Section One: Baccalaureate Degree Curriculum – Courses

All course proposals must be submitted electronically through Curriculum Inventory Management System (CIM). A User’s Manual and a Quick-Start Guide are also available. Courses seeking a university designation (e.g. United States cultures, international cultures, writing across the curriculum), bachelor of arts, general education, or integrative studies require additional documentation in the course proposal; such courses require vetting in the appropriate SCCA subcommittee(s).

Course proposals will receive one of two types of reviews: Full or Expedited Review.

An expedited review will be conducted for course proposals under the following circumstances:

1. Limited changes in name or number (without substantive change in course content)
2. Prerequisite changes affecting only courses within a department
3. Updated course descriptions of a limited nature
4. Course drops affecting only majors in the department
5. Creation of standard common course numbers

All course changes must be approved by the Senate in order to be included in the Course Catalog.

1. Course Adds

Guidelines for the creation of new course abbreviations:
Course abbreviations should not be campus/college specific.
A new course abbreviation should not be created for one or two courses within a minor.
Faculty are encouraged to use disciplinary course abbreviations already in existence.

Guidelines for preparing proposals are outlined below.

1. The heading as it would appear in the Course Catalog
   1. Abbreviation
   2. Number
   3. Title
   4. Abbreviated title (30 bytes or less)
   5. Credits
   6. Prerequisite(s), concurrent(s), co-requisite(s), and recommended preparation
2. Course outline

The course outline should include the following:

1. 1. A brief outline of the course content.
   2. A listing of the major topics to be covered with an approximate length of time allotted for their discussion.
   3. A succinct stand-alone course description (up to 400 words) is to be made available to students and faculty in the Course Catalog. This single description must encompass all course sections at all locations over a period of time and, therefore, must focus on the common and durable aspects of the course. The description should include the course objectives and relationship to courses and programs of study (but generally without course numbers). Similarly, descriptions may indicate the desirability or necessity for certain facilities needed for the course offering. Any course seeking a course attribute/ a specific letter or designation (e.g. H, U, W, GA, GH, etc.) should contain a brief statement describing this content.
   4. The name(s) of the faculty member(s) responsible for the development of the course.
2. Justification statement

The justification statement covers nine major concerns and each area must be addressed separately.

1. 1. Instructional, educational, and course objectives:
      This section should define what the student is expected to learn and what skills the student will develop. Additional materials are required for courses in special categories such as General Education, United States Cultures, International Cultures, and Writing (refer to appropriate section of the Guide for details).
   2. Evaluation methods:
      Include a statement that explains how the achievement of the educational objectives identified above will be assessed. The procedures for determining students’ grades should be specifically identified.
   3. Relationship/linkage of course to other courses:
      This statement should relate the course to existing or proposed new courses. It should provide a rationale for the level of instruction, for any prerequisites that may be specified, or for the courses’ role as a prerequisite for other courses.
   4. Relationship of course to major, option, minor, or General Education:
      This statement should explain how the course will contribute to the major, option, or minor and indicate how it may function as a service course for other departments. If applicable, indicate if course is remedial and may not be used to satisfy the basic requirements for graduation for any baccalaureate degree program.
   5. consultation with appropriate departments and academic support units:
      The unit originating the proposal should consult all units with a known interest in the subject field, not simply those in the same college. Consultation should take place at the department and/or college level and should include department members at all locations. Some duplication of instruction is inevitable, but SCCA is concerned with keeping such duplication to a minimum.
   6. If the course is to be offered by several colleges, consultation from the other colleges should be provided.
   7. A description of any special facilities (e.g. labs or equipment) required to teach the course effectively should be included in the proposal.
   8. List needed library resources.
   9. Frequency of offering and enrollment:
      Indicate how many students are expected to enroll and how often the course will be taught.
2. Effective date:

The standard effective date for new courses is the first semester following approval on the Senate Curriculum Report.

2. Course Changes

Guidelines for preparing the proposal are outlined below. Evidence of consultation with units affected by the course change must be included. The guidelines are as follows:

If the course is offered by several colleges, consultation from the other colleges should be provided.

1. The heading as it would appear in the Course Catalog (Include the current heading.)
   1. Abbreviation
   2. Number
   3. Title
   4. Abbreviated title (30 bytes or less)
   5. Credits
   6. Prerequisite(s), concurrent(s), co-requisite(s), and recommended preparation

(Include the items in the new headings that will be changed.)

1. 1. Abbreviation
   2. Number
   3. Title
   4. Abbreviated title (18 bytes or less)
   5. Credits
   6. Prerequisite(s), concurrent(s), co-requisite(s), and recommended preparation

2. Course outline
   Include both the old and new course outline, if change listing the major topics to be covered with an approximate length of time allotted for their discussion, if changed.
3. Description of the course (if a current long-course description is not on file)
   Include a succinct stand-alone course description (up to 400 words) to be made available to students and faculty in the Course Catalog. This single description must encompass all course sections at all locations over a period of time and, therefore, must focus on the common and durable aspects of the course. The description should include the course objectives; and relationship to courses and programs of study (but generally without course numbers). Similarly, descriptions may indicate the desirability or necessity for certain facilities needed for the course offering. Any course seeking a course attribute/ a specific letter or designation (e.g. H, U, W, GA, GH, etc.) should contain a brief statement describing this content.
4. Faculty names include the name(s) of the faculty member(s) responsible for making the proposed changes in the course.
5. Justification statement
   Include a justification for each change. The extent of the proposed changes will determine the extent of supporting documentation required. Particular attention should be paid to the effects of the change within the unit and in other units where the course may be required within a major or used as a service course. When a unit submits several course changes, with or without new course proposals, a general statement covering the programmatic effects of the changes should be included. For courses in which all or major elements (such as credits, description, prerequisites and General Education designations) are changing, follow the justification procedure for new courses. Minor changes such as renumbering a course or changing a course title for clarity can be justified with a single sentence stating the reasons for the change.
6. Include a completed copy of the Technology Needs for Course Proposals (CIM), if appropriate.
7. Effective date
   The standard date for all changes is the date of the first published Schedule of Courses listing the changed course following approval on the Senate Curriculum Report.

3. Course Drops

Guidelines for preparing the proposal are outlined below. Evidence of consultation with units affected by the course drop must be included with the proposal. The guidelines are as follows:

If the course to be dropped is offered by several colleges, a joint proposal should be submitted.

1. Heading as it appears in the Course Catalog
   1. Abbreviation
   2. Number
   3. Title
   4. Abbreviated title (18 bytes or less)
   5. Credits
   6. Prerequisite(s), concurrent(s), co-requisite(s), and recommended preparation
2. Justification statement
   Include a statement setting forth reasons for the proposed drop and evidence of consultation with any unit affected by the drop.
3. Effective date
   The standard effective date for dropping courses is the first semester following approval on the Senate Curriculum Report (unless otherwise specified).