in the Plan Templates EXCLUSION(S) No more than #.# units from: Course list (syntax as per Plan Templates) ONE-WAY EXCLUSION(S) May not be taken with or after: Course list (syntax as per Plan Templates) EQUIVALENCY A former course that is an exclusion and that is no longer offered
If you have questions regarding Prerequisites/Corequisites/Exclusions, please contact Katherine Scott [email protected] in the Student Services Office.
10. Course Additions/Revisions
Have you indicated other areas in the Calendar where a course addition and/or revision should appear (e.g. other departmental chapters, Degree Programs, Plans, Prerequisites, Exclusions)?
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Have you notified other departments of changes in your courses that affect their Plans, Prerequisites, Exclusions? All relevant correspondence must be included with your submission.
Have you indicated the timetable pattern requirements for any new courses? Include all relevant timetable information, and in particular any special timetabling requirements.
11. Course Deletions
When a course is deleted, the number must remain in any Degree Program, Plan, Prerequisite or Exclusion for 5 years, to minimize confusion for students who are partway through their programs.
Have you notified other departments of course deletions that affect their Plans, Prerequisites, Exclusions? Please include any relevant correspondence with your submission.
12. Plan Requirements
You must follow the general structure of the Plan Template. Detailed instructions are included at the end of this Check List.
Preliminary Pages (Departmental Information Section)
Amendments to this section of the Calendar do not usually proceed through Curriculum Committee, as they should contain only advice and general information. They must follow the general headings as detailed below, and must not contain any academic policy that either repeats or is inconsistent with the Academic Regulations of the Faculty. They must not contain any information on Plan requirements, as these should be contained in the Plan Template. Departments will be asked to review and submit changes for the Preliminary Information section at the same time as Departmental Information masthead and notes are updated.
Instructions on Using the Template
Template Sections
1. Core Courses: these are courses that are required by all students following a particular Plan. They consist ofspecific courses, or one or more courses from a short (normally no more than three or four) list. Core courses are normally found in the section of the calendar corresponding to the department offering the program of study (e.g. core courses in a Biology program would have the prefix BIOL ; in Mathematics, MATH or STAT).
2. Option Course: a course chosen from a fairly open list, such as “12.0 units in ENGL at the 200 level or above.”The list of options may contain courses offered by other departments.
3. Supporting Course: a course in a subject or discipline which complements the Plan, or is used as a prerequisitefor other courses in the Plan (e.g., mathematics courses in a physics concentration). Supporting courses are not used in Specialization Plans. They may be shared in major/minor or medial Plan combinations.
4. Additional Requirements: include maximum or minimum numbers of courses that must be taken from a certainlist or type of course, and breadth requirements. Such requirements are shared with parts 1 to 3.
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5. Substitutions: These are specific courses that may, generally through prior consultation with the Department, be substituted for specific requirements in the core or optional portions of the program of study. Only substitutions that cannot be programmed into the academic advisement report will appear here. Use of this section is therefore to be minimized. 6. Notes: Impart other important academic information, such as recommendations on course selection, complementary plans, and the order or year in which requirements might be taken. Formatting Parts 1 – 3: Core, Option, Supporting
1. The Course String a. Syntax Each line of Parts 1 through 3 of the template specifies a Course String. The course string specifies a course or courses that are a required part of the degree program. The line will have one of two formats:
#.# units in (if all the courses in the list are required in the program) #.# units from (if the student has a choice of course(s) from the list)
When listing courses, the following syntax is used:
i. Commas (,) indicate an AND statement, e.g. “15.0 units in BIOL 201/3.0, BIOL 202/3.0, BIOL 205/3.0, BIOL 206/3.0, BIOL 243/3.0” means that all five biology courses listed are required.
ii. “and” may be used for a single AND statement if this improves clarity.
“6.0 units in ECON 310/3.0 and ECON 320/3.0”
iii. “or” is used for an OR statement. It has no special punctuation. “3.0 units from BIOL 330/3.0 or MBIO 218/3.0 or MBIO 318/3.0” means any one of these three biology courses is required.
iv. Semicolons (;) indicate an AND/OR statement (i.e. non-exclusive or). Remember that commas and semicolons have distinct functions and must not be mixed up.
“9.0 units from BCHM 410/3.0; BCHM 411/3.0; BCHM 431/3.0; BCHM 432/3.0; BCHM 433/3.0” means that any combination of these five biochemistry courses adding to a total of 9.0 units are required.
v. Parentheses ((…)) indicate groupings of courses and operate much like their mathematical equivalents. “6.0 units from (BIOL 102/3.0 and BIOL 103/3.0) or BIOL 101/6.0” means the student may choose either BIOL 102 and BIOL 103 together, or BIOL 101 on its own, in order to satisfy the requirement.
b. Order Protocols In general, the following guidelines should be followed when ordering courses in a course string. Exceptions should be considered for clarity or if the academic program compels a different order:
i. Course Strings will usually contain courses all at a single year level and from the same discipline. This rule may not always hold if the Plan requires a choice of courses from more than one year level or discipline.
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ii. Course Strings should follow one another by decreasing year level. Sometimes, however, academic considerations suggest that they should be sub-grouped thematically, for example in the Environmental Science Major or Music Specialization.
iii. Within a Course String in which there are no choices (“#.# units in”), the following protocol should be followed:
a. List by subject code in alphabetical order. b. Within a subject code, list by increasing number.
iv. Within a Course String in which there are choices (“#.# units from”), the following protocols should be
followed: a. If a course(s) are the “preferred” choice in the Plan, they should go first. b. Consider the placement and minimize usage of bracketing, to avoid confusion. This may require
making an extra course string. c. If a course is no longer offered, but needs to remain “grandparented” in the Calendar for the
regulation five years, place it last, in italics. d. List by increasing number.
Some examples: “6.0 units from MATH 121/6.0 or MATH 120/6.0 or (MATH 123/3.0 and MATH 124/3.0) or MATH 122” means that the preferred course of choice is MATH 121, followed by MATH 120. Note also the use of brackets to clarify that MATH 123 and MATH 124 must be taken together to satisfy this requirement. MATH 122 is no longer offered, so is listed last and in italics. “6.0 units from (BIOL 302/3.0 or BIOL 303/3.0), (BIOL 339/3.0 or BIOL 341/3.0 or BIOL 301/3.0 or BIOL 338/3.0)” is technically correct, and tells us that we need one of BIOL 302 or 303 AND one of BIOL 339, 341, 301 or 338 to satisfy the degree requirement. The last two courses in italics, BIOL 301 and 338, are no longer taught, and are thus “grandparented” courses. It is, however, complicated looking and confusing. It would be better to break it up into two course strings: “3.0 units from BIOL 302/3.0 or BIOL 303/3.0” “3.0 units from BIOL 339/3.0 or BIOL 341/3.0 or BIOL 301/3.0 or BIOL 338/3.0”
Note that this also removes the need for brackets.
c. Syntax in the Options Section
Options often consist of large numbers of course which would be very inconvenient to individually list within the calendar. Large lists of courses can be dealt with in several ways. Note that they will always contain a “from”:
i. Lists of about 10 or fewer courses, that are not repeated several times in the Plan description, may simply be listed outright using the semicolon notation (AND/OR)
“9.0 units from ENGL 221/6.0; ENGL 226/6.0; ENGL 227/3.0; ENGL 228/3.0; ENGL 321/6.0; ENGL 323/3.0; ENGL 328/3.0; ENGL 326/6.0”
ii. It is quite common that all courses with a certain discipline code and at certain year levels are part of an option. They may be listed as follows:
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“9.0 units from HIST” “9.0 units from HIST at the 300 level” “9.0 units from HIST at the 300 level or above”
iii. Courses in a particular number range may be specified, assuming that none of the intervening course numbers are specifically excluded from the option. In this case, the unit weighting should not be appended to the course number.
“6.0 units from HIST 200-239”
iv. Individual courses may be combined with these types of lists using the semicolon notation (AND/OR)
“15.0 units from ECON 480-499; ECON 590/6.0” “15.0 units from HIST 515/6.0; HIST 516/6.0; HIST at the 400 level
v. Lists longer than 10 courses, or lists that appear several times in Plan description may be replaced by a
Course List. This is a list of courses headed by a title consisting of the subject code in capital letters followed by a descriptive name joined together with underscores. Course Lists are given their own section of the Calendar. An example might be LISC_List_A. The list of courses in the Course List must be separated by semicolons (AND/OR). Course List titles may be named based on some academic theme or function, e.g. PSYC_Labs, or merely indicate a list by letter, e.g. RELS_List_A. The title should then be followed by a long form title or description in italics, and then by any short note that should be associated with the course list in brackets and italics. Whenever a Course List references courses in which there may be enrolment restrictions for students outside the discipline, it should be indicated with appropriate language. Example: LISC_List_C Life Science List C: Courses used towards the Major LISC Plan The following list contains courses offered through other Departments. In accordance with Academic Regulation 2.5 (Access to Classes) students do not have enrolment priority in all of these courses. Access to the courses may only be made available during the September Open Enrolment period, and then only if space permits. Course Lists may then be used in the same way a subject code would be used in a course string.
“6.0 units from LISC_List_C” “18.0 units from DEVS; DEVS_Languages; DEVS_Eligible” “12.0 units from DEVS; DEVS_Languages; DEVS_Eligible at the 300 level or above”
2. The Option List
Sometimes, a Plan requires students to choose from two or more sets of options. To facilitate this, we require an Option List. Option Lists are sets of courses. One or more of these sets of courses, but not all of them, will be required to complete the Plan. Option Lists appear as subsets to a Course String in the Options (Part 2) of the template. If an Option List appears, the Course String will have the following format:
#.# units from n of In this case, #.#, the total number of units, must add up to the sum of the units of the n Option Lists required in the degree program.
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Each Option List will have a name, based on the current Calendar copy if possible, or otherwise given a generic descriptive name. The Option List will specify a subset of Course Strings that can be used towards the Plan. Syntax for these Subset Course Lists will be the same as elsewhere in the template.
A. 24.0 units from one of Option List 2Ai or 2Aii i. Seminar Option (24.0 units)
a. 18.0 units from BIOL at the 300 level or above b. 3.0 units from BIOL 400-536 c. 3.0 units from BIOL 500-536
ii. Research Option (24.0 units) a. 12.0 units from BIOL at the 300 level or above b. 12.0 units in BIOL 537/12.0
This example tells us that students must take 24 units from one of two lists: The first possible list is a “Seminar Option” and contains a series of Biology options, including some 400- and 500-level seminars. Alternatively they may satisfy the second list which tells them to take a “Research Option” in which they take some 300-level courses and the Biology research project course BIOL 537/12.0.
3. Terminology to Avoid
While not exhaustive, we should avoid the following:
i. Any commentary within the Course String (e.g. “course so-and-so is recommended”)
ii. Any ambiguity (especially the term “or equivalent”)
iii. References to footnotes within the course lists must be avoided. If commentary or clarification is required, the Notes section should be used and the course list number (e.g. 1A or 3B) may be referred to within the Notes.
iv. The statement of unit value must only appear at the start of the course list (#.# units in/from). Statements
like the single course list:
“30.0 units in HIST at the 200 level or above, 12.0 of which must be at the 300 level or above” are not allowed. This option can be described by creating two course lists: “18.0 units in HIST at the 200 level or above” “12.0 units in HIST at the 300 level or above”
Formatting Part 4: Other Requirements
4. Other Requirements has three possible types of requirements
i. Maximum limits. A maximum number of courses from a certain Course List may be taken. Usually this
comes into play when departments allow substitutions. For example, in the Politics Major: “Maximum of 6.0 units from POLS_Substitutions”
ii. Minimum requirement: a minimum number of courses must be taken from a certain Course List when satisfying the requirements in Parts 1 – 3. For example, in the History Major, 6.0 units must be in Canadian History, but it doesn’t matter which of the various History courses students take to meet this requirement.
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“Minimum of 6.0 units from HIST_Canadian”
iii. Breadth requirements (rare). Sometimes, a minimum number of courses must be taken from some, but not all, of a series of Course Lists. For example, the Medieval Studies Minor requires students to take at least 3.0 units from at least three of five different Course Lists. “Breadth Requirement: Minimum of 3.0 units from three of the following: MDVL_Art; MDVL_English; MDVL_History; MDVL_Classics; MDVL_Literary/Cultural”
Formatting Part 5: Substitutions
Insofar as possible, substitutions should be embedded into the main course strings in the Core, Options and Supporting Courses portions of the form. The Substitutions section is intended only for substitutions that cannot be effected automatically in the Academic Advisement tool module in PeopleSoft. The intent is to minimize substitution statements, so as to minimize the amount of work needed to maintain “Student Exceptions” in the Academic Advisement tool. These substitutions would include:
i. Any substitution of such an unusual nature it would explicitly require written approval of the Chair of
Undergraduate Studies ii. A substitution of the form IF – THEN – ELSE. For example, “If another Statistics course is substituted for
SOCY 200, then another 200-level SOCY course must be taken in addition”. iii. A substitution of a higher unit value course that would replace courses across more than one Course String.
This sort of substitution can, in fact, be programmed, but is very difficult to maintain and can lead to unexpected outcomes, so should be avoided.
Formatting Part 6: Notes
Material in the Notes section is more “free form” than in other sections. Any notes will not be programmed into the Academic Advisement tool, and will be for information purposes only.
New Course Addition/Course Reinstatement Submission Guidelines 1
Faculty of Arts and Science Curriculum Committee Submission 2017-18
CURRICULUM SUBMISSION GUIDELINES FOR NEW COURSES OR REINSTATEMENTS
Instructions for Departments on how to successfully submit a New Course Addition/Course ReinstatementCurriculum Submission
NEW COURSE ADDITION/COURSE REINSTATEMENT
For each new course addition or course reinstatement, please complete and submit: a) Intended Learning Outcomes and Learning Hours Form (ILO_LH Form). UPLOAD to OCTS portal.
* For further information and examples of Intended Learning Outcomes, see http://www.queensu.ca/artsci/staff-and-faculty/teaching/learning-outcomes
b) Syllabus (Syllabus Template). UPLOAD to OCTS Portal. c) In addition to completing items (a) and (b) above, please provide all the following information via the Online Curriculum Tracking System (OCTS). The information below is listed in the same order as the questions you will be asked during the online submission. You may use this form to assist with the preparation of information for input into the OCTS. 1. Subject/Catalog Number: For New courses: The number proposed for this course should not have
been used in the past 5 years.
2. Is the course a Single or multi-Term Course? 3. Is this a Topics Course? Yes or No 4. Course Units: The course units (i.e. 1.5, 3.0, 4.5, 6.0, 9.0, 12.0) must be consistent with the learning
hours.
5. Course Title: If the proposed full course title is greater than 30 characters in length, please also provide
a shortened course title that will appear on student transcripts.
New Course Addition/Course Reinstatement Submission Guidelines 2
6. Course Description: This is the description that will appear in the Arts and Science Calendar and in
PeopleSoft. The maximum length for a Calendar description is 350 characters.
7. Course Notes: Provide any applicable course notes. Notes are for information purposes only and will
not be programmed in the Academic Advisement Report (AAR).
8. Prerequisites and/or Corequisites: Following the standard format, provide the prerequisites and/or
corequisites; if none, please state. If the prerequisite(s) and/or corequisite(s) affects courses listed in other Departments (or Continuing and Distance Studies), indicate which Departments have been notified and send copies of relevant correspondence to [email protected].
Correspondence sent
9. Exclusions/One-way Exclusions: List courses with sufficient content overlap, not only in your
Department, but in other Departments, that should not be allowed to count for credit if this course is taken. It is the responsibility of the Department creating a new course to contact other Departments that may offer courses with similar content in order to make this assessment. If the exclusion affects courses listed in other Departments (or Continuing and Distance Studies), indicate which Departments have been notified and send copies of relevant correspondence to [email protected]. If none, please state.
Correspondence sent
New Course Addition/Course Reinstatement Submission Guidelines 3
10. Equivalencies: If this course is the result of a re-numbering or re-coding of a deleted course, indicate
the deleted course. If a former equivalency should be removed, please indicate “none”.
11. Topic Title: If the proposed new course is a Topic ID course, provide the title for each topic to be offered
using the template below and email the information to [email protected] . Please also provide a 30-character topic title that will appear on student transcripts. If the topics are not
yet known, they must be submitted later as a course revision.
Topic ID Topic Title Short Topic Title
1
2
3
4
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12. Application (Role in Curriculum): Explain how this course will fit into the Department’s Plan
requirements and the Faculty’s Program requirement.
Is this course intended as a core, an option, a supporting or an elective course?
If this course is to be included in an existing Plan or course list, please submit a Plan Revision as well.
13. Timing of Offering: When will the new course be first offered? Provide Term and Year (example: Fall 2015) Will the course be offered regularly, annually or in alternate years?
14. Impact on Your Department: If the new course will have any impact on other courses offered by your
Department (or Arts and Science Online), please indicate which courses will be affected;
For example, the course should be added as an exclusion to an existing course, the prerequisites for other courses should change to include the new course, etc. Indicate the changes required.
New Course Addition/Course Reinstatement Submission Guidelines 4
15. Resources: Provide details in cases where a course addition will affect specific resource requirements
(e.g., teaching space, equipment, computers, TAs, etc.).
Will any new funds be required for this course? If so, how will these costs be covered?
Send copies of relevant correspondence to [email protected].
Provide faculty/staff information for the coming year and foreseeable future. Correspondence sent
16. Timetabling: Provide information that will be referred to when the course is timetabled in PeopleSoft.
Specify the pattern requirement(s) for all sections of this course (e.g. 1X3 hour LECT and 1X1 hour TUT, 2X1.5 hour LECT and 1X3 hour LAB etc.). The pattern requirements should reflect the course learning hours and should be consistent with other courses within the Department’s Plan requirements.
Provide information regarding which courses (if any) must be timetabled conflict-free with this course; provide that information for each Plan and level where it is required.
17. Enrolment: Indicate the anticipated enrolment in this course.
Intended Learning Outcomes and Learning Hours Form 2017‐18
Subject and Catalog Number:
INTENDED LEARNING OUTCOMES
Samples
1
2
3
4
5
6
1. Intended Learning Outcomes:
Using the template below, provide the intended student learning outcomes for the course (4 ‐ 6).
• Select a verb that accurately describes the complexity of learning intended.
• Course learning outcomes should remain consistent across different offerings and delivery methods.
• For further information and examples of student learning outcomes, see
To complete this course students will demonstrate their ability to:
Identify and describe major trends in art and architecture from prehistoric times to the present (Art History, 100 level)
Apply Bayesian probability to draw valid conclusions from complex data sets (Math, 300‐400 level)
@queensu.ca
www.queensu.ca/artsci/staff‐and‐faculty/teaching/learning‐outcomes
TABLE 1
Department:
Submission Tracking Number:
Submission Contact/Name:
Submission Contact/E‐mail:
ASSESSMENT OF LEARNING OUTCOMES
Existing New Existing New Existing New
Lecture (L) 0 0
Seminar (S) 0 0
Laboratory (Lb) 0 0
Tutorial (T) 0 0
Practicum (Pc) 0 0
Group learning (G) 0 0
Individual instruction (I) 0 0
Online activity (O) 0 0
Off‐campus activity (Oc) 0 0
Private study (P) 0 0
0 0
TABLE 3
3. Learning Hours: Using the template below, provide the existing (if applicable) and new learning hours.
• Learning hours include in‐class lecture/seminar/laboratory/tutorial/practicum/group learning/individual instruction hours
(formerly referred to as contact hours) and out‐of‐class online/off‐campus and private study hours.
• This information will be the basis for setting up the course components in PeopleSoft, and should be consistent with the
proposed units assigned to the course. For example a 3.0 unit course would normally require from 110 to 130 total learning hours or
hours on task.
TOTAL (MUST ADD UP TO 100)
0%
0%
2. Assessment of Learning Outcomes: Using the template below, indicate the proposed types of assessment that will be used to
measure how well students are achieving the intended learning outcomes.
• Assessment strategies should be appropriate to the level of complexity of the learning outcomes.
• Assessment methods may vary between different offerings and delivery formats.
0%
• For more information on assessment, see
www.queensu.ca/artsci/staff‐and‐faculty/teaching/teaching‐and‐learning
0%
0%
TABLE 2
In‐class hours
Instructional methods
PROPOSED WEIGHT %
INTENDED LEARNING OUTCOMES
Refer to Table 1 abovePROPOSED ASSESSMENT TOOLS
0%
Autofill Total hours
Total hours on task
Other
Average hours per week Number of weeks
0%
0%
0%
LEARNING HOURS
1
Syllabus Template Materials November 2015
The syllabus is an important instrument for communicating essential information to students about the course content and structure, and the methods by which learning outcomes will be assessed. The order in which the various elements appear is at the discretion of the instructor, and some elements may or may not be relevant to the particular course. However, while every course is different, some information should be included in order to comply with University and Faculty policy.
It is recommended that all course syllabi should include (See Appendix A, page 6):
Intended Student Learning Outcomes;
Grading Scheme and Method (three options are discussed);
Calculator Policy (if applicable);
Statement on Academic Integrity;
Statement of Copyright of Course Materials;
Accessibility Statement;
Accommodations Statement; and
Statement on the Location and Timing of Final Examinations.
1. Intended Student Learning OutcomesLearning outcomes are broad yet direct statements that describe the knowledge, skills, and attitudes that students should reliably demonstrate as a result of undertaking an educational experience.
Course learning outcomes should remain consistent across different offerings and delivery methods. Ifyour department has already identified student learning outcomes for this course, or has included thelearning outcomes as part of a curriculum submission, they should correspond.
If you are identifying the intended student learning outcomes for this course for the first time, wesuggest you discuss them with your Undergraduate Chair, colleagues in your subject area or yourdepartment.
Select verbs that accurately describe the complexity of learning intended.
For further information and examples of student learning outcomes, see the Arts and Science website.
Intended Student Learning Outcomes To complete this course students will demonstrate their ability to: 1. 2. 3. 4. 5.
2. Grading Scheme and Grading MethodAs Academic Regulation 7.2.1 –Provision of a Written Outline, points out that:
Before the end of the second week of the term in which a class starts, instructors must provide a written outline of the basic features of the class. At a minimum, the class outline should include a description of the class objectives and a clear statement of the basis on which final marks are assigned. Instructors should specify the term work expected and weight, if any, that it will contribute to the final mark
(http://www.queensu.ca/artsci/academic-calendars/regulations/academic-regulations/regulation-7).
2
Grading Method As part of the Grading Scheme, instructors should select one of the three Grading Method Statements (as determined by your Department, based on the Arts and Science Policy on Grading, see: http://www.queensu.ca/artsci/sites/default/files/Policy_on_Grading.pdf ) to clarify how the final grade in the course is determined: letters in, letters out; numbers in, letters out; mixed marking.
a. Sample syllabus text for the “letters in, letters out” method:
All components of this course will receive letter grades which, for purposes of calculating your course average, will be translated into numerical equivalents using the Faculty of Arts and Science approved scale (see below). Your course average will then be converted to a final letter grade according to Queen’s Official Grade Conversion Scale (see below).
Arts & Science Letter Grade Input Scheme Queen’s Official Grade Conversion Scale
Assignment mark
Numerical value for calculation of final mark
Grade
Numerical Course Average (Range)
A+ 93 A+ 90-100
A 87 A 85-89
A- 82 A- 80-84
B+ 78 B+ 77-79
B 75 B 73-76
B- 72 B- 70-72
C+ 68 C+ 67-69
C 65 C 63-66
C- 62 C- 60-62
D+ 58 D+ 57-59
D 55 D 53-56
D- 52 D- 50-52
F48 (F+) 48 F 49 and below
F24 (F) 24
F0 (0) 0
3
b. Sample syllabus text for the “numbers in, letters out” method:
All components of this course will receive numerical percentage marks. The final grade you receive for the course will be derived by converting your numerical course average to a letter grade according to Queen’s Official Grade Conversion Scale:
Queen’s Official Grade Conversion Scale
Grade Numerical Course Average (Range)
A+ 90-100
A 85-89
A- 80-84
B+ 77-79
B 73-76
B- 70-72
C+ 67-69
C 63-66
C- 60-62
D+ 57-59
D 53-56
D- 50-52
F 49 and below
c. Sample syllabus text for mixed marking:
In this course, some components will be graded using numerical percentage marks. Other components will receive letter grades, which for purposes of calculating your course average will be translated into numerical equivalents using the Faculty of Arts and Science approved scale (see below). Your course average will then be converted to a final letter grade according to Queen’s Official Grade Conversion Scale (see below).
Arts & Science Letter Grade Input Scheme Queen’s Official Grade Conversion Scale
Assignment mark
Numerical value for calculation of final mark
Grade
Numerical Course Average (Range)
A+ 93 A+ 90-100
A 87 A 85-89
A- 82 A- 80-84
B+ 78 B+ 77-79
B 75 B 73-76
B- 72 B- 70-72
C+ 68 C+ 67-69
C 65 C 63-66
C- 62 C- 60-62
D+ 58 D+ 57-59
D 55 D 53-56
D- 52 D- 50-52
F48 (F+) 48 F 49 and below
F24 (F) 24
F0 (0) 0
4
3. Calculator Policy Please use your Department’s Calculator Policy or the following for those courses in which calculators are used in tests and exams:
Calculators acceptable for use during quizzes, tests and examinations are intended to support the basic calculating functions required by most Arts and Science courses. For this purpose, the use of the Casio 991 series calculator is permitted and is the only approved calculator for Arts and Science students. This calculator sells for around $25 at the Queen's Campus Bookstore, Staples and other popular suppliers of school and office supplies.
4. Statement on Academic Integrity The following statement on academic integrity builds on a definition approved by Senate and is designed to make students aware of the importance of the concept and the potential consequences of departing from the core values of academic integrity. It is highly recommended that this statement be included on all course syllabi. Instructors may also consider including this statement with each assignment.
Academic Integrity is constituted by the five core fundamental values of honesty, trust, fairness, respect and responsibility (see www.academicintegrity.org). These values are central to the building, nurturing and sustaining of an academic community in which all members of the community will thrive. Adherence to the values expressed through academic integrity forms a foundation for the "freedom of inquiry and exchange of ideas" essential to the intellectual life of the University (see the Senate Report on Principles and Priorities http://www.queensu.ca/secretariat/policies/senate/report-principles-and-priorities).
Students are responsible for familiarizing themselves with the regulations concerning academic integrity and for ensuring that their assignments conform to the principles of academic integrity. Information on academic integrity is available in the Arts and Science Calendar (see Academic Regulation 1 http://www.queensu.ca/artsci/academic-calendars/regulations/academic-regulations/regulation-1), on the Arts and Science website (see http://www.queensu.ca/artsci/academics/undergraduate/academic-integrity), and from the instructor of this course. Departures from academic integrity include plagiarism, use of unauthorized materials, facilitation, forgery and falsification, and are antithetical to the development of an academic community at Queen's. Given the seriousness of these matters, actions which contravene the regulation on academic integrity carry sanctions that can range from a warning or the loss of grades on an assignment to the failure of a course to a requirement to withdraw from the university.
5. Copyright of Course Materials Please see Appendix B (page 7) for discussion of copyright options.
5
6. Accessibility Statement The Queen’s University Equity Office has shared the following statement on their webpage for your use in ensuring that all course elements are fully accessible (http://www.queensu.ca/equity/accessibility/policystatements/accessibility-statement):
Queen’s is committed to an inclusive campus community with accessible goods, services, and facilities that respect the dignity and independence of persons with disabilities. (Your document/event/service, etc.) is available in an accessible format or with appropriate communication supports upon request. Please contact (Department/Person) in one of the following ways: Email: Phone: In person: 7. Accommodations Statement The Queen’s University Equity Office has shared the following statement on their webpage for your use http://www.queensu.ca/equity/accessibility/policystatements/accommodation-statement
Queen's University is committed to achieving full accessibility for persons with disabilities. Part of this commitment includes arranging academic accommodations for students with disabilities to ensure they have an equitable opportunity to participate in all of their academic activities. If you are a student with a disability and think you may need accommodations, you are strongly encouraged to contact Student Wellness Services (SWS) and register as early as possible. For more information, including important deadlines, please visit the Student Wellness website at: http://www.queensu.ca/studentwellness/accessibility-services/
8. Location and Timing of Final Examinations
As noted in Academic Regulation 8.2.1, “the final examination in any class offered in a term or session (including Summer Term) must be written on the campus on which it was taken, at the end of the appropriate term or session at the time scheduled by the Examinations Office.” The exam period is listed in the key dates prior to the start of the academic year in the Faculty of Arts and Science Academic Calendar and on the Office of the University Registrar’s webpage. A detailed exam schedule for the Fall Term is posted before the Thanksgiving holiday; for the Winter Term it is posted the Friday before Reading Week, and for the Summer Term the window of dates is noted on the Arts and Science Online syllabus prior to the start of the course. Students should delay finalizing any travel plans until after the examination schedule has been posted. Exams will not be moved or deferred to accommodate employment, travel /holiday plans or flight reservations.
6
Appendix A
SYLLABUS TEMPLATE [Course Name]
[Course Number] [Course Term, Year]
[Date, Time and Location of Course] Instructor: [Name] Instructor Contact Information: [...] Office Hours: [...] TA: [Name] TA Contact Information: [...] Office Hours: [...] Intended Student Learning Outcomes [See Section 1] Course Outline Textbooks/Readings Grading Scheme [See Section 2] [Component 1 XX% Due Date 1 Component 2 XX% Due Date 2 Component 3 XX% Due Date 3 Grading Method [See section 2] Late Policy Calculator Policy [If applicable, see Section 3] Academic Integrity [See Section 4] Copyright of Course Materials [See Section 5 and Appendix B] Accessibility Statement [See Section 6] Accommodations Statement [See Section 7] Statement of the Location and Timing of Final Examinations [See Section 8]
7
Appendix B
Notes on Copyright in Course Materials by Laura Murray and Mark Swartz, October 2012
Some questions and concerns have arisen about the Faculty’s advisory on copyright notices on syllabi and course websites.
Context
The Faculty’s initiative arises out of an incident in which a student sold course materials to a commercial study prep service. The professor discovered this and requested that the service remove his material and refund money to students who had used it. He was successful, but sought language that would make such an event less likely.
While commercial appropriation of instructional material is problematic, protective gestures have to be balanced against longstanding traditions of sharing teaching materials more widely, not to mention more recent “Access to Knowledge” and “Open Access” philosophies. Many instructors do not wish to discourage students from sharing course materials widely and even perhaps in ways not anticipated.
The Faculty is not mandating a single approach to this issue. We articulate here options that instructors may wish to consider.
1. Do nothing.Any written or visual material an instructor produces is automatically copyrighted, and an instructor may pursue any violator of that copyright whether or not a notice is placed on the course material. Copyright does not dampen any ordinary use colleagues or students would make of the material.
2. Put a copyright notice on your materials: © Your Name 2012A bit more forceful than the former and may discourage some uses but not legally different.
3. Put a Creative Commons licence on your materials:
<Course name> syllabus 2012 by <instructor name> is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
Instructors may include a gloss for those not familiar with Creative Commons, something like: “Materials generated by instructors of this course may not be posted to commercial course material sites without permission. However, they may be used and adapted, with attribution, for noncommercial purposes.”
To procure a CC license, go to creativecommons.org. Creative commons licenses are in widespread use in government and educational institutions. They affirm an open approach to knowledge sharing. Instructors should not use a CC license on materials that might be licensed for commercial purposes in the future — for example in the case of lecture posted for a course that might be used in future as part of a textbook. (As copyright only applies to particular expressions of ideas, however, materials may be licensed with CC and reworked to get around this issue if need be — different wordings or presentation make it a different work
8
for copyright purposes.) Avoid the variant licenses: “attribution noncommercial” is the standard one. This approach could be combined with the following option to clarify the status of third-party materials
4. For Moodle or other online platforms where the instructor is incorporating material for which he or shedoes not own the copyright, consider explaining the status of those materials:
“This material is designed for use as part of <Course Name> at Queen¹s University and is the property of the instructor unless otherwise stated. Third party copyrighted materials (such as book chapters and articles) have either been licensed for use in this course or fall under an exception or limitation in Canadian Copyright law.
Copying this material for distribution (e.g. uploading material to a commercial third-party website) can lead to a violation of Copyright law. Find out more about copyright here: http://library.queensu.ca/copyright.”
Questions? Contact Mark Swartz, [email protected].
Faculty of Arts and Science Curriculum Committee Submission 2017-18
Completion of this form is not mandatory. It may assist Departments with the preparation of information for input into the Online Curriculum Tracking System (OCTS) at http://www.queensu.ca/artsci/user
COURSE DELETION
Department:
Subject/Catalog Number(s):
For each course deletion, please provide all the following information.
1. Course Units: Insert the course units.
2. Course Title: Insert the course title.
3. Reason for deletion: Provide a detailed rationale for this deletion, e.g. staffing, resources, archaism,
replacement by new course(s), etc.
4. Impact on the Department: If the course deletion will have any impact on courses offered by your
Department (or Continuing and Distance Studies), please indicate which courses will be affected.
If the course deletion will have any impact on Plans offered by your Department, please submit a Plan Revision as well.
If the course deletion will have any impact on Plans offered by other Departments, indicate which Departments have been notified and upload copies of relevant correspondence. If none, please state.
Faculty of Arts and Science Curriculum Committee Submission 2017-18
CURRICULUM SUBMISSION GUIDELINES FOR REVISED COURSES Instructions for Departments on how to successfully submit a Course Revision Curriculum Submission
COURSE REVISION
Revisions made to any of the course elements listed below must be submitted for approval.
a) Please provide all the applicable information via the Online Curriculum Tracking System (OCTS). Theinformation below is listed in the same order as the questions you will be asked during the online submission. For each proposed change, provide both the existing information and the new information, and provide a rationale for the changes. You may use this form to assist with the preparation of information for input into the OCTS.
b) If changes are being proposed for either Intended Learning Outcomes or Learning Hours, also complete theIntended Learning Outcomes and Learning Hours Form (ILO_LH Form). The completed form(s) will be uploaded to the OCTS.
* For further information and examples of Intended Learning Outcomes, seehttp://www.queensu.ca/artsci/staff-and-faculty/teaching/learning-outcomes
Subject/Catalog Number(s):
Please indicate which of the following course elements is being revised:
Course units Course title Course description
Intended Learning Outcomes Learning Hours
Course notes Prerequisite Corequisite
Exclusion/One-way exclusion/Equivalency Course topics
NOTE: Catalog number changes should be treated as course additions and deletions, rather than revisions.
1. Course unit change: Provide the existing and new units along with the reason for the change (e.g. full-year course being
redesigned as one-term course, etc.). The course units must be consistent with the learning hours.
Existing New
2. Title change: Provide the existing and new titles along with the reason for the change (e.g. title does not reflect content,
etc.). If the proposed full course title is greater than 30 characters in length, please also provide a shortened course titlethat will appear on student transcripts.
Existing
New
3. Course description change: Provide the existing and new descriptions along with the reason for the change. The
maximum length for a course description is 350 characters. Existing
New 4. Intended Learning Outcomes: The submission of Intended Learning Outcomes is not required to be included with a
course revision proposal. However, if the Intended Learning Outcomes for the course are available, please complete the Intended Learning Outcomes and Learning Hours form (ILO_LH Form) and attach the completed form.
If this proposal involves a change to previously-approved Intended Learning Outcomes, provide the new Intended Learning
Outcomes and Assessment on the ILO_LH form and attach the form. Also provide the details of the change(s) and the rationale for the change(s) in the OCTS.
5. Learning Hours: Complete the Intended Learning Outcomes and Learning Hours Form and attach it. Provide the existing
and new learning hours and the reason for the change (e.g. labs replaced by in class demonstrations, the addition of tutorials, lectures changed to seminars, adoption of blended learning format, etc.).
6. Course notes change: Provide the existing and new course notes along with the reason for the change.
Existing
New
7. Prerequisite change: Provide the existing and new prerequisite(s) and the reason for the change. If this change affects
courses listed in other Departments (or Continuing and Distance Studies), indicate which Department(s) have been notified and attach copies of relevant correspondence.
Existing
New
8. Corequisite change: Provide the existing and new corequisite(s) and the reason for the change. If this change affects
courses listed in other Departments (or Continuing and Distance Studies), indicate which Department(s) have been notified and attach copies of relevant correspondence.
Existing
New
9. Exclusion/One-way exclusion change: Provide the existing and new exclusion information and the reason for the
change. If this change affects courses listed in other Departments (or Continuing and Distance Studies), indicate which Department(s) have been notified and attach copies of relevant correspondence.
Existing
New
10. Equivalency change: Provide the existing and new equivalency information and the reason for the change. If this change
affects courses listed in other Departments (or Arts and Science Online), indicate which Department(s) have been notified and attach copies of relevant correspondence.
Existing
New
11. Course Topics: Using the template below provide the title for each new topic that will be set up as a separate Topic ID. If
the topic title is greater than 30 characters in length, please also provide a shortened topic title that will appear on student transcripts.
Topic ID Topic Title Short Topic Title
1
2
3
12. Resources: For all changes indicated above, provide details in cases where these changes will affect specific resource
requirements in terms of teaching space, equipment, computers, TAs, etc. Will any new funds be required for these changes? If so, how will these costs be covered? Please attach copies of any relevant correspondence.
13. Timetabling/Enrolment: For all changes indicated above, provide details in cases where these changes will have
implications on timetabling requirements or will affect enrolment in the course. Please attach copies of any relevant correspondence.
14. Rationale: Provide the reason(s) for the revision.
Faculty of Arts and Science Curriculum Committee Submission 2017-18
Completion of this form is not mandatory. It may assist Departments with the preparation of information for input into the Online Curriculum Tracking System (OCTS) at
http://www.queensu.ca/artsci/user
DEGREE PLAN REVISION
Department: Plan revisions must be submitted for approval whenever a course addition, course deletion or course revision affects the Plan requirements. Departments must consult with each other prior to submitting Plan changes that will affect medial, interdisciplinary or online Plans. Degree Plan Code: Please indicate which of the following Plan elements is being revised: Core courses Option courses Supporting courses Substitutions Additional requirements Notes Course lists Course List to be revised (if applicable): For each proposed change provide both the existing and the revised information with the changes indicated in bold text, and provide a rationale for the changes. 1. Core Courses: Provide the existing and revised core course requirements, including the
requirement group (1.A., 1.B., etc.), with the changes indicated in bold.
2. Option Courses: Provide the existing and revised option course requirements, including the
requirement group (2.A., 2.B., etc.), with the changes indicated in bold. 3. Supporting Courses: Provide the existing and revised supporting course requirements, including
the requirement group (3.A., 3.B., etc.), with the changes indicated in bold. 4. Substitutions: Provide the existing and the revised substitutions, including the requirement
group (5.A., 5.B., etc.), with the changes indicated in bold. Substitutions cannot be programmed into the Academic Advisement Report (AAR); their use in Plans should be minimized. Any new substitution requires a significant academic rationale in order to be approved.
5. Additional Requirements: Provide the existing and revised additional requirements, including
the requirement group (4.A., 4.B., etc.), with the changes indicated in bold.
6. Notes: Provide the existing and revised notes with the changes indicated in bold. Notes are
used to indicate other important academic information such as course selection, complementary plans, and the order of year in which requirements might be taken.
7. Course Lists: Provide the existing and revised course list(s) with the changes indicated in bold. 8. Reason for Proposed Changes: Provide a detailed rationale for this revision, e.g. inclusion of
new course(s), need for updated content in Plan requirements etc.
9. Timing of Change: Please provide dates when these changes will come into effect. If applicable,
describe how you will ensure that students who began their Plan before this change will be allowed to complete their Plan (grandparenting arrangements).
10. Resources: For all changes indicated above, provide details in cases where these changes will
affect specific resource requirements in terms of teaching space, equipment, computers, TAs, etc. Will any new funds be required for these changes? If so, how will these costs be covered? Please send copies of any relevant correspondence to [email protected].
11. Arts and Science Online: Is there an online version of the Degree Plan. If yes, please include a
copy of a communication direct to ASO (formerly CDS) advising of the proposed change.
How to report a new offering of an existing course…
Step 1: Obtain Departmental approval of the new offering (online, on-
campus, blended, BISC, etc.) of an existing course.
The details:
Department to confirm the Intended Learning Outcomes for
the original course offering and the new offering are the
same.
If a course does not already have reported Learning
Outcomes they need to be developed prior to the request
for the new offering being made.
Step 2: Submit a completed duly executed Report for New Offering of
an Existing Course Form together with a completed ILO_LH (Intended
Learning Outcomes/Learning Hours) Form by email or campus mail to
the FAS Curriculum Team at Dunning Hall [email protected] .
Step 3: Following ratification by Faculty Board the Curriculum Team will
update the next academic year Calendar and the new offering
information will be reported to the Registrar’s office for input into
Course Catalog.
Faculty of Arts and Science
REPORT FOR NEW OFFERING OF AN EXISTING COURSE
REPORTS FOR SUMMER TERM COURSE OFFERINGS DUE ON OR BEFORE OCTOBER 20 REPORTS FOR FALL/WINTER TERM COURSE OFFERINGS DUE ON OR BEFORE FEBRUARY 1
Department: Subject/Catalog Number(s): Course Title: Report submitted by: Name: E-mail: Please provide all the following information: 1. Is this the first report of intended learning outcomes for this course? YES NO
If Yes, please complete Table 1 of the Intended Learning Outcomes Form.
If No, please provide the Department approved Intended Learning Outcomes by completing Table 1 of the Intended
Learning Outcomes Form.
2. Original Course Offering:
1) Format/Location: Provide the delivery format and, if applicable, the location for the original offering of the course as
approved by Faculty Board.
On main campus, face-to-face _____ On BISC campus _____ On main campus, blended _____ Online _____ Other (please specify) _____
2) Learning Hours: Provide Learning Hours for the original offering of the course, by completing Table 3 of the ILO/LH
Form, “Existing” instructional method hours and weeks. This information can be found in the Arts and Science Calendar or by contacting the Curriculum Team at [email protected].
3. Proposed Course Offering: 1) Format/Location: Provide the delivery format and, if applicable, the location for the proposed offering of the course.
On main campus, face-to-face _____ On BISC campus _____ On main campus, blended _____ Online _____ Other (please specify) _____
2) Learning Hours: Provide the Learning Hours for the proposed offering of the course by completing Table 3 of the
ILO/LH Form, “New” instructional method hours and weeks.
4. First offering of course variant will be? The proposed offering of the course has been approved by the Unit Curriculum Committee (or relevant Undergraduate Studies Committee), which has determined that the intended offering will have the same intended learning outcomes as the original offering of the course.
Department Head ______________________________ Date _____________ Chair of Undergraduate Studies ______________________________ Date _____________