DIRECTIONS FOR COMPLETING
THE VISUAL LITERACY COURSE APPROVAL FORM
In order for a course offering to be approved as a Visual Literacy course, it must first be submitted to the
General Education Committee (GEC) and then to the University Curriculum Committee (UCC) for
approval. Once approved, all sections of the course may be offered in subsequent semesters as fulfilling
that particular provision of General Education. The decision to offer the course as fulfilling the Visual
Literacy Competency is made by the department chair in consultation with the dean and provost.
To submit an existing course for approval as a Visual Literacy course, first obtain department approval,
then complete the attached form and submit it along with a cover sheet, syllabus, and supporting
documentation to the GEC, which will in turn submit approved courses to the University Curriculum
Committee (UCC) for final approval. Note: a new course must first be approved through the regular
curriculum routing process before it can be submitted for the Visual Literacy designation.
Rationale
A Visual Literacy course provides students with multiple visual communication opportunities, enabling
students to interpret, use, appreciate, and create images and video using both conventional and 21stcentury media in ways that advance thinking, decision-making, communications, and learning (enGauge,
2002). Unlike a visual instruction course (“studio art or craft”) in which the class is largely devoted to
visual production, a Visual Literacy course recognizes the contribution of Visual Literacy as a way of
knowing and understanding course content. A Visual Literacy course links students’ visual literacy with
learning about the discipline in which the course is taught, engaging in asking and answering questions in
the field of study, and becoming more active participants in academic discourse.
Guidelines
1. Visual Literacy assignments will be an integral part of the course.
 Students should practice forms of visualization and visual analysis typical of the discipline in
which the course is taught.
 Such assignments should be designed to develop and increase content knowledge.
2. There will be at least two Visual Literacy assignments that require creating a visual response
and/or analyzing a visual artifact, and such assignments should be distributed throughout the
course.
 A Visual Literacy assignment should be discipline specific.
 Examples of such assignments include, but are not limited to, creating and/or analyzing:
o charts, diagrams, or maps;
o illustrations, posters, exhibits, or visual presentations;
o models or prototypes;
o drawings, paintings, or sculptures; and
o photos or videos.
3. There will be opportunities for revision and resubmission.
 At least one Visual Literacy assignment should be structured and sequenced so that students
will be able to improve their Visual Literacy skills through practice and revision.
 Drafts may be viewed and critiqued by both the instructor and peers; however the instructor
should be responsible for providing the most substantive feedback.
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
Feedback and revision should involve more than just pointing out surface errors.
4. Visual Literacy assignments will constitute a significant portion of the course grade and content.
At least 50% of the course grade and content should be based on such assignments.
5. Instructors will provide instruction on how to use Visual Literacy principles effectively, efficiently,
and ethically to complete the assignments. For example, an instructor may teach directed lessons
on features of the medium, provide instruction on evaluative procedures, or explain the
ethical/legal aspects of using the medium as related to the discipline in which the course is
taught.
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VISUAL LITERACY COURSE APPROVAL FORM
Course Prefix & Number
Course Title
Contact Person
Phone and/or e-mail
According to the guidelines, Visual Literacy Courses will have the following characteristics:
1. Visual Literacy assignments will be an integral part of the course.
Will students practice forms of visualization and visual analysis
typical of the discipline? YES
NO
Will such assignments develop and increase content knowledge? YES
NO
2. There will be at least two Visual Literacy assignments that require creating a visual
response and/or analyzing a visual artifact, and such assignments should be
distributed throughout the course.
In the list below, fill in the number of Visual Literacy assignments pertaining to:
NUMBER OF ASSIGNMENTS
Charts, diagrams, or maps .............................................................................
Illustrations, posters, exhibits, or visual presentations ....................................
Models or prototypes ......................................................................................
Drawings, paintings, or sculptures ..................................................................
Photos or videos ............................................................................................
Other (please describe below*) .....................................................................
TOTAL ..........................................................................................................
*Description of Other Visual Literacy assignments:
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3. There will be opportunities for revision and resubmission.
How many of the Visual Literacy assignments will students be able
to revise and re-submit?
Will students’ peers take part in the revision process? YES
NO
4. Visual Literacy assignments will constitute a significant portion of the course grade
and content.
What percent of the final grade will be based on Visual Literacy assignments?
5. There will be instruction on how to use Visual Literacy principles effectively,
efficiently, and ethically to complete the assignments.
In the list below, check those types of instruction and/or assignments/handouts that will be
used in the course.
Directed lessons
Instruction on evaluative procedures
Explanation of the ethical/legal aspects of using the medium
Other (describe below*)
*Description of Other forms of instruction:
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