New Course – General Education/Diversity
On www.ship.edu/ucc select "Submit Course Proposal"
On Proposal page select category and status as appropriate. Example:
Select “Distance Ed” and/or “General Ed/Diversity” as appropriate.
The following are the fields that you will fill out on the form.
First Screen
- College
- Department (or program if interdisciplinary)
- Sponsor
- Sponsor Phone
- Sponsor Email
- Proposed Course Title
- Title Abbreviation
- Proposed Subject Code
- Proposed Course Number
- Department Approval Date (if not yet approved, put in date of an upcoming department meeting)
- Implementation Term
Second Screen
Syllabus – attach the syllabus for the new course.
- Upload a Program Sheet from the Catalog
- Upload a Three Year Verification Grid
- Proposed Level
- Proposed Grading System
- Proposed Credits
- Proposed Workload Equivalency
- Schedule Type
- Instruction Method
- Co-requisites
- Pre-requisites
- Restrictions
- Equivalent Courses
- Catalog Course Description
- Justification for Proposal
- Student Learning Outcomes & Assessment
- General Education Impact
- Intended Audience
- Degree Credit
- Impact on Other Academic Units
- Estimated Frequency
- Initial Number of Sections
- Projected Offerings for Next Five Years
- Similar Courses in Other Departments
- Description
- Replace or Overlap Existing Course
- Courses Not Taught
- Growth Impact
- Methods of Instruction
- Faculty Coverage
- Additional Costs
- Additional Computing Resources Required
- Additional Library Resources Required
Include: Minimum Grade required and Currency
Notate if the Restriction is Include or Exclude
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.
Include all pre-reqs and co-reqs
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.
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?
How may the credit be counted in a degree program? How does the course fit into your curriculum?
How often will this course be offered, e.g., every semester, once per year, once every two years.
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.)
List all similar courses in other departments and explain possible audience crossover and possible registration competition.
Does this course replace or overlap an existing course? If so, which course and how?
What course(s) will not be taught as a result of shifting resources to this new course?
If you project growth in the offerings, what is the expected impact on other courses, sections, or students?
What methods of instruction and learning will be used?
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 provide the rationale.)
What additional costs are anticipated over the next calendar year by instituting this course? (Faculty, supplies, equipment, facilities, e.g.: classroom space, laboratory space, or support personnel.)
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)
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?
General Education & Diversity Status
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 Proposal Sponsors should distribute the proposal to Chairs of departments currently offering classes in that General Education Category. The proposal should 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.
- Gen Ed Category
- Final Exam
- Credits Count Towards Degree
- Justification for Status
- Gen Ed Goals Met
- Commonalities Among the Courses
- Learning Objectives
- Need for the Course
- Own Department Impact
- Sections
- Other Departments’ Impact
- Similar Courses
How does this course meet the broad goals of general education as stated in the GECC document?
How does this course compare to and/or complement the descriptions listed under the “Commonalities among the Courses” section of the Category with which this course will be listed?
How does this course compare to and/or complement the “Learning Objectives” section of the Category with which this course will be listed?
Why is this course needed in addition to other General Education courses offered in this General Education category? Give reasons related to academic content.
How will the addition of this course affect the current teaching loads, enrollments, and curricular offerings of your department?
Will this course be a significant addition to General education in terms of subject and number of sections? How many sections will be offered each semester?
How will the addition of this course affect the current teaching loads, enrollments, and curricular offerings of other departments currently offering courses in the Category in which this course will be listed?