Table of Contents

1. Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2. Overview of Curricular Changes and Processes . . . . . . . . . . . . . . . 6A. Types of Changes and Processes

Program ProposalsCourses Proposals

B. Functions of the Curriculum Approval Process . . . . . . . . . . . . . 7ConsultationAuditDeliberationNotification/Academic Notes

3. Roles and Levels of Curriculum Approval . . . . . . . . . . . . . . . . . . . . . 8A. DepartmentB. CollegeC. University Offices and Councils

Office of Registration and RecordsOffice of the Dean of College of EducationTeacher Education CommitteeFoundational Studies CouncilOffice of the Vice President for Academic Affairs

D. University Faculty Governance . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10CAAC and Graduate CouncilFaculty Senate

E. University AdministrationProvost and VP for Academic AffairsBoard of Trustees

F. State Approval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Indiana Commission for Higher EducationIndiana Department of Education

G. Accrediting BodiesHigher Learning Commission of North Central Association

4. Curriculum Development Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12A. AssessmentB. ResourcesC. Four Year PlansD. Consultations E. Transfer and Articulation F. Transition Plans

5. Policies, Rules, and Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15A. Effective Date and Catalog YearB. Courses

1. Course Numbering2. Twenty Year Rule (reusing course numbers) 3. Course Descriptions 4. Credit Hour Definition5. Variable Credit Hour Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166. Repeatable Courses 7. Topics Courses 8. Cross-Listed Courses9. Service Learning Course Designation10. Foundational Studies Course Designation . . . . . . . . . . . . . . . . . . . . 1711. Honors Course Designation12. Graduate-Undergraduate Course Proposals 13. Courses Proposed by Units other than Academic Departments 14. Course Fee Proposals15. Banked Courses16. Course Syllabi

C. Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181. Thirty Credit Rule2. Total hours in a Program 3. CIP Codes, Major Codes, and Program Titles4. Major . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195. Minor6. Concentration7. Certificates8. Time limits for Eliminated or Suspended Programs

D. Policies for Program Approvals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201. Programs Proposed by Units Other than Academic Departments2. Educational Licensure Programs 3. Unit and Program Change with Curriculum . . . . . . . . . . . . . . . . . . . . . . 214. Minor Program Changes: Expedited Review 5. International, Off-Campus, and Distance Programs

E. Proposals for Creation or Reorganization of Academic Units . . . . . . . . . . 22

6. Preparing Program Proposal Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 A. Deadlines for SubmissionB. Overview of FormsC. Instructions for Program Proposal Form . . . . . . . . . . . . . . . . . . . . . . . . . . . 24D. Office of Registration & Records Report for Programs . . . . . . . . . . . . . . . . . . . . 25E. Consultation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26F. Financial/Staffing Resources ChecklistG. Attachments

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7. Preparing Course Proposal Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27A. Deadlines for SubmissionB. Overview of Course Proposal FormC. Guidelines for Completing Course Proposal Form . . . . . . . . . . . . . . . . . . . . . . . 28D. Actions in the Course Proposal Workflow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

8. Appendices

A: Program Proposal Routing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30B: Sample Timeline for Program Proposals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31C: Course Proposal Routing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32D: Sample Timeline for Course Proposals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33E: Proposal Checklist. . . . . . . . . . . . . . . . . . …………………….. . . . . . . . . . . . . . . . 34F. Program and Course Proposal Forms

Course Proposal Form: e-form Program Proposal

Registrar ReportConsultation ReportResources ReportLibrary Report

G: Sample Acalog Format for Programs: Catalog display

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1. CONCEPTUAL FRAMEWORK FOR CURRICULAR DEVELOPMENT

The purpose of the Curriculum Approval Procedures (CAPS) manual is to describe the processes of curriculum review and to provide guidance for development and approval of new and revised programs and courses.

Indiana State University maintains a curriculum inventory consisting of the coordinated collection of academic programs and courses (majors, minors, certificates, licensure, Honors, Foundational Studies, experiential learning, and graduate degrees) that the University is authorized to offer. The approved degree programs are listed by CIP code at the website of the Indiana Commission for Higher Education (ICHE). The curriculum inventory is filed in the Office of Academic Affairs, posted in the catalogs, and maintained on computer files in the Office of Registration and Records. 

This inventory undergoes continuous assessment and quality enhancement. Curricular modifications may arise in many ways—from changes in disciplines, changes in resources, strategic planning, assessment of student outcomes, recommendations of accrediting agencies, as well as reorganization and other efforts to take advantage of synergy among units and optimize use of assets. Prudent management of the curriculum inventory and University resources requires that creation of new programs and courses be balanced by elimination of those that are under-enrolled or outdated.

A strong proposal: Improves student learning and incorporates assessment; Refers to specific assessment plans Addresses student demand, economic climate, community needs; Supports the mission of the department, college, and Indiana State University; Adheres to the standards and requirements of units at various levels (program,

department, college, university, and state) in such areas as admission, retention, program requirements, and graduation;

Incorporates accreditation standards, if relevant Accounts for resources (e.g. faculty, space, facilities, technology, and library

materials) at levels sufficient to support programming and to maintain quality over the long term and consistent with the priorities of the department and college;

Coordinates with other offerings and the interests and needs of other academic units; Facilitates transfer as appropriate; and Is presented in a clear, accurate, and complete manner in accordance with established

University publications standards and formats.

Curriculum change requires the coordinated efforts of individuals and units throughout the University. Faculty develop and deliver the curriculum while governance bodies and academic administrators review and approve proposals. Consultations occur among departments whose

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programs might be affected by a proposed change, and with deans and those responsible for managing budgets, personnel, and other resources. Notifications are sent to offices that maintain curriculum and student records. The processes through which all these functions take place should be efficient as well as consistent with the nature of the proposed change and the need for quality assurance. To this end, proposals themselves must be carefully developed and prepared so as to provide all parties with information that is accurate and adequate for them to perform their roles.

The principles that guide the process of curriculum approval include efficiency, openness, collaboration, and appropriate levels of review.

Matters of accuracy and mechanics are addressed within the department and auditing bodies.

Reviewing bodies concentrate on matters of policy and quality, conducting reviews only to the extent that the nature, scope, and impact of a proposal raise issues that require deliberation and decision-making.

Reviewing bodies do not usually modify the substance of proposals themselves. More commonly they suggest revisions for the originating department to incorporate before the proposal can be approved and forwarded to the next level of review. Modified proposals move forward and do not require re-review by previously approving bodies.

Committees and councils address only those issues that are within the group’s purview and do not duplicate effort.

Governance bodies address issues that are appropriate to their level of review. University-level governance bodies “will not ordinarily examine… minor revisions of existing curricula and programs…. New curricula and programs, and revisions sufficiently extensive that the curricula or programs are substantially new, must be examined,” (University Handbook, p. II-9).

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2. Overview of Curriculum Changes and Processes

A. Types of Curricular Proposals and Approval Processes

Curricular changes vary by kind and degree, involving either creating new programs and courses, or modifying, banking, eliminating, or reactivating existing ones. Modifications to existing courses or programs can be major or minor, and their proposal formats and approval processes vary accordingly. Flow charts depicting all stages of approval processes can be found in Appendices A and C .

Program Proposals: Full Review: Proposals for new programs and major revisions of existing programs so

substantive as to constitute a new program require complete documentation and are approved through a full review process at the department, college, and university levels, with some new programs requiring state-level approval as well.

Expedited Review: Proposed modifications to programs that do not affect other programs or the over-all structure and nature of an existing program may be approved through an expedited review process in which the approval bodies are notified of the proposal and its disposition. See section III.C.4 for details.

Editorial Changes: When editorial changes to existing programs are necessary, such as changes reflecting previously approved modifications to course credits or pre-requisites, Academic Affairs should be consulted to determine the appropriate course of action. Some editorial changes may be made directly to the catalog; others require approval by the department, dean, and Academic Affairs followed by publication in Academic Notes.

Course Proposals: Publication: New courses and modifications to courses that are not part of a program

proposal may be approved by the department and dean, followed by publication in Academic Notes .

With Program Proposal: New courses and significant modifications to courses that are part of program proposals accompany them through full or expedited review and are approved by publication in Academic Notes with the program proposal.

Committee Approval: New courses and modifications to courses that are part of the Honors or Foundational Studies programs must be approved by the department as well as those programs’ councils. Foundational Studies courses are also reviewed by the university-level Curriculum and Academic Affairs Committee (CAAC) before publishing as approved.

Editorial Changes: Routine changes to course descriptions can be approved via an expedited publication process.

B. Functions of the Curriculum Approval Process

The processes of course and program approval include consultation, audit, deliberation, and notification as well as action by administrators and faculty governance bodies. Information

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supporting and documenting these processes is incorporated into the curriculum proposal.

Consultation: Consultation involves seeking, receiving, and responding to input from academic units, administrators, and offices whose programs and functions could be impacted by changes being proposed, or who provide information regarding University policies and curriculum inventory. The extent of consultation depends on the nature of the proposal. Program faculty should discuss consultation with their dean’s office prior to submitting a proposal. The Office of Academic Affairs and the Office of the Registrar are also available for informal consultation before the formal consultation process begins. Consultation with the Registrar and affected departments is documented on the consultation form.

Audit: To expedite review of program proposals, curriculum approval bodies at the college and university levels should delegate audit functions to an individual or subgroup. These review proposals to insure their accuracy, completeness, correctness, and compliance with policies and guidelines, and request changes when necessary. Approving bodies may develop their own procedures for review of audited and expedited proposals , consistent with University policies.

Deliberation: Proposals for new programs, substantial revisions, changes which significantly impact other programs or raise issues in regard to policy or use of resources require careful review by curriculum approval bodies. The focus of deliberation should be appropriate to the extent of the proposal and the level of the approval body. Notification/Academic Notes: Some steps in the curriculum approval process have the purpose of notification, both of faculty generally, and certain offices, particularly. Faculty across the University may have an interest in changes that are being proposed, and completed curriculum changes require record-keeping. A proposal’s initial publication in Academic Notes notifies the campus community and allows any concerns to be addressed before university-level actions are taken. The final publication of approved proposals notifies the Registrar of necessary changes to databases and provides official copy for University catalogs.

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3. Roles and Levels of Curriculum Approval

A. Department

Department faculty have primary responsibility for the development and maintenance of the programs they offer. Each department should maintain published policies and procedures for approval of curriculum proposals. Typically these procedures provide a voice for all department/unit faculty. Departments should also maintain records of deliberations and votes on curricular matters.

Department chairs are responsible for the organization and quality of their department’s curriculum; for this reason and because program revisions affect the use of resources and faculty assignments, chairs must be part of the curriculum approval process.

Changes to programs delivered through the joint efforts of several departments must be approved by each department participating in the program’s administration.

In developing curriculum proposals, departments consult their deans as well as other units whose programs might be affected by the changes. Departments prepare and submit all curricular proposals, auditing them to insure accuracy and completeness for the next level of review. Department chairs, program directors, and faculty representatives attend college and university committee meetings to present the proposal and respond to questions.

B. College

Each college has its own process for curriculum approval as described in its constitution and bylaws. The faculty body responsible for curriculum in each college reviews proposals following the auditing, deliberation, and decision-making processes described in this document, and maintains documentation of its discussions and votes.

The dean is responsible for maintaining academic quality in the college. Deans consider how curricular proposals respond to the college’s strategic plans and weigh proposals in light of the resources available to support the suggested modifications. These considerations and others are communicated to departments in the developmental phases of curriculum change and form the basis for dean level approvals. The dean or his or her representative reviews the documentation and process of consultation to ensure accuracy and completeness of the proposal and its readiness for review outside the college.

C. University Offices and Councils

The University maintains broad policies and standards that all curricula must meet. Several offices and groups are responsible for these.

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Office of the Vice President for Academic AffairsThe Office of Academic Affairs reviews proposals to assure that they fit within University and State guidelines and to assess resource implications. It consults with college deans and program directors in the early stages of proposing new programs, interdisciplinary programs, and major changes in Foundational Studies. The office determines if a proposal requires review by the Board of Trustees, Indiana Commission for Higher Education, or other external entity. In addition, it reviews proposals for completeness, clarity, consistency, accuracy, and may send them back to the dean of the appropriate college for correction or modification by the originating department, if necessary. The Office of Academic Affairs also maintains the university catalogs (Acalog).

The Office of Academic Affairs notifies the campus community of curriculum proposals through: 1) maintaining a website that presents, tracks, and summarizes actions for each program and course proposal, 2) publishing the submitted proposal in Academic Notes (available at the Academic Affairs website), and 3) publishing approved proposals in Academic Notes.

The Office of Academic Affairs routes proposals to the appropriate university-level review groups, including the Foundational Studies Council, the Dean of the College of Education, the Teacher Education Committee, and CAAC or Graduate Council.

Academic Affairs works closely with the Office of Registration and Records to maintain the University’s curriculum inventory and facilitate the implementation of curriculum changes. Both offices offer informal consultation with colleges and departments about curriculum proposals.

Office of Registration and Records, The Registrar maintains records of the University’s curriculum inventory including Banner and the degree audit system (the program requirement tracking and advising software). Prior to the approval process, the Registrar reviews proposals for accuracy of program codes and prefixes, conflicts with existing numbers or titles in the course inventory or courses that have been banked or eliminated, and incompatibility between a proposed curriculum and the degree audit structure. Concerns about such matters must be resolved before the proposal can move forward.

The Registrar identifies programs across the University that may be affected by a proposed course or program or modification and contacts those departments to initiate the consultation process.

The Registrar is also responsible for transfer agreements and articulations with other colleges and universities, including the state’s Course Transfer Library. The office informs departments when these agreements are affected by proposed curricula.

Office of the Dean of the College of Education Proposals that affect educator licensure programs (whether degree or non-degree) are reviewed in the College of Education to assure they conform to State rules. The College

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assists departments in preparing additional documentation to meet these requirements.

Teacher Education Committee (TEC)This committee assures that courses and programs for teachers meet State requirements in teacher education, fit within general University guidelines for education programs, and provide quality educational experiences. Through the Dean of the College of Education, TEC reports its recommendations about undergraduate curriculum revisions to CAAC and its recommendations about graduate curriculum revisions to the Graduate Council.

Foundational Studies Council (FSC)This committee is responsible for developing policies affecting the Foundational Studies Program and approving Foundational Studies courses. Modifications to the basic structure or outcomes of the Foundational Studies program go from the Foundational Studies Council to CAAC for approval. Major changes to the Foundational Studies program must be approved by Faculty Senate. FSC is also responsible for insuring the integrity of the statewide general education Transfer Core.

D. University Faculty Governance

The Curriculum and Academic Affairs Committee and the Graduate Council Proposals for undergraduate curricula are reviewed by the Curriculum and Academic Affairs Committee (CAAC). Proposals for graduate curricula are reviewed by the Graduate Council. These bodies are responsible for faculty review of curricular quality. They focus on policy and proposals that have broad impact. These committees generally do not review minor revisions of existing curricula, but focus on “new curricula and programs, and revisions sufficiently extensive that the curricula or programs are substantially new” (University Handbook, p. II-9).

Faculty SenateThe Faculty Senate Executive Committee and the Faculty Senate review proposals for new programs, for revisions so substantial that the program essentially is new, and for revisions that involve major policy changes. If the Executive Committee or Faculty Senate requires changes in proposals, other than minor editorial changes, they send the proposal back to Graduate Council or CAAC with information on desired changes. Proposals approved by the Faculty Senate are forwarded to the Office of Academic Affairs.

E. University Administration and Governance

Provost and Vice President for Academic AffairsThe Provost is responsible for the academic direction and resource allocation for academic programs. When a proposal has been approved by all appropriate committees and governance bodies, the Provost reviews it according to its impact on the University’s overall strategic direction and in relation to the State’s system of higher education. Proposals that receive the Provost’s approval are forwarded to the President who transmits them to the Board of Trustees when appropriate.

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Board of TrusteesThe Indiana State University Board of Trustees must approve new programs. The Board of Trustees has the power and duty “To prescribe the curricula and courses of study offered by the institution” (p. I-3, University Handbook). 

F. State Approval

Indiana Commission for Higher Education The Indiana Commission for Higher Education approves new programs and changes in CIP codes. The ICHE is responsible for: defining the educational missions of public colleges and universities; planning and coordinating Indiana’s state-supported system of post-high school education; reviewing budget requests from public institutions; approving or disapproving the establishment of new programs for public institutions

Commission staff weigh the following criteria and issues: quality and efficiency, appropriateness to institutional mission, availability of similar programs, personal and social utility, student demand; student access, flexibility of program design, market demand, inter-institutional and inter-departmental cooperation, and flexibility of providing institution. Dean’s offices and the Office of Academic Affairs will provide guidance on proposals requiring ICHE approvals.

Indiana Department of EducationNew educator licensure programs or significant revisions of existing educator licensure programs require approval by the Indiana Department of Education.

G. Accrediting Bodies

Higher Learning Commission of the North Central Association NCA is the University’s national accrediting body. Approval from the Higher Learning Commission is required for instructional sites (including off-campus, out-of-state or international sites), new programs, and distance programs. NCA evaluates documentation that the offerings are appropriate to the organization’s mission, have all necessary approvals, and will be effectively developed and supported.

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4. Curriculum Development Process

Curriculum change begins with program and department faculty. Before submitting a proposal for approval, faculty members must discuss planned changes among themselves and with their chair, consult other departments and programs who may be affected, and confer with the dean’s office for guidance and expertise.

Developing proposals for curricular change includes consideration of many factors. Designs for programs of academic study incorporate information from sources such as assessment results and plans, alumni and employer feedback, professional and accrediting body guidelines, and programs at other universities. Program designs require the development of staffing plans, enrollment projections, and course scheduling plans. Departments may need to present such information to reviewing committees in the approval process. New programs requiring ICHE approval that have been approved at the college level must have ICHE materials attached before they are forwarded to CAAC. These materials include detailed data on employment and enrollment projections as well as program budgets. See the Academic Affairs website for additional information.

Departments contemplating substantial program modifications or proposals for new programs should discuss these with their dean and associate dean to assure their advisability and feasibility, as well as to review the approval processes and paperwork involved.

A. Assessment

As departments develop curriculum plans, they must formulate goals for their students’ programs of study, including student outcomes. Assessment plans should be developed in parallel with curricula. The assessment plans for new and substantially modified programs must accompany curriculum proposal forms and are reviewed during the approval process.

Information on how to develop assessment plans is provided through the Office of Assessment : http://www.indstate.edu/assessment

If the department has established entry-level benchmarks, such as minimum GPA requirements, minimum grade for courses to count, and/or minimum test scores on standardized tests before a student can be admitted into a program, then in addition to these existing requirements, the department should also develop another series of benchmarks to be maintained by the students in order to continue further study in their chosen area. All such benchmarks must be published prominently in program descriptions featured in the catalog.

B. Resources

Departments consult their dean’s office regarding budget and staffing implications of their proposals, and the availability of resources to support them. These include course fees, space, equipment, materials, etc.. For major proposals, both new and modified, resource planning is linked to staffing plans. Staffing plans include consideration of faculty qualifications to offer the proposed program, and so may have implications for future faculty hires, or retirements.

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Departments should consider resources to support development and delivery of instruction via distance and other modalities. Departments planning program changes or proposing new programs or courses should consult with the Library, Extended Learning, and IT offices regarding resources for program enhancement.

C. Four Year Plans

For new and modified undergraduate programs, departments must develop course rotation and staffing plans that can support and be sustained by a critical mass of student enrollments. A student four year plan of study must accompany the curriculum proposal and be posted on the department’s website. Highly structured programs must include a statement in the catalog copy informing students of the time and scheduling constraints necessary to complete the program of study in eight semesters. .

D. Consultations

Departments must consult the Office of Registration and Records, as well as departments whose programs might be affected by the proposed change. When departments submit proposals for approval, this consultation process is documented on the proposal form, including notations of how any concerns were addressed. The Registrar informs the department of matters of record such as program code and course number availability. The Registrar’s office provides information about any departments and programs affected by a proposed change, as well as transfer and articulation agreements. The Office is also available for informal consultation before the approval process begins.

Departments wishing to propose changes consult other affected departments for purposes of notification, and to identify and resolve of problems that might arise from the change. Deans’ offices can assist departments in consultation and resolution of issues. If issues arising in consultation can not be resolved by the departments, the issues may be reviewed during the approval process.

E. Transfer and Articulation

Access is a major part of ISU’s mission. Curriculum changes should facilitate transfer whenever possible. Departments whose courses and programs are parts of transfer agreements with other institutions, or Transfer Indiana must consider these in proposing curriculum changes. Degree audit consultation notifies the department of any transfer and articulation agreements.

F. Transition Plans and Student Notification

When a program undergoes substantial revision, or is suspended or eliminated, departments must consult with their dean’s office, degree audit specialists, and the Registrar to develop transition plans and to move students into active or new programs. When a program is proposed for suspension or elimination, the Registrar notifies the appropriate dean’s office of all majors in the program in the last seven years who have not graduated from ISU. Deans’ offices notify students of program eliminations, suspensions, and substantial revisions so they can be advised

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into transition plans..

The goals of the transition plan are to minimize impact on students, clearly communicate the timeframe to complete the old/suspended/eliminated program to students and others, and minimize the need to offer courses required by the old/suspended/eliminated program. The transition plan should include:

1. Schedule of course phase out for the suspended/eliminated program2. Timeline for changes and deadlines for students to complete the old program3. Plans for moving students into active programs (including Registrar)4. Plans for notifying and advising students (including degree audit) 5. Proposed blanket course substitutions that can be implemented by deans’ offices

(students will not need to petition individually) 6. Proposed revisions to degree audit reports for previous catalog years that can be

implemented by deans’ offices where appropriate

If a program title only is changed, with no changes to the program itself, no transition plan is necessary. In such cases, the Office of Registration and Records will move registered students and students eligible to register to the new title. No students will remain under the old program title.

When all consultations have been completed, all curriculum changes have been developed, and department votes have been taken, the final version of the proposal is prepared. Departments identify individuals to prepare the necessary forms and review them for accuracy and completeness. Detailed instructions for identifying forms necessary to prepare, and for completing the forms is contained in the following section of this manual—Directions for Proposal Forms Preparation. The proposal is now ready to leave the department and begin the approval process.

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5. POLICIES, RULES, AND GUIDELINES

A. Effective Date and Catalog Year

The date or term in which an approved proposal becomes effective usually depends on the when student registration takes place. No changes can become effective after students have registered for a given term. Other dates are established for approval of courses to be included in the university catalog. Refer to the Academic Affairs website for information about effective dates and catalog publication.

B. Courses

1. Course Numbering

Courses numbered 100 and 200 are designed for students entering the university or a program. They are generally introductory in nature and build a foundation for more advanced courses. Courses numbered 300 and 400 are designated upper division courses and designed for advanced undergraduates, usually in the junior or senior year. Students must complete a minimum of 45 credits at this level in order to graduate. Courses numbered 500 and above carry graduate credit.

2. Twenty Year Rule (reusing course numbers)

Course numbers with the same prefix may not be “re-used” until the original course has been eliminated for twenty years. This is to avoid problems arising from duplication of numbers for different courses on students’ transcripts and in degree audit reports.

3. Course Descriptions

Course descriptions should meet the following guidelines:

Contain no more than 50 words. Be written in a concise, straightforward style that is easy for students to understand. Explain what the course covers, but be general enough not to require revision when the

class is updated or varied in emphasis. For example, the description for “Modern American Literature” is: “Representative American literature since the early twentieth century, studied against its intellectual, historical, and social background.”

4. Credit Hour Definition

Federal Credit Hour Definition: A credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally-established equivalency that reasonably approximates not less than: 

(1) one hour of classroom or direct faculty instruction and a minimum of 2 hours of out-of-class student work each week for approximately fifteen weeks for one semester or

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trimester of credit, or ten to twelve weeks for one quarter hour of credit, or the equivalent amount of work over a different period of time; or (2) at least an equivalent amount of work as required in paragraph (1) of this definition for other activities as established by an institution, including laboratory work, internships, practica, studio work, and other academic work leading toward the award of credit hours. 

5. Variable Credit Hour Courses

Variable credit hour courses are those that are flexible in the number of credits for which a student can enroll in order to meet content area requirements. Typically, variable credit courses require a project completed by the student at the end of the semester in consultation with the faculty of record. The number of credits enrolled in and awarded is based on the scope of the project and typically reached in agreement between the faculty of record and student.

Variable credit courses carry a minimum and maximum number of credit hours for which a student can be registered in a given section. These limits are defined by the program faculty when the course is designed.

6. Repeatable Courses

Courses that may be taken more than once for credit are designated as repeatable courses. Some repeatable courses have regularly rotating topics (see below).. The faculty of the program determine how many times a repeatable course may be counted toward program requirements.

7. Topics Courses

Topics courses function as an “umbrella” under which classes on various topics can be offered. They permit curricular and staffing flexibility, including the piloting of new courses. Topics should not be designated by letter (HIST 305 Y) as this, in effect, constitutes a separate course. Titles for individual offerings and sections of topics courses can be designated in the schedule of classes and will appear on students’ transcripts.

8. Cross-Listed Courses 

Courses should not be cross-listed unless there are compelling reasons, but in some circumstances it may be appropriate to list courses in two or more departments (prefixes). All units involved must approve proposals of and modifications to cross-listed courses.

9. Service-Learning Course Designation

Existing courses may be designated “service-learning.” This designation provides a mechanism for tracking Service Learning course offerings and rates of student participation; it also allows students and faculty to easily identify such courses. Information and the Service-Learning Course Designation Form are posted at the Center for Public Service and Community Engagement Web site, http://www.indstate.edu/publicservice/faculty/.

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10. Foundational Studies Course Designation

In addition to following the usual course approval process, courses carrying Foundational Studies credit must be approved by the Foundational Studies Council. The Council reviews proposals for new Foundational Studies courses once every three years as part of the program assessment cycle. If a department elects to re-activate a banked course which is also approved as a Foundational Studies course, the department must submit a foundational studies syllabus for review by the Council at the same time as re-activation or indicate if the department no longer wants the course to have Foundational Studies designation. See the website at http://www.indstate.edu/gened/newfoundationalstudiesprogram.htm. For additional information and instructions for Foundational Studies course proposals.

11. Honors Course Designation

In addition to following the usual course approval process, courses that are part of the Honors Program must be approved by the Honors Council.

12. Graduate-Undergraduate Course Proposals

Four hundred- level courses may have 500-level graduate equivalents. When this is the case, proposed changes for both courses must be submitted at the same time.

13. Courses Proposed by Units other than Academic Departments or College-level Equivalents

Courses proposed by units or individuals at an organizational level other than that of an academic department or equivalent unit within a college must be approved by CAAC. They must originate with and be approved by an established advisory group composed of at least 75% tenured and tenure-track faculty. Proposals for such courses must include, as part of their rationale, an explanation of the circumstances that require their creation at a level other than academic department or equivalent, and how they will be staffed.

14. Course Fee Proposals

Proposals for course fees are submitted independently of curriculum proposals. Information on the course fee proposal process is posted at the web site of the Office of Academic Affairs. The Board of Trustees approves new or modified course fees only at its February meeting.

15. Banked Courses

Courses that the department wishes to retain but does not plan to offer in the next three years should be banked. In most cases, they can be reactivated within a few weeks. Departments will be asked to justify the active status of courses they have not offered in three years, or allow them to be automatically banked. At the direction of Academic Affairs, Dean’s offices notify departments of courses subject to automatic banking prior to any action

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16. Course Syllabi

Proposals for new courses, Foundational Studies courses, and significantly revised courses must be accompanied by sample syllabi. Syllabi must include instructor contact information, course description, student learning outcomes, class policies, required materials, assignments and grading, and a representative class schedule. Certain types of courses may have special syllabus requirements. For Foundation Studies courses see templates at http://www.indstate.edu/gened/newfoundationalstudiesprogram.htm. C. Programs

1. Thirty Credit Rule

New programs of 30 or more credits, and modifications to existing programs which increase the number of credits to 30 must be approved by the Indiana Commission for Higher Education. 2. Total Number of Credits in a Program

Major courses, Foundational Studies courses required for the major, all prerequisites, and teacher education courses offered by the program’s department are counted in the total number of credits for a program. For teacher licensure programs in subject areas offered outside the College of Education, required courses offered in that College must be listed in the catalog copy, including the total number of credits, though these are not counted in the total number of credits for the program. Undergraduate majors should be 31-80 of the 120 credits for graduation. Any program that requires credits outside these limits must obtain full approval from all curriculum review and governance bodies. Majors containing more credits must include a plan demonstrating that a student can complete the major in eight semesters with 18 or fewer credits per semester

3. CIP Codes, Major Codes, and Program Titles

Records for all programs are maintained by Classification of Instructional Program (CIP) code. These are established by the federal government and assigned by the Indiana Commission for Higher Education. Major codes are internal to ISU and determined by the Registrar’s Office. Each program title has a separate major code. Titles, major codes, and CIP codes are available from deans’ offices. When a program title is changed or a program is eliminated or suspended, its major code is made inactive, and, in cases of changes, a new one is assigned.

Program titles and major codes are significant for several reasons. Counts of majors and graduates and other important records are organized by program title and major code.Students are admitted into the University and specific programs by title and major code.The degree audit system is organized by program title. Students’ transcripts are labeled with the program title.

The maximum length of program titles allowed by Banner is 30 characters, including spaces.

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4. Major

A major is that part of an undergraduate or graduate degree program consisting of a specified number of hours from a defined group of courses in a primary discipline or field. A completed major is shown on a student’s transcript.

The total number of credits for an undergraduate major should be at least 31 and no more than 80 of the 120 credits needed for graduation. Any program that requires credits outside these limits must obtain full approval from all curriculum review and governance bodies. Majors containing more credits must include a plan demonstrating that a student can complete the major in eight semesters with 18 or fewer credits per semester

5. Minor

A minor is that part of an undergraduate or graduate degree program in an approved secondary discipline or field. A completed minor is shown on a student’s transcript. The total number of credits for an undergraduate minor should be at least 15 and no more than 29 of the 120 credits needed for graduation.

6. Concentration

A concentration is a set of courses within a major that defines a specific field of study in, or closely related to, that major. They are designated by a code assigned by the Registrar. Concentrations must contain at least nine credits and be approved through the curriculum approval process. Concentrations are coded, tracked in Banner and the degree audit system and shown on students’ transcripts. Departments may offer both a general major (BA in History) as well the major with a concentration (BA in History: Asia ) A concentration is constructed as a focused array of required courses articulating with a core of courses taken by all students in the major. Each concentration is coded to one departmental home; however, a major could link to a concentration in another department (for example, Health Education might link to a concentration offered in Nutrition).

Departments may use the terms tracks, emphases, options, etc., if appropriate. However, they will not be tracked in Banner or show on the student’s transcript.

7. Certificates

ISU offers certificates targeted at specific audiences, often persons seeking specialized knowledge and abilities for employment. Certificates stand alone as self-contained educational experiences, though they may be pursued in conjunction with a traditional degree. They are housed within existing academic units and consist of existing courses. The following policies also apply to certificates that are linked to external organizations.

All certificates: Have clearly stated student learning outcomes that are different from the outcomes of a

major or minor.

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Consist only of credit-bearing courses. Generally consist of 12-18 credits, but never more than 29 credits (including

prerequisites). Include at least 50 percent of their credits from ISU courses. May contain up to twelve credit hours that apply to an ISU degree program. Require admission to the University May be earned by degree-seeking students, as well as by those not pursuing a ISU

degree. Guidelines and standards for performance are identical for both groups. May have flexible fee assessment structures. Are entered into Banner and appear on University transcripts. Appear in the undergraduate and graduate catalogs. Use the same forms and go through the same approval process as other academic

programs

8. Time Limits for Eliminated or Suspended Programs

Departments may suspend programs that they plan to substantially revise for the period of the revision, or not more than three years. This prevents students enrolling in programs that can no longer be offered. Departments who do not revise the suspended program within three years will be asked to eliminate it.

For a limited time, students may continue to pursue a degree in an inactive program or a program that has undergone a substantial revision. From the effective date of the elimination, suspension, or modification, the maximum amount of time to complete the old degree is three years for associate, baccalaureate, master’s, and specialist’s degrees, and five years for doctoral degrees.

D. Policies for Program Approvals

1. Programs Proposed by Units other than Academic Departments or College-level Equivalents

Programs proposed by units or individuals at an organizational level other than that of an academic department or equivalent unit within a college must be approved by CAAC. They must originate with and be approved by an established advisory group composed of at least 75% tenured and tenure-track faculty. Proposals for programs courses must include, as part of their rationale, an explanation of the circumstances that require their creation at a level other than academic department or equivalent, and how they will be staffed. 2. Educational Licensure Programs Any licensure program, degree or non-degree, must be approved by the Dean’s Office of the College of Education and the Teacher Education Committee. Educational licensure is controlled by the state and is performance- based.

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3. Unit and Program Name Change with Curriculum Changes

Curriculum changes associated with a proposal to change the name of a program or unit may publish as approved independent of the name change.

4. Minor Program Changes: Expedited Review

Since university-level governance bodies ordinarily concern themselves only with proposals for new programs or significant revisions, some types of program changes may be approved by an abbreviated process. These proposals include:

Elimination or suspension of a program that is taught only within the initiating department and has no courses included from any other unit.

Elimination or suspension of a major/minor code(s) when there is more than one program for a CIP code and degree level.

Modification to a program of 70 credits or less which changes overall credit requirements by 6 or fewer credits provided those course changes are wholly contained within the department and do not affect any other program or unit.

Editorial changes to a program that do not modify requirements. Modifications to minors to match changes already approved in a major.

Proposals for these kinds of changes follow the usual approval and review process through the department and college, including Registrar and degree audit consultation. After the dean approves the proposal, it is sent to Academic Affairs where it is published as proposed in Academic Notes and CAAC or Graduate Council is notified. If no objections are raised within 14 working days, it may be sent to Academic Affairs for signature and published as approved. Note: Working days are defined as days during which regularly scheduled classes meet in the Fall and Spring semesters.

5. International, Off-Campus, and Distance Programs

Modifications to programs offered at an international or off-campus site or via distance education are approved by the same process as are on-campus programs.

Approval from the Higher Learning Commission of the North Central Association is required for:

An instructional site at which the organization provides one or more degree programs.

An off-campus site at which the organization offers 50 percent or more of the courses leading to one of its degree programs and at which it enrolls one hundred or more students (unduplicated head count) in an academic year.

Five or more courses a year at an out-of-state site or an international site.

The Indiana Commission for Higher Education also must approve some off-campus programs and programs in which 50 percent or more of the courses leading to a degree programs are available via distance education.

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Programs offered for non-U.S. nationals in another country must operate in accordance with Principles of Good Practice in Overseas International Education Programs for Non-U.S. Nationals from the Higher Learning Commission of the North Central Association, posted at http://www.ncahlc.org/download/IntnlPrinciples97.pdf

E. Proposals for Creation or Reorganization of Academic Units

Proposals for the creation or reorganization (merger, division, relocation)of academic units, whether departments, schools, or colleges, are developed, presented, and approved through the same process as curriculum proposals. Complete proposals are attached to an F-2 Program Proposal form, but must include extensive documentation, including:

Rationale for the change

Detailed description and diagram of unit structure.

If units are moving within a college, the plan must include the proposed college structure in chart form, demonstrating the location of all programs and personnel within the unit and lines of reporting.

A full record of all meetings, minutes, and votes at each level of approval

When units are moving from one college to another, a letter of support from each dean must be included, one dean agreeing to the transfer, the other dean agreeing to receive the programs and faculty. Letters of support from each college’s governance unit must also be included, one unit agreeing to the transfer, the other agreeing to receive the programs and faculty

An agreement on the transfer of funding from the present unit to the new or reorganized unit.

An agreement on the assignment of space and transfer of equipment, furniture, and supplies

An agreement assuring assent of transferring faculty to tenure and promotion status and standards and procedures of tenure and promotion review.

Program changes associated with a proposal for departmental reorganization and administrative restructuring are published as approved only when the reorganization is approved and published.

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6. PREPARING PROGRAM PROPOSAL FORMS

Departments should identify individuals to help prepare the necessary forms and to review them for accuracy and completeness. These individuals should consult with their dean’s office about the preparation of forms. Often the person is the contact listed on the Program Proposal Form.

Proposals should be submitted in hard copy with originals of all signature pages, and via email attachment in Microsoft Word format with scanned signature pages. The Word document can be corrected and revised as necessary during the approval process, and relevant portions readily incorporated into Academic Notes and Acalog, the University’s on-line catalog.

A. Deadlines for Submission

Refer to the Academic Affairs website for deadlines and effective dates for catalog changes, http://www.indstate.edu/academicaffairs/curriculum.htm. The length of time necessary for program approvals varies considerably based on many factors. A sample timeline and flowchart of the approval process appear in Appendices A and B. Departments should consult their dean’s office for details and estimates of the time to approval.

B. Overview of Forms

Program proposals normally include the following forms. All forms can be found on the Academic Affairs website; samples are included in Appendix E of this manual.

F-2, Program Proposal Form: presents details of the program, including a summary and rationale for the proposal, catalog copy, course-by course list of program requirements (side-by side comparison of old and new requirements for program modifications), and approval signatures.

F-3, Degree Audit Report for Programs: completed by the Office of Registration and Records and returned to the dean and contact person before dean approval.

F-4, Program/Course Consultation Form: sent by the dean’s office to other departments who are affected by or would logically have an interest in the proposed program, and returned to the dean’s office and originating department.

F-8, Financial/Staffing Resources Checklist: completed by the originating department.

When proposing new programs, especially graduate programs, it may be necessary to include F-7, Library Report, to confirm the availability of necessary library resources.

Additional Materials

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o For review beyond the college level, proposals for new programs requiring ICHE approval must be accompanied by the complete ICHE proposal.

o Proposals for new majors, reactivated majors, or significantly revised majors must be accompanied by complete assessment plans.

o Proposals for undergraduate majors with course changes must be accompanied by a four-year plan of study.

o Proposals for new or substantially revised courses associated with a program proposal must be submitted in the course work flow at the same time that the program proposal is submitted to the dean’s office. Course proposals follow the program proposal through the approval process for information purposes and are published as approved with the program proposal.

C. Instructions for the F-2

The form itself includes directions. The comments below are designed to supplement those.

Contact Person: Often the department chair or program director, this person is usually involved in the preparation of the forms and is expected to attend meetings of the approving bodies to present the proposal and answer questions.

CIP Code: The Classification of Instructional Program Code for your program is available from your dean’s office. If you are proposing a new major, you may propose an appropriate CIP code, but the actual code will be assigned by the ICHE See section V.B.2 for further explanation

Major Code: All majors and minor codes are available from your dean’s office. If you are proposing a new program, leave this area blank as the code will be assigned by the Registrar. See section V.B.2 for further explanation.

Program Title: This should be no longer then 30 characters, including spaces. See section V.B.2 for further explanation.

Change of Title: If you’re changing title only, consult your dean’s office for next steps. When modifications are minor it may not be necessary to complete the entire F-2.

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Summary: Give a concise overview of your new program, or clearly state the changes you are proposing to make. This should be clear to a reader unfamiliar with your program. Provide a rationale and justification. If you are making changes for reasons other than, or in addition to, student learning, indicate these here.

Student Learning: All curriculum changes, whether or not they are prompted by assessment results, must include consideration of student learning. You should articulate correspondences between your program’s design and the curriculum map provided in your assessment plan here.

Proposed catalog copy: Language in this section will be published in Academic Notes and appear in the catalog exactly as published there. What to include: This section should include only curriculum and related program requirements that will be programmed into the degree audit system and Banner.

o Note: So-called prefatory material, which is descriptive in nature and not subject to curriculum approval, may be added to the catalog or modified by the department each year at the time of new catalog preparation (consult your dean’s office).

o Helpful hint: When proposing a revision to an existing program, copy and paste the old text directly from the program section of the catalog, into the form, then make changes to that.

o Organization and Format: The presentation of catalog copy is especially important, as the copy must be easily understandable to students and consistent with Acalog format. It is often helpful to look at the catalog layout of similar programs. Academic Affairs may edit catalog copy for clarity and consistency.

The usual order is: Title of the major, followed by total number of credits for the major only; core or required courses, including pre-requisites for these courses; followed by directed electives, electives, and concentrations. Within concentrations the same order applies—required courses including pre-requisites, then electives. Each section begins with a descriptive heading including the total number of credits (ex.: Core Courses—16 credits) followed by a list of courses (which in Acalog will appear as links to course descriptions). Sections may include Notes, usually of an explanatory or directive nature. See example in Appendix F.

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o Important: Check your math—all credits and totals should add up.

Side by Side: This section allows reviewers to easily see proposed modifications. It should be prepared so that the same courses appear side by side, when possible, and new courses appear on their own lines. The order and headings should follow that of the proposed catalog copy.

Signatures: Confirm that all department signatures and votes are present before forwarding the original and the scanned copy.

When you have completed your F-2, forward it to your dean’s office.

D. F-3 Degree Audit Report for Programs

Your dean’s office will forward this with the F-2 to the Office of Registration and Records. Information about transfer and articulation agreements, or other programs potentially affected by the proposed curriculum will be reported here. The completed F-3 is returned to the dean’s office to accompany the F-2 through the college and university level approval processes.

E. F-4 Consultation Form

Based on information received from the degree audit report, and consultations with the proposing department, the dean’s office sends consultation forms to the other programs potentially affected by the proposed curriculum. These should be returned to the dean’s office and to the proposing department within fourteen days. If a consulted department raises issues about the proposed curriculum, the proposing department responds on the F-4 and may make adjustments to the curriculum on the F-2 before proceeding to college-level approval. The signed originals are returned to the dean’s office; a scanned copy accompanies the electronic version of the proposal.

F. F-8 Financial/Staffing Resources Checklist

This form is required for new programs not needing ICHE approval (ICHE requires its own extensive resource documentation) and for substantial revisions to existing programs.

G. Attachments

For new programs and significant revisions, attach assessment plans, four-year programs of study (for undergraduate programs), and transition plans. Additional documents such as minutes of meetings or memoranda detailing resource allocations may be included as necessary.

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7. PREPARING COURSE PROPOSALS

Proposals for new courses and changes to existing courses are submitted via an electronic form and workflow, Web Now/Image Now. The proposal form follows standard routing for review and approval and allows for automated flow of information to Banner, degree audit system, and Acalog. Development of a similar workflow for program proposals is anticipated. Detailed instructions for completing the form and the workflow process are available under the Curriculum tab on the Academic Affairs website,

A. Deadlines for Submission

Refer to the Academic Affairs website for deadlines and effective dates for catalog changes, http://www.indstate.edu/academicaffairs/curriculum.htm. The length of time necessary for course approvals varies considerably based on many factors, including the need for consultation and whether or not the proposal is associated with a program proposal. A sample timeline and flowchart of the approval process appear in Appendices C and D. Departments should consult their dean’s office for details and estimates of the time to approval.

B. Overview of the Course Proposal Form

Identifying Information: The first section of the form identifies the course and the contact person. The contact person may be the designer of the course, chair of the department’s curriculum body, program director, or department chair. He or she should be someone familiar with the course and able to verify details of the proposal and respond to questions.

When modifications are being proposed to an existing course, once the current prefix and number of the course are entered, data drawn from Banner will automatically populate all relevant fields in the remainder of the form.

Current and Proposed Course Information: This section shows course information in a side-by-side format and consists of a series of fields, check boxes, and drop-down boxes. When modifications to an existing course are proposed, fields on both the Current and Proposed sides of the form will automatically populate. Enter the desired changes into the appropriate fields on the Proposed side of the form. These changes will highlight for ease of recognition. To propose a new course, enter all information on the Proposed side of the form.

Course Inventory Management: Use the check boxes to indicate that a current course is to be banked, eliminated, or reactivated, that a new course is replacing an older one, and that the course proposal is associated with a program proposal.

Catalog Copy: When you’ve entered all information, the form will display the new catalog copy following the old catalog copy (if applicable) exactly as it will appear in the catalog.

Course Rationale: Explain the need for a new course, or modifications to an existing one. Note

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circumstances that prompted the proposal’s development.

Course Resource Management: Indicates whether additional faculty, space, or equipment will be needed to support the course and sources of funding for these.

Actions Concerning This Proposal: This section corresponds to the signature pages of paper forms and is populated as the various approving bodies and individuals record their actions.

Notes from the Registrar Concerning this Proposal: The Registrar reviews all course proposals to inform departments of such matters as the availability of course numbers, other courses and programs that would be affected, and to confirm effective dates.

Syllabi, Consultation, and other Attachments: All proposals for new courses must be accompanied by a complete sample syllabus. See section V.A.12 for guidelines. Documentation of consultation is also attached to the proposal, as are minutes of meetings and other materials as appropriate.

C. Guidelines for Completing the Course Proposal Form

Title: This is the full title of the course that will appear in the catalog. Abbreviated title: Limited to 30 characters, this title will appear in Banner and materials

drawn from it, such as the Schedule of Classes. Catalog Description: Limited to 50 words; these should be clearly written and not overly

specific. See section V.A.11 for guidelines. Pre- and Co-requisites: Indicate required courses and minimum grade, if applicable. Use

Co-requisite for courses that must be taken simultaneously with the proposed course, regardless of circumstance. Use Prerequisite if another course must be successfully completed before students can enroll in the proposed course and/or another course may be taken concurrently with the proposed course.

Enrollment Restrictions: Include major/non-major, class standing, GPA, and completion requirements.

Grading Methods: Select options from a drop-down box Repeatability: Indicate number of times a course can be taken, and/or the number of

credits a student may earn. Affected Suffixes: Indicate topics courses with letter suffixes, courses with Honors

enrollments, etc. Course Fees: Indicate whether or not the course has an associated fee. Proposals for new

course fees (whether for new or existing courses) are submitted separately from curriculum proposals (see section V.A.9 ).

Laboratory Course: Indicate whether or not the course requires additional contact hours for labs, studio, workshops, etc.

Additional Attributes: Identify specific features associated with the course (for example, student teaching, student research, or other categories that are generally used for tracking or identification purposes).

Catalog Notes: Include information that is not part of the course description, for example: open to graduate students, requires additional laboratory hours.

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D. Actions in the Course Proposal Workflow

Detailed instructions for approving and forwarding the electronic proposal are included on the Academic Affairs website. All steps in this process are automated. At each level of review, the responsible faculty and administrators enter the actions taken in the “Actions Concerning this Proposal” field on the e-form. Pressing the “forward” arrow sends the next recipient an e-mail notification of the proposal awaiting their review.

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Review by degree audit specialists (except doctoral level Consultation with affected

departments/units

College Curriculum Committee

Consultations with affected departments

College Dean

Department and Chairperson

Dean College of Education(If applicable)College Dean

Office of Academic Affairs Academic Notes Proposed

Appendix A: Program Proposal Routing PProgramProposalProposalRoutingApproval Process

Full Review Undergraduate Programs and

New/Reorganized Departments, and

CollegesGraduate Council

Office of Academic Affairs

Provost

Indiana Commission for Higher Education and other approvals (if applicable)

Catalog Office of Registrations and Records

CAAC

Dean of Graduate Studies

College Office

Teacher Education Committee (if applicable)

Full Review Graduate Programs

Faculty Senate (if applicable)

Board of Trustees (if applicable)

Academic Notes Approval

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Appendix B: Sample Timeline for Program Proposals

Steps after department and department chairperson approval

Typical time needed to complete

1. Dean’s office review 2 weeks minimum. To expedite the process: consult with the dean’s office prior to

development of proposals. have a complete, correct and readable proposal

Steps 1-4 may be done concurrently2. Office of the Registrar, degree audit, and transfer consultation

2 weeks

3. Consultation with appropriate departments/units 2 weeks May take longer if issues are raised and responses are required

4. Library subject specialist consultation, if needed for graduate programs

1 week

5. College committee(s) review

6. College dean approval

2 or more weeks depending upon: how frequently the committee meets how many levels of review are required whether the proposal must be sent back to the

department for changes

1 week7. If educator licensure program, Teacher Education Committee review

2 or more weeks depending upon: how frequently the committee meets whether the proposal must be sent back to the

department for changes

8. Office of Academic Affairs and publication in Academic Notes as proposed

1-2 weeks, depending upon: when the proposal arrives in relation to the

publication schedule for Academic Notes if there are questions or issues on resources,

wording, completeness, etc.9. Curriculum and Academic Affairs (CAAC) or Graduate Council review (full review only)

2 or more weeks depending upon: when the council/committee meets if the proposal must be sent back to the

department for changes10. Faculty Senate approval if needed (full review only)

Several weeks depending upon: when the proposal arrives in relation to the

Senate schedule if there are questions or issues

11. Provost approval 1 week, unless there are questions about resource issues or unexpected problems

12. Trustee and ICHE approval if needed (new programs only—full review)

Several months depending upon: when these boards meet if there are questions or issues

13. Publication in Academic Notes as approved 1 week

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Appendix C: Course Proposal Routing

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Submission of Course Proposal e-form

Consultation PhaseReview by Department Chair, Department Committee, Dean,

& RegistrarCampus Announcement regarding proposal (two

weeks)

Development Phase(primarily for new)

Preliminary Discussions with faculty, dean, etc.

(primarily for new courses)

Approval Phase departmental

committee, department chair, college curriculum body, dean)

registrar/academic affairs

PublicationCourse is published as approved in Academic Notes. Approved course is published in catalog & Banner

Note: If necessary, routed to TEC, Foundational Studies Council, CAAC, and/or Grad Dean

Appendix D: Sample Timeline for Course Proposals

Steps after department development phase

Typical time needed to complete

1. Consultation phase (review by department committee, chair, dean)

3 weeks minimum, depending upon: how promptly reviewers respond and forward the proposal

To expedite the process have a complete, correct, and readable proposal.

2. Consultation phase (registrar, affected departments, and campus notification).

3 weeks minimum, depending upon: whether responses to consultations are necessary

Includes 2 weeks campus notification and department consultation

3 Department approvals (faculty bodies and chair)

2 or more weeks, depending upon: whether the proposal must be changed before department

approval department approval process how frequently committees meet

4. College approvals (faculty bodies and dean)

2 or more weeks, depending upon: college approval process how frequently committees meet whether or not the course accompanies a program proposal

5. Registrar review 1 week minimum

6. Additional review if needed foundational studies:

Foundational Studies Council and CAAC

educator licensure methods or key course: College of Education and Teacher Education Committee

1-4 weeks or more depending upon: when the council/committee meets

7. Office of Academic Affairs and Provost approval

1 week, unless there are issues on resources, wording, completeness, etc.

8. Publication in Academic Notes as approved

1-2 weeks, depending upon: when the proposal arrives in relation to the publication schedule

for Academic Notes

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Appendix E : Sample Forms

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35

36

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Appendix F: Sample Acalog Format for Programs

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