New Course

On www.ship.edu/ucc select "Submit Course Proposal".  Select "New Course" as proposal category.  Indicate status as “Distance Ed” and/or “General Ed/Diversity” as appropriate.

New General Education Courses should meet the requirements listed below. Please be sure to read the General Education Objectives and Assessment document posted on the GEC website prior to filling out this proposal. The following conditions should be met:

• General Education courses should be offered at the introductory level.
• General Education courses should be available to all students and a majority of the students taking the courses should come from majors outside the discipline of the course.
• General Education courses should be able to meet the objectives for the category as laid out by the General Education Coordinating Committee. Sponsors must provide a plan to assess the course in terms of its effectiveness in meeting the Category objectives.

General Education & Diversity Status Proposals will be distributed to Chairs of departments currently offering classes in that General Education Category. The proposal will also be distributed to appropriate Deans. Departments that disapprove would have to make the case that the new course would significantly change their own enrollments or that the course would not meet the objectives of the category.

The following are the fields that you will fill out on the form.

First Screen

1. College
2. Department (or program if interdisciplinary)
3. Sponsor
4. Sponsor Phone
5. Sponsor Email
6. Proposed Course Title
7. Title Abbreviation
8. Proposed Subject Code
9. Proposed Course Number
10. Department Approval Date (if not yet approved, put in date of an upcoming department meeting)

Second Screen

Syllabus – attach the syllabus for the new course.

Please append a copy of a detailed syllabus showing course objectives, assessment methods, and assignments to this form. The syllabus should provide enough detail so that readers can obtain a reasonable understanding of the course’s workload, topics, and structure. Please note that syllabi for all 400-level courses must clearly differentiate additional requirements and expectations for students planning to register for graduate credit. Note: UCC will not act on proposals (except proposals for existing courses requesting DE delivery status) until the minutes of all appropriate councils documenting approval have been received. If suggestions or recommendations have been made at the council level, a revised proposal must be provided to UCC. If revisions are recommended by UCC, a final copy must be provided to the UCC Chair and Secretary before the proposal will be presented to the Forum.

1. Upload a Program Sheet from the Catalog
2. Upload a Three Year Verification Grid
3. Proposed Level (Undergraduate, Graduate, Mixed)
4. Proposed Grading System
5. Proposed Credits
6. Proposed Workload Equivalency
7. Schedule Type (Select as many as applies:  lab, lecture, lab/lecture, internship, distance education, independent study)
8. Instruction Method (Select as many as applies:  face-to-face, blended 30-50%, blended 51-79%, video conference Ship is the host site, video conference Ship is the remote site, 80-99% online, 100% online)
9. Co-requisites
10. Pre-requisites(Include: Minimum Grade required and Currency)
11. Restrictions(Note if restrictions are include or exclude)
12. Equivalent Courses

Is this course equivalent to an existing course? (i.e.: Will this course fulfill the requirements currently met by an existing course? If a student took this course in place of the existing course, would it be close enough in content that the student could count this new course as retaking that earlier course?). If courses are set up as equivalents, then if a student takes both courses, the student would only earn credit for the new equivalent course. The grade for the course being phased out/renumbered will be replaced based on the university’s repeat/grade replacement policy. If courses are not set up as equivalents, then if a student takes both courses, the student would earn credit for both courses. However, if a student does poorly in the course that is being phased out, s/he would not be able to take advantage of the repeat/grade replacement policy because the old course is no longer offered.

1. Catalog Course Description (include all co-requisites and pre-requisites)
2. Justification for Proposal
3. Student Learning Outcomes & Assessment 

A learning outcome is a statement of what a successful learner is expected to know, understand and/or be able to do at the end of a period of learning. A learning outcome specifies the level of achievement required at the point of assessment in order that a student may pass. A. List the learning outcomes for the course (Outcomes are developed by completing the sentence “Upon successful completion of this course, the student will be able to…”) B. List the assessment methods and link the methods to the learning outcomes.

1. General Education Impact
2. Intended Audience

For whom is this course intended, e.g., your department majors? Non-majors currently taking your department's courses? Non-majors currently taking courses outside your department?

1. Degree Credit

How may the credit be counted in a degree program? How does the course fit into your curriculum?

1. Impact on Other Academic Units
2. Estimated Frequency

How often will this course be offered, e.g., every semester, once per year, once every two years.

1. Initial Number of Sections
2. Projected Offerings for Next Five Years
3. Similar Courses in Other Departments

Do similar courses exist in other departments? If so, which course(s)? Explain how this course does not duplicate the course in another department. Provide justification that this course is needed and does not conflict with offerings in other departments. What resource impact will this course have on other departments? Provide details regarding impact. (Consult with other departments prior to making the proposal.)

1. Description

List all similar courses in other departments and explain possible audience crossover and possible registration competition.

1. Replace or Overlap Existing Course

Does this course replace or overlap an existing course? If so, which course and how?

1. Courses Not Taught

What course(s) will not be taught as a result of shifting resources to this new course?

1. Growth Impact

If you project growth in the offerings, what is the expected impact on other courses, sections, or students?

1. Methods of Instruction (What methods of instruction and learning will be used?)
2. Faculty Coverage

Can this course be taught by several members of the faculty in the department, or is it restricted to a specialist in the field? Indicate likely instructors. (If a specialist is needed to teach this course, please prove the rationale.)

1. Additional Costs

What additional costs are anticipated over the next calender year by instituting this course? (Faculty, supplies, equipment, facilities, e.g.: classroom space, laboratory space, or support personnel.)

1. Additional Computing Resources Required

Will this course require any computing resources? (use of a microcomputer laboratory, use of the mainframe computer, additional software or recommendation that students should buy computers and/or software)

1. Additional Library Resources Required
   What additional library resources will be required? Has the library been consulted to determine the adequacy of library holdings or to estimate the cost to improve these sufficiently?