Instructions for Completing University Curriculum Forms

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Shenandoah University

Instructions for Completing University Curriculum Forms

University Curriculum Committee

May 15, 2014 Revised

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These instructions provide faculty with the information needed to prepare curriculum proposals for

undergraduate and graduate programs. Included in this document are:

general instructions for the completion of the proposal forms;

line-by-line instructions;

examples to aid you in crafting your proposals;

information about the submission and approval process; and

supplemental information

Within these instructions, we provide information about additional resources that are available to you as

you prepare your proposals. These resources are highlighted for you.

All forms and instructions are available on Blackboard: from your home page, click on the “Faculty” tab

and then the “UCC” tab that will appear below.

If you have questions about the University Curriculum Committee (UCC), its forms or these instructions,

please contact your school’s representative to the UCC or UCC chairs Andrea Meador Smith at

[email protected] or Beth Cantwell at [email protected].

University Curriculum Committee

mailto:[email protected]


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Table of Contents

General Instructions ................................................................................................................................... 4

Deadlines ................................................................................................................................................. 4

Completing the Proposal Form ............................................................................................................ 4

Submitting the Proposal Form .............................................................................................................. 5

Choosing the Correct Form .................................................................................................................. 5

Form Selection Quick Reference Chart .......................................................................................... 6

Line by Line Form Instructions ................................................................................................................. 7

New Course Proposal Form ................................................................................................................. 7

Revised Course Proposal Form ........................................................................................................... 9

New Program Proposal ....................................................................................................................... 12

Revised Program Proposal ................................................................................................................. 13

Editorial Changes Forms ..................................................................................................................... 15

Course/Program Inactivation Forms.................................................................................................. 16

Distance Learning/Hybrid Course Proposal Form (Attachment) ............................................17

HEGIS Codes ........................................................................................................................................... 17

SCHEV Codes .......................................................................................................................................... 23

SCHEV Course Delivery Method Codes .............................................................................................. 25

Course Map………………………………………………………………………………………………28

Summary Table………………………………………………………………………………………….29

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General Instructions

Deadlines

The UCC does not set deadlines for faculty submission of proposals. Deadlines are established by each

school’s curriculum committee (SCC), based on its meeting schedule. The UCC does require that

schools submit their approved proposals by the end of fall semester (no proposals will be guaranteed

after December 31). We require this for several reasons:

1. In order to publish the subsequent year’s course catalogs in the summer, the Office of the

Registrar needs all course revisions and new course information in the spring.

2. Proposals not only need the approval of the UCC, they also need approval from the Vice

President of Academic Affairs. This adds additional time to the approval process.

3. The UCC meets only once per month.

4. The UCC must build in time for proposals to be sent back to the author for revisions, if necessary.

It may take up to four months for approval once the UCC has received a proposal from the school’s

curriculum committee. Proposals received in December may not be approved until March or April, which

is also the deadline for the Registrar to receive catalog changes. Your patience and understanding are

appreciated.

Completing the Proposal Form

Proposal forms are created in MS Word with space for you to complete each section. As a courtesy to

your SCC and UCC representatives, please use a uniform font (Arial 12-point) and uniform font color

(black) throughout the entire proposal. Make sure that any supporting documents are attached and

submitted to your SCC at the same time as the proposal form.

If you have never prepared a UCC proposal form, we recommend that you consult with a member of your

SCC for advice and guidance. Even if you have submitted a form in the past, a few rules need to be

followed:

Make sure you answer all questions, including yes/no items, unless it is an indicated optional item

on the form.

Proof your document before submitting it! Make sure that there are no typos, spelling errors,

or grammatical errors.

When writing course and program descriptions, remember that these are for publication in the

course catalog. Students and advisors must understand the course/program from its description.

Avoid jargon and unclear language when possible. UCC recognizes that in some cases language

is dictated by accrediting or licensing bodies.

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Submitting the Proposal Form

Please print a hard copy of the first page (signature page) of your completed proposal form and deliver

this to the chair of your SCC according to its deadlines. Also email the proposal as an attachment to the

SCC chair. Name the electronic file according to the following formula:

school (1) + prefix and number (2) + form type (3) + title or description (4)

Form types: Schools:

NC = new course CAS = College of Arts and Sciences

RC = revised course BUS = Byrd School of Business

NP = new program CONS = Shenandoah Conservatory

RP = revised program HP = School of Health Professions

EC = editorial change: course NURS = Custer School of Nursing

EP = editorial change: program PHAR = Dunn School of Pharmacy

IC = inactivate course SEHD = School of Education and Human Development

IP = inactivate program

ST = summary table

CM = course map

For example, the new course proposal for SPAN 317 Andean Literature and Culture would be named

“CAS_SPAN317_NC_Andean Literature and Culture”; the new program proposal for the Public Health

minor would be named “CAS_Public Health Minor_NP”; etc. If you are submitting multiple proposals, a

summary table must be attached. Click Here

Choosing the Correct Form

Use the following guidelines to select the form that’s right for your purposes. Please note that we use the

concepts of “major” and “minor” changes and “less than 20%” and “more than 20%” within these

guidelines. These are subjective terms; there is no formula for determining the difference between them.

We rely on the good judgment and common sense of the author and SCC committee members that are

advising them to make sure that the appropriate form is selected. When in doubt, ask your SCC chair.

New Course Proposal Form is to be used not only for new courses but also for changes to an

existing course that alter the course content by more than 20%:

Change the course description that reflects a major change in the course content.

Major change to the learning outcomes (objectives).

Major change to the methods of assessment.

Change the distribution of credits between lecture/lab/practicum.

Change the number of credit hours (if this also changes course content).

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Revised Course Proposal Form for changes to an existing course that alter the course content less

than 20%:

Change the course level.

Change the course description that reflects a minor change in the course content.

Increase or decrease the number of credits that reflects a change in course content or delivery.

Minor change to the learning outcomes (objectives).

Minor change to the methods of assessment.

Change method of course delivery, e.g. classroom to online.

New Program Proposal Form is to be used for the creation of new programs.

Revised Program Proposal Form is to be used for all revisions to an existing program:

Change to program outcomes (objectives).

Change to the methods or plan of assessment.

Change to the course map or course requirements.

Change to the total number of credits.

Editorial Change Forms for minor changes to a course or program:

Change the wording of a course or program description without changing course or program

content.

Change the title of a program or course.

Change the course number without changing the course level (level = 100, 200, 300, etc.).

Change in pre-/co-requisites.

Increase or decrease the number of credits, but only if this does not alter content or course

delivery.

Correct an error in the coding of a course or program (CIP, HEGIS, or SCHEV code).

Inactivation Forms are to be used to remove a course or program.

Form Selection Quick Reference Chart

You are proposing . . . New Course

Revised Course

Revised Program

Editorial

Substantial change to content of an existing course (>20%) x

Change to content of an existing course (<20%) x

Change to course description that reflects change of content x

Change to credit hours and course content x

Change to distribution of credits: Lecture/Lab/Practicum x

Reduction or addition to the number of courses credits x

Change of learning objectives but not content x

Significant change to assessment methods but not content x

Change of co/prerequisite(s) x

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You are proposing . . . New Course

Revised Course

Revised Program

Editorial

Change of program objectives x

Change of program outcome assessment plan x

Change of course requirements and/or course map x

Change of credit hours without changing course content x

Change of program title x

Edit wording of the program description x

Edit wording of the course description x

Change of course title x

Change of course number without content, credit, or prerequisite changes

x

Change of course number with change to course level x

Change of SCHEV Code or method of delivery x

Line by Line Form Instructions

New Course Proposal Form

Lines 1 - 4: Enter the name of your school, division, all proposal authors and email usernames, and the

proposed course prefix, number and title. Check with Elizabeth White ([email protected]) for an available

course number before completing the form.

Signature Chart: You do not need to obtain these signatures. This will be done by the S/UCC.

Line 5: Required attachments may be in the form of letters, memos or emails from the responsible

parties. Please submit all required documents with your proposal form, including a summary table if you

are submitting more than one proposal. Mark an “X” beside each completed item.

Line 6: If the new course is contingent upon other proposals, such as a course inactivation or a new

program, list any proposal that must be approved in order for the new course to be established. If your

list is too long to fit on the cover page, attach a list of dependent courses and

indicate that you have done so in response to this item.

Line 7: Enter new course number approved by the Registrar’s office, course

title, and effective semester (start date). This should be no earlier than fall of

the following academic year, unless otherwise arranged with the Registrar

and UCC Chairs.

When creating or modifying a course title, please be aware that Datatel limits names to a maximum of 40

characters and spaces. We advise keeping your course title under this count. If you exceed the count,

the Registrar will abbreviate your course in Datatel. Please note that Datatel has its quirks. In some

cases, even a name under 40 characters/spaces might need to be shortened. If your course name

approaches 40 characters/spaces, please consult with the Registrar’s office to find out if the name will fit

without any abbreviation. Regardless of how the name appears in Datatel, the full course name will be

printed in the catalog.

Line 8: When crafting a course description, please keep in mind that its purpose is to inform students

about the course in the catalog and online. The course description is also a part of the “contract” with the

student. Course descriptions should not be so technical or loaded with jargon that the language obscures

the student’s ability to understand the course offering. Use complete sentences and do not use the

RESOURCE: Elizabeth White,

Registrar, will be happy to assist you

with Datatel questions.

[email protected]



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course title in the first sentence of your description. In some cases your accrediting or licensing body

may require certain language and the S/UCC understands this necessity; if so, include a footnote along

with your course description to let the S/UCC know that the language is required.

Don’t forget to include any pre-/co-requisites and the number of credits at the end of your course

description. Prerequisites may include a course or the standing of a student, for example, “junior or

senior standing required.” Do not include “permission of the instructor” as a prerequisite. A course

should not be included as both a pre-requisite and co-requisite. Statements such as “offered in spring

term,” “offered in alternate years,” or “please check with advisor on next offering” should not be included

in course description. Do not state the minimum grade required to pass the course.

Line 9: Well-crafted learning outcomes/objectives are very important to Shenandoah University and to

higher education in general. Here are some helpful tips when constructing outcomes:

Outcomes must be measurable. Be careful of outcomes that are too abstract or general.

If possible, limit the number of outcomes to three to six per course. It is not necessary to list

every aspect of learning in detail. Find ways to combine these details into larger outcomes.

Your accrediting or licensing body may require certain outcomes. If so,

please note this at the end of your list.

Put your outcomes into a numbered list. This will help you answer the

next question on line 10.

Line 10: Assessment is tied to objectives/outcomes. The extent to which

students achieve the stated outcomes must be measured. Match your outcomes

listed in Line 9 to a specific assessment tool that you will use to measure success.

For example, if you listed six outcomes in Line 9 and you use a final exam to

assess more than one of these outcomes, you can list the assessment like this:

Final Examination (Outcomes 1, 3, and 5)

Line 11: Here is a brief explanation of required codes and where to find them.

HEGIS stands for Higher Education General Information Survey. This is a federal classification

for areas of study. A list of HEGIS codes is at the end of this document Click Here

SCHEV stands for State Council of Higher Education for Virginia. This is a state classification for

the method of course delivery. The most common SCHEV codes are:

o LC – lecture based course

o LB – lab based course

o LL – combination lecture and laboratory course

o IN – independent study

A list of SCHEV codes is found at the end of this document Click Here

SCHEV Course Delivery code is a system for defining and classifying distance learning. A list of

these codes is found at the end of this document. Click Here

“Credit hours” refers to the credits a student receives for completing the course. Most courses

are between 1 and 4 credit hours. “Non-lab clock hours” refers to the contact hours in a non-lab

course. “Lab clock hours” refers to contact hours in a lab course. The University has

established a “load value” for each type of course offered and you can use this value to calculate

the clock hours. Load values can be found in the SCHEV Code chart at the end of this

document. Click Here

The clock hours for a course or lab can be calculated by multiplying course credits times load

value. For example, the calculation for a three credit independent study is: 3 x 0.13 = 0.39

RESOURCE: For assistance with

writing outcomes and

assessments, Terri Masiello,

Assessment Coordinator in SU’s

Center for Teaching and Learning,

will be happy to help you.

[email protected]

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Line 12: Explain the rationale for the course you are proposing, including how the course will benefit the

program(s) and students involved. If the course is required by an accrediting or licensing body, note this.

Line 13: Explain the rationale for the course level. Be aware that the course level does not directly affect

which students may enroll unless this is explicitly stated in the prerequisites. For example, a 300-level

course does not mean that no freshmen or sophomores may take the course, unless you state “junior or

senior standing required” in your prerequisites. Course level should be determined based upon Bloom’s

taxonomy and/or experience/background a student must have garnered in order to succeed in the course.

Line 14: When establishing pre-/co-requisites, make sure you consult with faculty who are teaching these

pre-/co-requisite courses. Prerequisites may include a course or the standing of a student, for example,

“junior or senior standing required.” Do not include “permission of the instructor” as a prerequisite.

Line 15: Explain the rationale for the number of credit hours being assigned to the

course. In a traditional face-to-face lecture course offered during a 15-week semester,

Shenandoah University policy states that, per credit hour, the course must meet no

less than one contact hour (50 minutes) per week in the classroom and students must

spend a minimum of two hours per week on class work outside the classroom

(studying, reading, writing, performance practicing, rehearsing, etc.). Courses that vary

from this format must require an equivalent amount of work. Explain how your course

will fulfill this policy. If this course will be offered as a Distance Learning (DST) or DST

hybrid only, this item may be left blank, and the Distance Learning/Hybrid Course Approval Form must be

attached.

Line 16/17: All courses must align with both the University’s mission and your school’s core values or

mission statement. Please give your response some thought and do not treat this as an inconsequential

question. These explanations are often framed by referencing and/or quoting appropriate passages from

the mission statements. Example: “This course ‘inspires individuals to be critical,

reflective thinkers’ by….”

Lines 18-30: Check yes or no for each item and attach appropriate documentation.

NOTE: If you wish for the course to be included as a general education domain course,

you will need to submit a separate general education course proposal to the General

Education Committee.

Revised Course Proposal Form

Lines 1 - 5: Enter the name of your school, division, all proposal authors and email usernames, the

existing course prefix, number and title, and the proposed course prefix, number and title.





Line 7: If the revised course is contingent upon other proposals, such as a course inactivation or a new

program, list any proposal that must be approved in order for the revised course to be established. If your

list is too long to fit on the cover page, attach a list of dependent courses and indicate that you have done

so in response to this item.

Line 8: Mark an “X” beside each aspect of the course to be revised.

RESOURCE: You can find SU’s

Mission and Core Values and

your school’s mission or purpose

statement in the Graduate and

Undergraduate Catalogs.

RESOURCE: Amy Sarch, Chair of

the General Education

Committee will be happy to help

you with Gen Ed proposals.

[email protected]


Page | 10

Line 9: Identify the effective semester / start date for the revised course. This should be no earlier than

fall of the following academic year, unless otherwise arranged with the Registrar and UCC Chairs.

Lines 10 - 11: Repeat the current course prefix, number, and title as it appears on the signature page

(page one), then identify the revised course prefix, number, and title. If you are changing the course

number, you need to obtain a new number from the Registrar’s office (Elizabeth

White at [email protected]). When creating or modifying a course name,

please be aware that Datatel limits names to a maximum of 40 characters and

spaces. We advise keeping your course title under this count. If you exceed

the count, the Registrar will abbreviate your course in Datatel. Please note that

Datatel has its quirks. In some cases, even a name under 40

characters/spaces might need to be shortened. If your course name approaches 40 characters/spaces,

please consult with the Registrar’s office to find out if the name will fit without any abbreviation.

Regardless of how the name appears in Datatel, the full course name will be printed in the catalog.

Line 12: First, copy the existing course description exactly as it appears in the current catalog. Second,

write the proposed course description exactly as it should appear in the upcoming catalog. When crafting

a course description, please keep in mind that its purpose is to inform students about the course in the

catalog and online. The course description is also a part of the “contract” with the student. Course

descriptions should not be so technical or loaded with jargon that the language obscures the student’s

ability to understand the course offering. Use complete sentences and do not use the course title in the

first sentence of your description. In some cases your accrediting or licensing body may require certain

language and the S/UCC understands this necessity; if so, include a footnote along with your course

description to let the S/UCC know that the language is required.

Don’t forget to include any pre-/co-requisites and the number of credits at the end of your course

description. Prerequisites may include a course or the standing of a student, for example, “junior or

senior standing required.” Do not include “permission of the instructor” as a prerequisite. A course

should not be included as both a prerequisite and co-requisite. Statements such as “offered in spring

term,” “offered in alternate years,” or “please check with advisor on next offering” should not be included

in course description. Do not state the minimum grade required to pass the course.




If possible, limit the number of outcomes to three to six per course. It is

not necessary to list every aspect of learning in detail. Find ways to

combine these details into larger outcomes.

Your accrediting or licensing body may require certain outcomes. If so,

please note this at the end of your list.



Line 14: Assessment is tied to objectives/outcomes. The extent to which

students achieve the stated outcomes must be measured. Match your outcomes listed in Line 13 to a

specific assessment tool that you will use to measure success. For example, if you listed six outcomes in

Line 13 and you use a final exam to assess more than one of these outcomes, you can list the

assessment like this: Final Examination (Outcomes 1, 3, and 5).


RESOURCE: Elizabeth White,

Registrar, will be happy to assist

you with Datatel questions.

[email protected]


writing outcomes and

assessments, Terri Masiello,

Assessment Coordinator in SU’s

Center for Teaching and Learning,

will be happy to help you.

[email protected]



Page | 11

HEGIS stands for Higher Education General Information Survey. This is a federal classification

for areas of study. A list of HEGIS codes is at the end of this document Click Here


the method of course delivery. The most common SCHEV codes are:

o LC – lecture based course

o LB – lab based course

o LL – combination lecture and laboratory course

o IN – independent study

A list of SCHEV codes is found at the end of this document Click Here

SCHEV Course Delivery code is a system for defining and classifying distance learning. A list of

these codes is found at the end of this document. Click Here

“Credit hours” refers to the credits a student receives for completing the course. Most courses

are between 1 and 3 credit hours. “Non-lab clock hours” refers to the contact hours in a non-lab

course. “Lab clock hours” refers to contact hours in a lab course. The University has

established a “load value” for each type of course offered and you can use this value to calculate

the clock hours. Load values can be found in the SCHEV Code chart at the end of this

document. Click Here

The clock hours for a course or lab can be calculated by multiplying course credits times load

value. For example, the calculation for a three credit independent study is: 3 x 0.13 = 0.39

Line 16: Explain the rationale for the course revision, including the benefit to your program and the

students involved. If the course is required by an accrediting or licensing body, be sure to note this. If

revising pre-/co-requisites, make sure you consult with faculty who are teaching these co/prerequisite

courses. Be aware of unintended consequences. If another program includes your course in its

requirements, then the pre-/co-requisites become de facto requirements. Likewise, if you change

credit hours, any programs that require this course will need to be revised. Let affected programs

know if you are making changes that will affect enrollment in their courses and/or require that

they revise their programs.

Line 17: If you are revising the course level, explain the rationale for the new level. Be aware that the

course level does not directly affect which students may enroll unless this is explicitly stated in the

prerequisites. For example, a 300-level course does not mean that no freshmen or sophomores may

take the course, unless you state “junior or senior standing required” in your prerequisites. Course level

should be determined based upon Bloom’s taxonomy and/or experience/background a student must have

garnered in order to succeed in the course.

Line 18: If you are revising the number of credit hours assigned to the course, explain the rationale for the

adjusted hours. In a traditional face-to-face lecture course offered during a 15-week semester,

Shenandoah University policy states that, per credit hour, the course must meet no less than one contact

hour (50 minutes) per week in the classroom and students must spend a minimum of two hours per week

on class work outside the classroom (studying, reading, writing, performance practicing, rehearsing, etc.).

Courses that vary from this format must require an equivalent amount of work. Explain how your course

will fulfill this policy. If this course will be offered as a Distance Learning (DST) or DST hybrid only, this

item may be left blank, and the Distance Learning/Hybrid Course Approval Form must be attached.


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New Program Proposal


proposed program title.


Line 5: Please submit all required documents with your proposal form, including all

new/revised/inactivated courses in the program. Attach a course map (CLICK HERE for course map

template and instructions), as well as a summary table if you are submitting more than one proposal

(Click Here for summary table). Mark an “X” beside each completed item.

Line 6: If the new program is contingent upon other proposals, such as new course proposals or course

inactivations, list any proposal that must be approved in order for the new program to be implemented. If

your list is too long to fit on the cover page, attach a list of dependent courses and indicate that you have

done so in response to this item.

Line 7: Enter the name of the new program, degree offered, and the semester in which the program will

begin. The degree must include the academic level and the area of study. For example, Master of

Science in Arts Management. The effective semester should be no earlier than fall of the following

academic year, unless otherwise arranged with the Registrar and UCC Chairs.

Line 8: The program description may be attached on a separate page – indicate that you have done so in

response to the item. When crafting a program description, please keep in mind that its purpose is to

inform students about the program in the catalog and online. The program description is also a part of the

“contract” with the student. Program descriptions should not be so technical or loaded with jargon that

the language obscures the student’s ability to understand the program. In some cases your accrediting or

licensing body may require certain language and the S/UCC understands this necessity; if so, include a

footnote along with your program description to let the S/UCC know that the language is required. Please

review the current catalog for examples of program descriptions.




Be concise in listing program outcomes.

Your accrediting or licensing body may require certain outcomes. If

so, please note this at the end of your list.



Line 10: Assessment is tied to outcomes. The extent to which students

achieve the stated outcomes must be measured. Match your outcomes listed

in Line 9 to a specific assessment tool that you will use to measure success.

For example, if you listed six outcomes in Line 9 and outcome #1 is “Seventy-

five percent of students will graduate with a GPA of 3.0 or higher” the assessment might look like this:

Compile, analyze, and report GPA annually at end of spring semester (Outcome #1)

Line 10: Please explain the admission requirements for your program. These may include minimum

G.P.A., audition, essay, interview, portfolio, etc. Consult with the Office of Admissions to determine if

your program admission requirements are consistent with University and School requirements.


writing outcomes and assessments,

Terri Masiello, Assessment

Coordinator in SU’s Center for

Teaching and Learning, will be

happy to help you.

[email protected]

Page | 13

Line 11: Explain how students will fulfill the number of required credit hours and indicate the number of

semesters necessary for students to complete the program. Shenandoah University requires students to

complete a minimum number of credit hours to earn a degree: 120 to earn a baccalaureate degree, a

minimum of 30 post-baccalaureate credits to earn a master’s degree, and a minimum of 30 post-master

credits to earn a doctoral degree. Provide a general outline of how students in this new program will earn

the minimum required credit hours, including program, school and general education requirements, as

well as electives. Also indicate the estimated amount of time required for completion of this program.


CIP code is the Classification of Instructional Programs and is used by SCHEV and other

accrediting bodies to define academic programs. When you enter the CIP code, please use the

expanded code: two digits followed by four digits: xx.xxxx. Click Here to be taken to the Institute

of Education Sciences Website page for CIP codes. When you find your academic area, click on

“+” sign to expand until you reach the most detailed level.


the method of course delivery. You should list all applicable SCHEV course delivery codes in the

program. A list of SCHEV course delivery codes is found at the end of this document. Click Here

Line 13: Identify all campus locations where program courses will be conducted.

Line 14: What demand or need are you satisfying in proposing the program? Make sure you address the

demands/needs of the profession or industry, of students, and of the University, and support your

assumptions with data or evidence. You may include data that addresses employment opportunities for

graduates in the local community, in Virginia, in the region, and/or in the nation. If you quote from other

sources, please cite accordingly.

Line 15: Enter expected enrollment for the first three years of the program, the number of students that

will be considered “full enrollment,” and the year in which full enrollment is expected.

Lines 16/17: All programs must align with both the University’s mission and your

school’s core values or mission statement. Please give your response some thought

and do not treat this as an inconsequential question. These explanations are often

framed by referencing and/or quoting appropriate passages from the mission

statements.


Revised Program Proposal

Lines 1 - 5: Enter the name of your school, division, all proposal authors and email usernames, the

current program title, and the revised program title if appropriate.


Line 6: Please submit all required documents with your proposal form, including all

new/revised/inactivated courses in the program. Attach a course map (CLICK HERE for course map

template and instructions), as well as a summary table if you are submitting more than one proposal

(Click Here for summary table). Mark an “X” beside each completed item.

Line 7: If the revised program is contingent upon other proposals, such as new course proposals or

course inactivation, list any proposal that must be approved in order for the new program to be

RESOURCE: You can find SU’s

Mission and Core Values and

your school’s mission or purpose

statement in the course

catalogs.

http://nces.ed.gov/ipeds/cipcode/browse.aspx?y=55

Page | 14

implemented. If your list is too long to fit on the cover page, attach a list of dependent courses and

indicate that you have done so in response to this item.

Lines 8 - 9: Summarize each proposed change to the program, and identify the effective semester. The

effective semester should be no earlier than fall of the following academic year, unless otherwise

arranged with the Registrar and UCC Chairs.

Lines 10 - 11: Repeat the current program title and the revised program title.

Line 12: First, copy the existing program description exactly as it appears in the current catalog (or you

may attach a PDF from the appropriate catalog – mark the correct box in item 6). Second, write the

revised program description exactly as it should appear in the upcoming catalog. This may also be

attached on a separate page – indicate that you have done so in response to item 12. When crafting a

program description, please keep in mind that its purpose is to inform students about the program in the

catalog and online. The program description is also a part of the “contract” with the student. Program

descriptions should not be so technical or loaded with jargon that the language obscures the student’s

ability to understand the program. In some cases your accrediting or licensing body may require certain

language and the S/UCC understands this necessity; if so, include a footnote along with your program

description to let the S/UCC know that the language is required. Please review the

current catalog for examples of program descriptions.

Line 13: Well-crafted learning outcomes/objectives are very important to

Shenandoah University and to higher education in general. Here are some

helpful tips when constructing outcomes:

Outcomes must be measurable. Be careful of outcomes that are too

abstract or general.

Be concise in listing program outcomes.

Your accrediting or licensing body may require certain outcomes. If so, please note this at the

end of your list.

Put your outcomes into a numbered list. This will help you answer the next question on line 14.

Line 14: Assessment is tied to outcomes. The extent to which students achieve the stated outcomes

must be measured. Match your outcomes listed in Line 13 to a specific assessment tool that you will use

to measure success. For example, if you listed six outcomes in Line 13 and outcome #1 is “Seventy-five

percent of students will graduate with a GPA at 3.0 or higher” the assessment might look like this:

Compile, analyze, and report GPA annually at end of spring semester (Outcome #1)


CIP code is the Classification of Instructional Programs and is used by SCHEV and other

accrediting bodies to define academic programs. When you enter the CIP code, please use the

expanded code: two digits followed by four digits: xx.xxxx. Click Here to be taken to the Institute

of Education Sciences Website page for CIP codes. When you find your academic area, click on

“+” sign to expand until you reach the most detailed level.


the method of course delivery. You should list all applicable SCHEV course delivery codes in the

program. A list of SCHEV course delivery codes is found at the end of this document. Click Here

Line 16: Explain why you are making changes to the existing program. Be aware of unintended

consequences. Make sure to consult faculty in other schools or divisions who may be affected by


writing outcomes and assessments,

Terri Masiello, Assessment

Coordinator in SU’s Center for

Teaching and Learning, will be

happy to help you.

[email protected]

http://nces.ed.gov/ipeds/cipcode/browse.aspx?y=55

Page | 15

these changes, and let them know if you are making changes that will affect enrollment in their

courses and/or require that they revise their programs.

Lines 17-28: Check yes or no for each item and attach appropriate documentation (letter, email, memo).

Editorial Changes Forms


existing course prefix, number and title or the existing program/degree title.


Line 6: Mark with an “X” and attach a summary table if you are submitting more than one proposal. For

program edits, attach a copy of the program description as it appears in the current catalog.

Line 7: If the editorial change is contingent upon other proposals, such as a course inactivation or a new

program, list any proposal that must be approved in order for the change to be implemented. If your list is

too long to fit on the cover page, attach a list of dependent courses and indicate that you have done so in

response to this item.

Lines 8 - 9: Repeat the existing and the revised course or program/degree title.

Line 10: Check all boxes that apply with an “X.” Please note that this form may only be used for these

particular changes. For other changes please use the revised course or program form. If you are

proposing a new course number, be sure to check that the number is available with the Registrar

(Elizabeth White at [email protected]).

Line 11: Identify the effective semester or start date for the editorial changes. The effective semester

should be no earlier than fall of the following academic year, unless otherwise arranged with the Registrar

and UCC Chairs.

Line 12: Enter the current course or program description as it appears in the catalog (or you may attach a

PDF from the appropriate catalog – mark the correct box in item 6). Then, enter the revised course or

program description exactly as you would like it to appear in the upcoming catalog. This may also be

attached on a separate page – indicate that you have done so in response to item 12.

Line 13: If there is an error in credit or clock hours or in course coding, you may make corrections here.

Please note that these are for corrections only. You cannot use this form to

make changes to credit or clock hours that alter course content or to make

changes to codes that alter the method of course delivery.

“Credit hours” refers to the credits a student receives for completing the course. Most

courses are between 1 and 4 credit hours. “Non-lab clock hours” refers to the contact

hours in a non-lab course. “Lab clock hours” refers to contact hours in a lab course.

The University has established a “load value” for each type of course offered and you

can use this value to calculate the clock hours. Load values can be found in the

SCHEV Code chart at the end of this document. Click Here

The clock hours for a course or lab can be calculated by multiplying course credits times load value. For

example, the calculation for a three credit independent study is: 3 x 0.13 = 0.39

Line 14: Explain the rationale for all proposed revisions.

RESOURCE: Elizabeth

White, Registrar, will be

happy to assist you with

questions regarding credit,

hours or codes.

[email protected]



Page | 16

Course/Program Inactivation Forms


existing course prefix, number and title or the existing program/degree title.





Line 6: If the inactivated course or program is contingent upon other proposals, list any proposal that must

be approved in order for the inactivation to be implemented. If your list is too long to fit on the cover page,

attach a list of dependent courses and indicate that you have done so in response to this item.

Line 7: Repeat the program title or the course prefix, number and title being inactivated.

COURSE INACTIVATION

Line 8: Make sure that you investigate all other programs that may be affected by the inactivation

of the course. This is particularly important if you are deactivating a course that may be required

in another program; review the course catalog carefully to anticipate effects on other programs or

divisions. List all affected programs and/or courses. Attach a statement from the Dean or Director

in whose school each program or course resides. The statement should acknowledge and

respond to the impact of this proposal. If this course is a curricular requirement, submit a

separate Revised Program form.

Line 9: Explain the rationale for inactivating the course.

Line 10: Identify the effective semester in which the course will no longer appear in the catalog.

When selecting the date of inactivation of a required course (in your or another program), make

sure that all students in the program have completed the required course before the selected

semester for inactivation. The effective semester should be no earlier than fall of the following

academic year.

PROGRAM INACTIVATION

Line 8: Identify the effective semester in which the program will no longer appear in the catalog.

When selecting the semester in which a program is to be inactivated, make sure that all students

have completed the program prior to its removal. Consult with the faculty member or program

director of any other affected program so that they may plan appropriately for the inactivation.

The effective semester should be no earlier than fall of the following academic year.

Line 9: Make sure that you address the impact of the program inactivation on your own school,

faculty, and students. Attach a signed letter from the Dean or Director of the school/division that

addresses this impact and includes a plan for how this program will be taught out.

Line 10: Make sure that you investigate all other programs or schools that may be affected by the

inactivation of the program. Review the course catalog carefully to anticipate effects on other

programs or divisions, and list all affected programs and/or courses. Attach a statement from the

Dean or Director in whose school each program or course resides. The statement should

acknowledge and respond to the impact of this proposal.

Line 11: Explain the rationale for inactivating the program.

Page | 17

Distance Learning/Hybrid Course Proposal Form (Attachment)

This form is an attachment that must accompany a New Course or Revised Course proposal form. An

important difference is that this form must be submitted by the department chair, even if it is written by

another faculty member. If you have questions about how to properly complete this form, contact Anne

Marchant, Center for Teaching and Learning ([email protected]). Anne Marchant must review this

document before submission to the SCC.

HEGIS Codes 010000 AGRICULTURE AND NATURAL RESOURCES 010100 Agriculture, General 010200 Agronomy (Field Crops and Crop Management) 010300 Soils Science (Management and Conservation) 010400 Animal Science (Husbandry) 010500 Dairy Science (Husbandry) 010600 Poultry Science 010700 Fish, Game, and Wildlife Management 010800 Horticulture (Fruit and Vegetable Production) 010900 Ornamental Horticulture (Floriculture, Nursery Science) 011000 Agricultural and Farm Management 011100 Agricultural Economics 011200 Agricultural Business 011300 Food Science and Technology 011400 Forestry 011500 Natural Resources Management 011600 Agriculture and Forestry Technology 011700 Range Management 019900 Agriculture and Natural Resources – Other 020000 ARCHITECTURE AND ENVIRONMENTAL DESIGN 020100 Environmental Design, General 020200 Architecture 020300 Interior Design 020400 Landscape Architecture 020500 Urban Architecture 020600 City, Community, and Regional Planning 029900 Architecture and Environmental Design, Other 030000 AREA STUDIES 030100 Asian Studies, General 030200 East Asian Studies 030300 South Asian (India, Etc.) Studies 030400 Southeast Asian Studies 030500 African Studies 030600 Islamic Studies 030700 Russian and Slavic Studies

030800 Latin American Studies 030900 Middle Eastern Studies 031000 European Studies, General 031100 Eastern European Studies 031200 West European Studies 031300 American Studies 031400 Pacific Area Studies 039900 Area Studies – Other 040000 BIOLOGICAL SCIENCES 040100 Biology, General 040200 Botany, General 040300 Bacteriology 040400 Plant Pathology 040500 Plant Pharmacology 040600 Plant Physiology 040700 Zoology, General 040800 Pathology, Human and Animal 040900 Pharmacology, Human and Animal 041000 Physiology, Human and Animal 041100 Microbiology 041200 Anatomy 041300 Histology 041400 Biochemistry 041500 Biophysics 041600 Molecular Biology 041700 Cell Biology (Cytology, Cell Physiology) 041800 Marine Biology 041900 Biometrics and Biostatistics 042000 Ecology 042100 Entomology 042200 Genetics 042300 Radiobiology 042400 Nutrition, Scientific (excludes Nutrition in Home Economics & Dietetics) 042500 Neurosciences 042600 Toxicology 042700 Embryology 049900 Biological Sciences – Other 050000 BUSINESS AND MANAGEMENT 050100 Business and Commerce, General 050200 Accounting 050300 Business Statistics 050400 Banking and Finance


Page | 18

050500 Investments and Securities 050600 Business Management and Administration 050700 Operations Research 050800 Hotel and Restaurant Management 050900 Marketing and Purchasing 051000 Transportation and Public Utilities 051100 Real Estate 051200 Insurance 051300 International Business 051400 Secretarial Studies 051500 Personnel Management 051600 Labor and Industrial Relations 051700 Business Economics 059900 Business and Management – Other 060000 COMMUNICATIONS 060100 Communications, General 060200 Journalism (Printed Media) 060300 Radio/Television 060400 Advertising 060500 Communication Media (Use of Videotape, Films, etc. Oriented Specifically Toward Radio/Television) 069900 Communication – Other 070000 COMUPTER AND INFORMATION SCIENCES 070100 Computer and Information Sciences, General 070200 Information Sciences and Systems 070300 Data Processing 070400 Computer Programming 070500 Systems Analysis 079900 Computer and Information Sciences – Other 080000 EDUCATION 080100 Education, General 080200 Elementary Education, General 080300 Secondary Education, General 080400 Junior High School Education 080500 Higher Education, General 080600 Junior and Community College Education 080700 Adult and Continuing Education 080800 Special Education, General 080900 Administration of Special Education 081000 Education of Mentally Retarded 081100 Education of the Gifted 081200 Education of the Deaf 081300 Education of the Culturally Disadvantaged 081400 Education of the Visually Handicapped 081500 Speech Correction 081600 Education of the Emotionally Disturbed

081700 Remedial Education 081800 Special Learning Disabilities 081900 Education of the Physically Handicapped 082000 Education of the Multiple Handicapped 082100 Social Foundations (History and Philosophy of Education) 082200 Educational Psychology (Include Learning Theory) 082300 Pre-Elementary Education (Kindergarten) 082400 Educational Statistics and Research 082500 Educational Testing, Evaluation and Measurement 082600 Student Personnel (Counseling and Guidance) 082700 Educational Administration 082800 Educational Supervision 082900 Curriculum and Instruction 083000 Reading Education (Methodology and Theory) 083100 Art Education (Methodology and Theory) 083200 Music Education (Methodology and Theory) 083300 Mathematics Education (Methodology and Theory) 083400 Science Education (Methodology and Theory) 083500 Physical Education 083600 Driver and Safety Education 083700 Health Education (Include Family Life Education) 083800 Business, Commerce, and Distributive Education 083900 Industrial Arts, Vocational, and Technical Education 089900 Education – Other 090000 ENGINEERING 090100 Engineering, General 090200 Aerospace, Aeronautical, and Astronautical Engineering 090300 Agricultural Engineering 090400 Architectural Engineering 090500 Bioengineering and Biomedical Engineering 090600 Chemical Engineering (Include Petroleum Refining) 090700 Petroleum Engineering (Exclude Petroleum Refining) 090800 Civil, Construction, and Communications Engineering 090900 Electrical Engineering 091000 Mechanical Engineering 091100 Geological Engineering

Page | 19

091200 Geophysical Engineering 091300 Industrial and Management Engineering 091400 Metallurgical Engineering 091500 Materials Engineering 091600 Ceramic Engineering 091700 Textile Engineering 091800 Mining and Mineral Engineering 091900 Engineering Physics 092000 Nuclear Engineering 092100 Engineering Mechanics 092200 Environmental Sanitary Engineering 092300 Naval Architecture and Marine Engineering 092400 Ocean Engineering 092500 Engineering Technologies (Baccalaureate and Higher) 099900 Engineering – Other 100000 FINE AND APPLIED ARTS 100100 Fine Arts, General 100200 Art (Painting, Drawing, Sculpture) 100300 Art History and Appreciation 100400 Music (Performing, Composition, Theory) 100500 Music (Liberal Arts Program) 100600 Music History and Appreciation (Musicology) 100700 Dramatic Arts 100800 Dance 100900 Applied Design (Ceramics, Weaving, Textile Design, Fashion Design, Jewelry, Metalsmithing, Interior Decoration, Commercial Art) 101000 Cinematography 101100 Photography 109900 Fine and Applied Arts – Other 110000 FOREIGN LANGUAGES 110100 Foreign Languages, General 110200 French 110300 German 110400 Italian 110500 Spanish 110600 Russian 110700 Chinese 110800 Japanese 110900 Latin 111000 Greek, Classical 111100 Hebrew 111200 Arabic 111300 Indian (Asiatic) 111400 Scandinavian Languages 111500 Slavic Languages (Other than Russian) 111600 African Languages (Non-Semitic) 119900 Foreign Languages – Other

120000 HEALTH PROFESSIONS 120100 Health Professions, General 120200 Hospital and Health Care Administration 120300 Nursing (Baccalaureate and Higher Programs) 120400 Dentistry, D.D.S. or D.M.D. Degree 120500 Dental Specialties (Work beyond first prof. degree, D.D.S. or D.M.D.) 120600 Medicine, M.D. degree 120700 Medical Specialties (Work beyond first professional degree, M.D.) 120800 Occupational Therapy 120900 Optometry 121000 Osteopathic Medicine, D.O. Degree 121100 Pharmacy 121200 Physical Therapy 121300 Dental Hygiene (Baccalaureate and Higher Programs) 121400 Public Health 121500 Medical Record Librarianship 121600 Podiatry (Pod.D. or D.P.) or Podiatric Medicine 121700 Biomedical Communication 121800 Veterinary Medicine (D.V.M. Degree) 121900 Veterinary Medicine Specialties (work beyond first prof. degree, D.V.M.) 122000 Speech Pathology and Audiology 122100 Chiropractic 122200 Clinical Social Work (medical, psychiatric & specialized rehab. services) 122300 Medical Laboratory Technologies (Baccalaureate and higher programs) 122400 Dental Technologies (Baccalaureate and higher programs) 122500 Radiologic Technologies (Baccalaureate and higher programs) 129900 Health Professions – Other 130000 HOME ECONOMICS 130100 Home Economics, General 130200 Home Decoration and Home Equipment 130300 Clothing and Textiles 130400 Consumer Economics and Home Management 130500 Family Relations and Child Development 130600 Foods and Nutrition (include Dietetics) 130700 Institutional Management and Cafeteria Management 139900 Home Economics – Other 140000 LAW 140100 Law, General 149900 Law – Other 150000 LETTERS

Page | 20

150100 English, General 150200 Literature, English 150300 Comparative Literature 150400 Classics 150500 Linguistics (include Phonetics, Semantics, and Philology) 150600 Speech, Debate, and Forensic Science (Rhetoric and Public Address) 150700 Creative Writing 150800 Teaching of English as a Foreign Language 150900 Philosophy 151000 Religious Studies (Exclude Theological Professions) 159900 Letters – Other 160000 LIBRARY SCIENCE 160100 Library Science, General 160900 Library Science – Other 170000 MATHEMATICS 170100 Mathematics, General 170200 Statistics, Mathematical Theoretical 170300 Applied Mathematics 179900 Mathematics – Other

180000 MILITARY SCIENCE 180100 Military Science (Army) 180200 Naval Science (Navy, Marines) 180300 Aerospace Science (Air Force) 189900 Military Science – Other 190000 PHYSICAL SCIENCES 190100 Physical Sciences, General 190200 Physics, General (Exclude Biophysics) 190300 Molecular Physics 190400 Nuclear Physics 190500 Chemistry, General (Exclude Biophysics) 190600 Inorganic Chemistry 190700 Organic Chemistry 190800 Physical Chemistry 190900 Analytical Chemistry 1910000 Pharmaceutical Chemistry 191100 Astronomy 191200 Astrophysics 191300 Atmospheric Sciences and Meteorology 191400 Geology 191500 Geochemistry 191600 Geophysics and Seismology 191700 Earth Sciences, General 191800 Paleontology 191900 Oceanography 192000 Metallurgy 199900 Physical Sciences – Other

200000 PSYCHOLOGY 200100 Psychology, General 200200 Experimental Psychology (Animal and Human) 200300 Clinical Psychology 200400 Psychology for Counseling 200500 Social Psychology 200600 Psychometrics 200700 Statistics in Psychology 200800 Industrial Psychology 200900 Developmental Psychology 2010000 Physiological Psychology 209900 Psychology – Other 210000 PUBLIC AFFAIRS AND SERVICES 210100 Community Service, General 210200 Public Administration 210300 Parks and Recreation Management 210400 Social Work and Helping Services (Baccalaureate & Higher Programs) 210500 Law Enforcement and Corrections (Baccalaureate & Higher Programs) 210600 International Public Service (other than diplomatic service) 219900 Public Affairs and Services – Other 220000 SOCIAL SCIENCES 220100 Social Sciences, General 220200 Anthropology 220300 Archaeology 220400 Economics 220500 History 220600 Geography 220700 Political Science and Government 220800 Sociology 220900 Criminology 221000 International Relations 221100 Afro-American (Black Culture) Studies 221200 American Indian Cultural Studies 221300 Mexican-American Cultural Studies 221400 Urban Studies 221500 Demography 229900 Social Sciences – Other

230000 THEOLOGY 230100 Theological Professions, General 230200 Religious Music 230300 Biblical Languages 230400 Religious Education 230500 Theology – Other

240000 CONTINUING EDUCATION 240100 Agriculture 240200 Arts, Crafts, and Music

Page | 21

240300 Biological Sciences 240400 Business (Typing/Shorthand/Management/Real Estate/CPA Review) 240500 Computers 240600 Education 240700 Engineering 240800 English (Composition, Rapid Reading) 240900 Foreign Languages 241000 Health Care 241100 Home Economics (Cooking, Serving, Interior Decorating, Child Care, Personal Improvement, Fashion) 241200 Mathematics 241300 Mechanics (Automobile Repair, etc.) 241400 Personal Interest (Astrology, Stamp Collecting, etc.) 241500 Physical Sciences 241600 Physical Training (dance, judo, yoga, sports) 241700 Psychology 241800 Public Affairs (Governmental Management, Law Enforcement, etc.) 241900 Social Sciences 249900 Continuing Education – Other 255000 INDUSTRIAL ARTS AND TECHNOLOGY 250100 Industrial Arts 250200 Industrial Technology 490000 INTERDISCIPLINARY STUDIES 490100 General Liberal Arts and Sciences 490200 Biological and Physical Sciences 490300 Humanities and Social Sciences 490400 Engineering and Other Disciplines 499900 Interdisciplinary Studies – Other 500000 BUSINESS AND COMMERCE TECHNOLOGIES 500100 Business and Commerce Technologies, General 500200 Accounting Technologies 500300 Banking and Finance Technologies 500400 Marketing, Distribution, Purchasing, Business, and Industrial Management Technology 500500 Secretarial Technologies (Include office machine training) 500600 Personal Service Technologies (Stewardess, Cosmetologist) 500700 Photography Technologies 500800 Communications & Broadcasting Technologies (Radio/TV, Newspapers) 500900 Printing and Lithography Technologies 501000 Hotel and Restaurant Management

Technologies 501100 Transportation and Public Utilities Technologies 501200 Applied Arts, Graphic Arts, and Fine Arts Tech. 509900 Business and Commerce Technologies – Other 510000 DATA PROCESSING TECHNOLOGIES 510100 Data Processing Technologies, General 510200 Keypunch Operator and Other Input Preparation Technologies 510300 Computer Programmer Technologies 510400 Computer Operator and Peripheral Equipment Operation Technologies 510500 Data Processing Equipment Maintenance Technologies 519900 Data Processing Technologies – Other 520000 HEALTH SERVICES AND PARAMEDICAL TECHNOLOGIES 520100 Health Services Assistant Technologies, General 520200 Dental Assistant Technologies 520300 Dental Hygiene Technologies 520400 Dental Laboratory Technologies 520500 Medical or Biological Laboratory Assistant Tech. 520600 Animal Laboratory Assistant Technologies 520700 Radiologic Technologies (X-Ray, etc.) 520800 Nursing, RN (less than 4 year program) 520900 Nursing, Practical (L.P.N. or L.V.N. less than 4 year) 521000 Occupational Therapy Technologies 521100 Surgical Technologies 521200 Optical Technologies (include ocular care, ophthalmic) 521300 Medical Record Technologies 521400 Medical Assistant and Medical Office Assistant Technologies 521500 Inhalation Therapy Technologies 521600 Psychiatric Technologies (include mental health aide program) 521700 Electro Diagnostic Technologies (include E.K.G., E.E.G.) 521800 Institutional Management 521900 Physical Therapy Technologies 529900 Health Services and Paramedical Technologies – Other 530000 MECHANICAL AND ENGINEERING TECHNOLOGIES 530100 Mechanical and Engineering Technologies, General 530200 Aeronautical and Aviation Technologies

Page | 22

530300 Engineering Graphics (Tool and Machine Drafting Design) 530400 Architectural Drafting Technologies 530500 Chemical Technologies (include plastics) 530600 Automotive Technologies 530700 Diesel Technologies 530800 Welding Technologies 530900 Civil Technologies (Surveying, Photogrammetry, etc.) 531000 Electronics & Machine Technologies (TV/Appliance/Offc Machine repair) 531100 Electromechanical Technologies 531200 Industrial Technologies 531300 Textile Technologies 531400 Instrumentation Technologies 531500 Mechanical Technologies 531600 Nuclear Technologies 531700 Construction and Building Technologies (carpentry, electrical work, plumbing, sheet metal, air conditioning, heating, etc.) 539900 Mechanical and Engineering Technologies – Other 540000 NATURAL SCIENCE TECHNOLOGIES 540100 Natural Science Technologies, General 540200 Agriculture Technologies (include horticulture) 540300 Forestry and Wildlife Technologies (include fisheries) 540400 Food Services Technologies 540500 Home Economics Technologies 540600 Marine and Oceanographic Technologies 540700 Laboratory Technologies, General 540800 Sanitation and Public Health Inspection Technologies 549900 Natural Science Technologies – Other 550000 PUBLIC SERVICE RELATED TECHNOLOGIES 550100 Public Service Technologies, General 550200 Bible Study or Religion related occupations 550300 Education Technologies (teacher aide & 2-yr teacher training programs) 550400 Library Assistant Technologies 550500 Police, Law Enforcement, Corrections Technologies 550600 Recreation and Social Work Related Technologies 550700 Fire Control Technology 550800 Public Administration and Management Technologies

559900 Public Service Related Technologies – Other

Page | 23

SCHEV Codes SCHEV Codes, Faculty Load Values and Examples

SCHEV CODE LOAD(Default)

VALUE

SCHEV TITLE SCHEV DEFINITION

AB 0.00 Study Abroad Coursework is taken abroad

DI 0.00 Discussion/Quiz/Recitati

on Section

A discussion section associated with a

large lecture course

ID 0.00 Internet Delivered/Web-

based

100% of the coursework is delivered via

the internet

IN 0.13 Independent Study Student is independently working on a

project supervised by a faculty member

IS 0.08 Internship Student is performing the duties of an

intern and enrolled for course credit;

supervised by faculty member and site-

supervisor

LB 0.75 Lab Coursework conducted in a laboratory

(e.g., science, language, music)

LC 1.00 Lecture Course material delivered primarily in

lecture format

LI 1.00 Live two-way

audio/video

Coursework is presented via

synchronous-interactive video

LL 1.00 Lecture/Lab Course is a mixture of lecture and

laboratory work

PE 1.00 Physical Education/Drill Coursework requiring physical activity or

involving sports or drill formation

exercises

SM 1.00 Seminar Course material is primarily delivered via

small group discussion led by a faculty

member

SO 0.33/0.66 Studio Practicum coursework normally

associated with art, music, dance, and

theatre (Minor=0.33/Major=0.66)

Page | 24

ST 0.00 Special Training or

Activity/

Fieldwork Experience

Coursework primarily consists of

specialized fieldwork experiences (e.g.,

*professional licensure, volunteering,

service learning, science fieldwork, etc.)

*Note: Professional licensure includes

social work, nursing, legal, counseling,

business. Student Teaching is not

included in this category, see SU.

SU 0.08 Student Teaching Practicum placement in elementary or

secondary school

TH 0.13/0.25 Thesis Student is enrolled in a course working

toward a thesis supervised by a faculty

member (Masters Thesis=0.13; Doctoral

Dissertation=0.25)

TU 0.00 Tutorial Coursework is delivered through regular

weekly meetings with a faculty member

and one or two students (One-on-one

instruction; supervision of student peer

tutoring; Private Instruction)

Page | 25

SCHEV Course Delivery Method Codes CODE METHOD DEFINITION

A On-Campus;

Predominant Face

to Face;

Synchronous

Instruction is received by the learner in a space located on a campus site

that has been approved as such by SCHEV and/or the General

Assembly. The site must be one that is treated as a campus by SCHEV

for reporting purposes (e.g. classroom building on the main or a branch

campus). For formal instruction, the instructor and learner share the same

physical space more than 50% of the time (understood in terms of

Carnegie credit hour equivalency). The instructor and learner interact

mostly at the same time.

B On-Campus;

Distance-Hybrid;

Synchronous

Instruction is received by the learner in a space located on a campus

site that has been approved as such by SCHEV and/or the General

Assembly. The site must be one that is treated as a campus by

SCHEV for reporting purposes (e.g. classroom building on the main or

a branch campus). For formal instruction, the instructor and learner

share the same physical space less than 50% of the time (understood

in terms of Carnegie credit hour equivalency). Electronic delivery is

used for the balance of instruction. During electronic interaction, the

instructor and learner interact mostly at the same time (e.g. video

conference, teleconference, or Elluminate® live session).

C On-Campus;

Distance-Hybrid;

Asynchronous





a branch campus). For formal instruction, the instructor and learner

share the same physical space less than 50% of the time (understood

in terms of Carnegie credit hour equivalency). Electronic delivery is

used for the balance of instruction. During electronic interaction, the

instructor and learner interact mostly at different times (e.g. discussion

board or podcast).

D On-Campus;

Distance-Electronic;

Synchronous





a branch campus). Apart from a face-to-face orientation or initial class

meeting, for formal instruction, the instructor and learner use

electronic means to interact 100% of the time (understood in terms of

Carnegie credit hour equivalency). During electronic interaction, the

instructor and learner interact mostly at the same time. (e.g. video

conference, teleconference, or Elluminate® live session).

Page | 26

E On-Campus;


Asynchronous





a branch campus). Apart from a face-to-face orientation or initial class

meeting, for formal instruction, the instructor and learner use

electronic means to interact 100% of the time (understood in terms of

Carnegie credit hour equivalency). During electronic interaction, the

instructor and learner interact mostly at different times (e.g. discussion

board or podcast). *On-campus correspondence course enrollments

should also be reported in this category

K Off-Campus;

Predominant Face

to Face;

Synchronous

Instruction is received by the learner in a space that is not on a site

approved as a campus by SCHEV and/or the General Assembly.

Such spaces may include leased facilities funded through the

institution’s operating budget, or the student may be completely

remote from any institutionally managed facility (e.g., at home). For

formal instruction, the instructor and learner share the same physical

space more than 50% of the time (understood in terms of Carnegie

credit hour equivalency). The instructor and learner interact mostly at

the same time.

L Off-Campus;

Distance-Hybrid;

Synchronous






formal instruction, the instructor(s) and learner share the same

physical space less than 50% of the time (understood in terms of

Carnegie credit hour equivalency). Electronic delivery is used for the

balance of instruction. During electronic interaction, the instructor and

learner interact mostly at the same time (e.g. video conference,

teleconference, or Elluminate® live session).

M Off-Campus;

Distance-Hybrid;

Asynchronous






formal instruction, the instructor(s) and learner share the same

physical space less than 50% of the time (understood in terms of

Carnegie credit hour equivalency). Electronic delivery is used for the

balance of instruction. During electronic interaction, the instructor and

learner interact mostly at different times (e.g. discussion board or

podcast).

Page | 27

N Off-Campus;


Synchronous





remote from any institutionally managed facility (e.g., at home). Apart

from a face to face orientation or initial class meeting, for formal

instruction, the instructor and learner use electronic means to interact

100% of the time (understood in terms of Carnegie credit hour

equivalency). During electronic interaction, the instructor and learner

interact mostly at the same time. (e.g. video conference,

teleconference, or Elluminate® live session).

O Off-Campus;


Asynchronous





remote from any institutionally managed facility (e.g., at home). Apart

from a face to face orientation or initial class meeting, for formal

instruction, the instructor and learner use electronic means to interact

100% of the time (understood in terms of Carnegie credit hour

equivalency). During electronic interaction, the instructor and learner

interact mostly at different times (e.g. discussion board or podcast). *

Off-campus correspondence course enrollments should also be

reported in this category

Page | 28

Shenandoah University University Curriculum Committee

Course Map

Use this table to create a course map for your proposal. Please delete these instructions and examples and insert your map information. Insert or delete rows as needed. For New Program Proposals, use only the Proposed Course Map column. For the current map column, identify each semester or year. List all courses in the program curriculum with prefix, number, and name. Strikethrough in red all courses that are changed (change to prefix, number, or course name) or removed. For the proposed map column, identify each semester or year. List all courses in the curriculum with prefix, number, and name. Highlight in yellow all courses that are changed (change to prefix, number, or course name) or added to the program. Example:

Current Course Map Proposed Course Map Freshman Year Fall Semester Freshman Year Fall Semester AMGT 302 Arts Management in the Electronic Media

AMGT 311 Managing Arts, Entertainment and Media Enterprises

AMGT 305 Fundamentals of Arts Management

AMGT 312 Marketing for the Arts AMGT 312 Marketing for the Arts AMGT 313 Production/Project Management in the Arts 1

AMGT 313 Production/Project Management in the Arts 1

Freshman Year Spring Semester Freshman Year Spring Semester AMGT 314 Production/Project Management in the Arts 2

AMGT 314 Production/Project Management in the Arts 2

AMGT 316 Financial Management for the Creative Enterprise

AMGT 317 Financial Management for Arts Organizations

AMGT 415 Arts Management Policy and Practice AMGT 418 Governance of Arts Organizations

Page | 29

Shenandoah University University Curriculum Committee

Summary Table

1. School:

2. Division/Department:

3. Faculty member(s):

Enter the relevant information regarding your proposals. Then, delete these instructions and the

examples provided in the boxes below. Add additional rows as needed.

Course

Prefix

Course

Number

Course Title Type of Form Submitted Rationale

BIO Biology Revised Program

Deletion of investigative

research requirement, change

in elective requirements,

revision of course map,

necessary modification due to

Chemistry revision

BIO 191

Introduction to

Biological

Research

Course Inactivation

No faculty available to offer the

course; it does not fulfill a

curricular requirement

BIO 430 Histology New Course

Fills a gap in the curriculum;

standard Biology course;

student interest exists

Instructions for Completing University Curriculum Forms

Documents

Transcript of Instructions for Completing University Curriculum Forms