TEMPLATE FOR PROPOSALS FOR NEW UNDERGRADUATE COURSES
----------------------------------------------------------------------------------------------------------------------------------------------------The attention of proposing Schools is drawn to the Trinity Inclusive Curriculum website for good practice
guidelines concerning teaching, assessment and supervision of students:
http://www.tcd.ie/CAPSL/TIC/guidelines/
1.
2.
Summary Information (coversheet)
1.1
Title of Course
1.2
Award title (e.g. BA, BSc, Dip) and exit award (if applicable)
1.3
Award type (major, minor, special purpose or supplementary)
1.4
NFQ level
1.5
Course ECTS volume
1.6
Course group (e.g., Foundation, UG, UG validated, UG visiting)
1.7
Proposing school (or lead school and participating schools and/or partner institutions)
1.8
Faculty name(s)
1.9
Accrediting body (where relevant for professional courses) and professional status
1.10 Course duration and mode of delivery (full time, part time, online)
1.11 Course start date
1.12 Proposed student numbers (EU and non-EU)
1.13 Course co-ordinator
1.14 Date of approval of course proposal by School Executive Committee
1.15 Date of approval of course proposal and financial analysis by Faculty Dean
1.16 Date of course proposal version being submitted to the Undergraduate Studies Committee
1.17 Date of submission to Council
Academic Course (main body of proposal)
All new undergraduate courses must follow the core and elective curriculum approved by Council in May
2008 (see Appendix 1 for full details) and must be delivered within the new academic year timeline.
2.1
2.2
2.3
2.4
2.5
Introduction and course rationale and aims (500 words max.)
Compatibility with School strategic plan (150 words max.)
Alignment with College strategic plan (150 words max.)
Programme learning outcomes (10 approx.)
Course structure and content, including
2.5.1 Table(s) showing core, elective and optional modules for each year (please provide the course
structure showing modules, ECTS values, breakdown of student workload (contact hrs,
assessments, self-study), and assessment methods in the context of the academic year structure)
(depending on duration of course, it may be necessary to provide a separate table per course year)
(use template A);
2.5.2 Assessment and progression: specify the harmonised progression model applicable for each
year of course and confirm how the degree classification is to be calculated.
2.6
Relationship to existing undergraduate courses (e.g., module sharing, shared subjects) (200 words
max.)
2.7
Staffing requirements and arrangements (e.g., in-school, service teaching, casual lecturers) (200
words max.)
2.9
Does the course in its content and curriculum enable progression to postgraduate study and
research? (200 words max.)
2.10 Does the course exploit and/or develop research distinction in the providing school(s) as a basis for
research-based teaching and learning? (200 words max.)
3.
Recruitment / Admission
3.1
Proposed annual intake (EU and non-EU quotas)
3.2
Specific course entry requirements, if any (e.g. C in Higher Maths)
3.3
Details of similar courses offered at other institutions in Ireland or the U.K.
3.4
Evidence of demand for the course – please comment on
 the outcome of any market research that has been undertaken
 consultation with potential employers or professional bodies
 expected career destinations and job types
3.5
Expected student profile (e.g. school leavers, mature students, international students) and entry
mechanism (e.g., CAO, direct entry)
4.
Administration, Library and Student Services
4.1
Arrangements to support the administration of the programme (if shared across more than one
school, confirm where responsibility for course administration falls)
4.2
Timetabling arrangements should be investigated and assurance that the new course can be
delivered within existing timetable constraints is necessary
4.3
Indicate any specific/additional Library requirements (these must be discussed with the relevant
Subject Librarian for your School ahead of submitting the proposal for USC)
4.4
Outline student services requirements in the contexts of projected numbers and expected student
profile.
5.
Quality Assurance
5.1
Name of school or course committee that will oversee course matters
5.2
External examiner arrangements (are any new external examiner positions required?)
5.2
Plans for student evaluation at module and course level
Appendices to course proposal, to include:
A Module descriptors: for each module, provide a module descriptor with the following information (use
template B):
 Module title and code (if available) and indicate if it is compulsory or elective (allowing for
students to take a minimum of 10 ECTS outside their main course of study)
 Module coordinator and other lecturer(s)
 ECTS value
 Module pre-/co-requisites
 Module aims and content
 Module learning outcomes
 Mode of delivery and methods of teaching and student learning
 Contact hours and student workload (e.g., lecture hrs, seminars, labs, study and assessment)
 Assessment components (include details of each summative assessment component, their
duration/word count and weightings, and details of any formative assessments)
 Indicative bibliography, if information is available (4-5 titles max.)
B Mapping of module learning outcomes to programme learning outcomes (use template C)
C Calendar entry for the University Calendar Part 2
D Agreements from the relevant Heads of School in relation to shared modules and service teaching
E Costs –Income and expenditure analysis prepared with the Faculty Financial Advisor
Updated 16/04/15
2
Appendix 1
In May 2008 Council approved the introduction of revised course structure with a
core and elective curriculum (CL/07-08/115) as follows:
1.
College should implement as soon as practicable the revised course
structure which comprises a core curriculum and an elective curriculum.
a. The core curriculum will normally comprise a maximum of 220 ECTS
credits over a four year programme. This will include mandatory
and optional courses within the student’s programme of study.
b. The elective curriculum will normally comprise a minimum of 20
ECTS credits over a four year programme. Of this, at least 10 ECTS
credits will comprise personal or professional skills development,
and these may include for example placements, dissertations, and
research skills. The elective curriculum will also provide the
opportunity for students to take 10 credits1 outside the students’
main programme(s) of study.
c. Any deviation from this core and elective curriculum will require
Council approval.
1.2. Subject to timetabling constraints and module availability, all new
undergraduate degree programmes should comply with the core and
elective curriculum.
1
The 10 ECTS should be modules from non-cognate/non-complementary disciplines.
3