Office of the Hunter College Senate
PROCEDURES
FOR PREPARING AND SUBMITTING
CURRICULUM PROPOSALS FOR COLLEGE
APPROVAL
(Fall 2015)
Table of Contents:
Part A: Introduction: Definitions and Procedures
I.
Definition: Routine Curriculum Proposals
II.
Definition: Substantive Curriculum Proposals
III. Procedures for Curriculum Proposals at School/Divisional and Senate Levels
IV. Approval of Curriculum Proposals (How will you know?)
V.
Programmatic Proposals: Advance Notice; Final Prospectus for Program
Development and Review
2
2
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3
4
Part B: Procedures for Challenging Substantive Curriculum Proposals
5
Part C: Format for Preparing Curriculum Proposals
I
Format for Routine Changes in Existing Courses
II.
Routine Matter: Inactivation and Reactivation of Existing Courses
III
Substantive Proposals: Required Information for Course Syllabi
IV
Substantive Proposals: Format for Changes in Existing Courses
V.
Substantive Proposals: Format for New Course Proposals
VI. Format for Proposals for the Hunter Core: Common Core
VII. Format for Proposals for the Hunter Core: Writing Intensive
VIII. Format for Proposals for the Hunter Core: Pluralism & Diversity
IX. Format for Proposals for the Hunter Core: STEM Variant
X.
Substantive Proposals: Cross-Listing of Non-Experimental Courses
XI. Substantive Proposals: Format for Changes in a Degree Program (including minors)
XII. Programmatic Proposals: New Programs within Existing Academic Structures
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7
7
8
10
12
12
12
13
13
14
15
1. New Degree Programs
2. Certificate and Advanced Certificate Programs
3. Dual Degree Programs
XIII. Format Suggestions for Resolutions and Heading Proposals
17
Part D: Programmatic Proposals: Format for Special Actions
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1. Change in School/Department Name;
2. Creation of a (a) Center, (b) Institute or (c) other academic entity;
3. Discontinuing or Reorganizing Programs
Appendix A:
Appendix B:
Appendix C:
Appendix D:
Catalog Description of the Hunter Core Requirement
Timelines for Substantive Proposals and Hunter Common Core
Credit Hour Guidelines (Adopted by the Senate Courses of Study Committees)
Curriculum Committees Approval Form
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24
26
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PART A
Introduction: Definitions and Procedures
I. Definition: Routine Curriculum Proposals
Routine items consist of changes in courses or programs previously approved by the Senate
that require alteration in form, such as changes in course number, and/or title or course description, but which leave unaltered the essential nature of the course or program in question. Changes in course level or in the number of credits, and changes in (or addition of) pre-and corequisites are not considered to be routine items. Routine curriculum proposals must be prepared
by the originating department/program in accordance with the format described in this document
(Part C, Section I).
II. Definition: Substantive Curriculum Proposals
All items except those defined as routine shall be regarded as substantive changes, for example, new courses; addition to (or withdrawal from) listing of courses for the General Education
Requirement or Hunter Core; changes in course level, credits, pre- or co-requisites; new majors
and minors; modification of majors and minors; changes of admissions requirements; changes in
graduation requirements; change in name of registered degree or certificate program; addition or
deletion of track or concentration; new academic programs.
Substantive Curriculum proposals must be prepared by the originating department/program
in accordance with the formats described in this document. Newly proposed courses must be associated with an existing academic department or program. New course proposals may be submitted simultaneously with proposals for new academic departments or programs, but they cannot receive final approval until the new department or program is fully approved. This does not
limit the freedom of existing departments to revise their departmental programs using existing
resources.
All Substantive Curriculum Proposals concerning individual courses require the submission
of a sample syllabus (See Part C, Section III).
III. Procedures for Curriculum Proposals at School/Divisional and Senate Levels
1. All curriculum proposals should include the Curriculum Committees Approval Form found
in Appendix D (page 26) of this document.
2. The originating department must forward curriculum revisions to the School/Divisional Curriculum Committee for review and approval. Curriculum proposals that are interdisciplinary
in nature require the review of all School/Divisional Curriculum Committees in whose purview the course falls.
Appeals Procedure for Routine Changes:
A negative decision by the School/Divisional Curriculum Committee may be appealed to the
appropriate Senate Course of Study Committee by the originating department(s). The appropriate Senate Course of Study Committee shall review and act upon the departmental appeal.
Action by the appropriate Senate Course of Study Committee on departmental appeals shall
be considered final.
3. After a School/Divisional Curriculum Committee has approved a curriculum proposal, the
Dean’s Office must:
a. Submit the proposal to the Senate Office by email (senate@hunter.cuny.edu). The email
must include the following:
1. Department/Program name,
2. Summary description of the proposed change(s),
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3. Routine Change proposals must also include a cover letter signed by the Dean,
addressed to the appropriate Senate Course of Study Committee (Undergraduate or
Graduate), and the date of approval by the School/Divisional Curriculum Committee.
4. School/Divisional Curriculum Committee approval date.
b. Obtain from the Senate Office the UR (undergraduate routine), US (undergraduate
substantive), GR (graduate routine), or GS (graduate substantive) identification number.
4. Approval of routine proposals by the School/Divisional Curriculum Committee shall constitute College approval with one exception: If the appropriate Senate Course of Study Committee determines that an item has been improperly identified as routine, it shall be processed in
accordance with the procedures for submitting Substantive Curriculum Proposals. The Senate
Office shall be responsible for identifying approved routine changes for information purposes
on the Senate Agenda, and for their inclusion in the appropriate section of the Chancellor’s
University Report (CUR). All routine change proposals must be free of grammatical errors
and must contain accurate and up-to-date information so that they can be entered into the
Chancellor’s University Report without further revision.
5. Proposals for substantive changes that have been approved at the School/Divisional level will
be publicized by the Senate Office and have a 10 day challenge period during which entities
of the College may voice objections.
5a. If the proposal was challenged, the Procedures for Challenging Substantive Curriculum Proposals listed in this document will be followed (note: this is not a frequent occurrence).
5b. If the proposal was not challenged by the specified date, the proposal will be sent to the appropriate Senate course of study committee (Undergraduate or Graduate).
6. The proposals will be reviewed by the appropriate Senate course of study committee. A department representative is usually invited to present the proposal and answer questions when
the Senate course of study committee meets to discuss the proposal. The committee may send
the proposal back to the department for revisions. The originating department will be responsible for revising the proposal and for returning the revised proposal to the School/Divisional
curriculum committee or to the Senate office for further review (depending on the nature of
the issues raised). If the Senate course of study committee approves the proposal, it will then
go to the full Senate.
7. The Senate office will submit approved proposals in the following Chancellor’s University
Report for approval by CUNY.
IV. Approval of Curriculum Proposals (How will you know?)
The Senate office, on behalf of the curriculum committees, will contact the applying department if there are any problems with approving a proposal. If you do not hear anything, assume
that the curriculum change has been approved by the Senate course of study committee and forwarded to the Hunter Senate.
Changes approved by the Senate are listed in the Senate Minutes, which are posted on the
Senate web site. http://www.hunter.cuny.edu/senate
All curriculum changes that have been approved by the Senate (except some new programs)
are then listed in the Chancellor’s University Report (CUR). All departments should consult the
CUR to ensure that their proposals are fully and finally approved: http://www.cuny.edu. No new
or changed courses may be offered prior to their appearance in the CUR. See Appendix B for a
general timeline for course submission and approval processes.
Departments are welcome to email or call the Senate office to inquire about the status of their
proposals (senate@hunter.cuny.edu).
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V. Programmatic Proposals: Advance Notice; Final Prospectus for Program
Development and Review1
Advance Notice. CUNY no longer requires the submission and review of Letters of Intent. Instead, it calls for annual submissions of a comprehensive Prospectus for Program Development
and Review via the Provost’s Office (details below). To facilitate planning for those submissions, scheduling, and the availability of assistance and guidance to the sponsoring academic
units, the Senate requests Advance Notice of anticipated major programmatic changes (e.g., creation of new degree programs or majors, and any action designated in the “Special Actions” section). Items submitted for consideration as a Final Prospectus (below) in the absence of a prior
Advance Notice might be delayed.
The Advance Notice serves as a prospectus for many of the details that will be required for
the fully developed and final proposal, including:
A. purpose and goals of the proposed change,
B. need and justification for the change,
C. student interest and enrollment,
D. curriculum,
E. faculty and staff,
F. cost assessment.
There is no specific form or format required for the Advance Notice, and it is not expected
that all issues will have been resolved by the time the Advance Notice is submitted. This is intended to serve as a planning document to facilitate the most efficient and effective final proposal. Advance Notices may be submitted at any time to the appropriate dean’s office and forwarded to the Senate Office, however, in order to receive the full benefit of consultation and advisement by the relevant Senate curriculum committee, Advance Notices should be received by
February 1 of each year. All units submitting notices by this date will receive feedback and guidance no later than April 1 about how to proceed with submitting a Final Prospectus for proposals that are expected to move forward in the following academic year.
Final Prospectus for Program Development and Review. No later than September 1, proposing entities (schools, departments, working groups of faculty), working through the appropriate
deans’ offices, shall submit to the Office of the Provost in a Final Prospectus details about pending plans for academic program creation, revision, or elimination, or plans for the creation of
centers, institutes, and schools. A comprehensive overview of all Final Prospectus submissions is
due in the Senate Office, via the Provost, no later than September 1, for final review by the
chairs of the Senate Undergraduate Course of Study and Graduate Course of Study Committees
and the Administrative Committee. The Senate will attempt to process all submissions in as
timely a manner as possible but will prioritize those programmatic proposals for which Advance
Notices were received in accordance with its procedure and timeline above. The Senate Office
will provide a response to the Provost, with advisories about any anticipated concerns and
scheduling matters, no later than September 15. Note: Items submitted for consideration as a
Final Prospectus in the absence of a prior Advance Notice (above) might be delayed.
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Changes in existing major programs and creation of or changes in minor programs are not subject to this procedure; instead they follow the
Procedure for Substantive Changes.
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PART B
Procedure for Challenging Substantive Curriculum Proposals
1. A challenge must be submitted via email to the appropriate School/Divisional Dean’s Office
on or before the date specified. The challenge must include a statement of the grounds on
which the challenge is based, and must identify the person(s) sponsoring the challenge,
giving name and College affiliation, and must state explicitly “THIS IS A CHALLENGE TO
PROPOSAL...”
2. Upon receipt of such challenge, the School/Divisional Curriculum Committee shall provide a
forum for discussion of the challenged proposal, and shall invite the person(s) sponsoring the
challenge to the meeting at which the proposal is to be reconsidered.
3. Within two working days of this meeting, the School/Divisional Curriculum Committee shall
notify the sponsor(s) of the challenge of the decision made by the committee. It shall
forward the proposal to the appropriate Senate Course of Study Committee (Undergraduate
or Graduate) for approval, with a cover letter which clearly states that the proposal was
challenged, and it shall give the reasons for the challenge.
4. If the sponsors of the challenge are not satisfied with the decision reached by the
School/Divisional Curriculum Committee and intend to further challenge the proposal, they
must email a statement to the Senate Office within 5 days of action taken by the
School/Divisional Curriculum Committee. The statement must be addressed to the
appropriate Senate Course of Study Committee, it must include the grounds on which the
challenge is based, and it must identify the person(s) sponsoring the challenge, giving
name(s) and College affiliation.
5. The appropriate Senate Course of Study Committee shall invite the sponsor(s) of the
challenge as well as the sponsors of the proposal to the meeting at which the proposal will be
considered.
6. Action by the Senate Course of Study Committee shall be considered final unless there is a
motion to Reconsider or Rescind from the floor of the Senate. This motion must be made at
the Senate meeting at which the proposal is reported to the Senate as having been approved,
and has the effect of returning the item specified to the Senate Course of Study Committee
for further deliberation. All interested parties shall be permitted to testify at that meeting.
The Committee will then make its decision and inform the Senate according to the present
procedures at the following Senate meetings.
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PART C
Formats for Preparing Curriculum Proposals
Note: Each curriculum proposal must specify the Department/Program name as a heading, and a
description of the type of proposal as a summary heading (e.g., Proposal for a New Course,
Proposal for Changes in Course Title), and be organized according to the format templates
presented here. Reminder: All courses must be associated with an existing academic department
or program.
I. Format for Routine Changes in Existing Courses
Includes changes in course number (but not level), title, and description. Very few changes in
pre- or co-requisites are considered routine. Such proposals should be presented in the following
format. To the extent possible, highlight (underline or bold) replacement language.
1. Header:
Department/Program of .......................
Routine Change in ..............................
2. Table
FROM (strikethrough the changes)
TO (underline changes)
Name
Five Digit
Course
Number
(XXXXX) &
Prefix
Pre and/or Co
Requisites
Name
Five Digit
Course
Number
(XXXXX) &
Prefix
Pre and/or Co
Requisites
(specify which are
pre, co, or both)
(specify which are
pre, co, or both)
Hours (per week)
Credits
Description
Hours (per week) XXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXX
Credits
Description
Effective
Term
Note: Most
proposals take 2-3
semesters to be
available for
student to register.
Rationale:
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II. Routine Matter: Inactivation and Reactivation of Existing Courses
Schools are responsible for requesting the inactivation of a course at the Registrar’s Office.
Departments and the relevant dean’s offices must make decisions regarding inactivation and
reactivation of courses cooperatively. In case of conflict, appeals may be made to the Course of
Study Committee. Inactivation and reactivation as such do not require a course proposal.
However, when reactivating a course, if the course is to change (name, credits, description, etc.)
a proposal to change the course will need to be submitted in accordance with these Procedures
for Preparing and Submitting Curriculum Proposals.
III. Substantive Proposals: Required Information for Course Syllabi
All Substantive Curriculum Proposals concerning individual courses require the submission of a
sample syllabus containing the following information.
Sample Syllabus
A.
B.
C.
D.
E.
F.
G.
Course Content and Organization: A brief listing of the content by topic(s) and subtopic(s) in outline form for the full 15-week semester, including approximate amount of
time spent on each topic. If appropriate, include a brief paragraph describing proposed
course organization (e.g., lecture, laboratory, recitation, different expectations for graduate and undergraduate students in the same class).
Expected Learning Outcomes: A statement of the key or critical course-specific learning
outcomes in words that indicate what the students will learn and be able to demonstrate
after this course. (Note: The syllabus for courses being proposed for the Core Requirement must reflect the CUNY Learning Outcomes found in the CUNY Common Core
Forms, see www.hunter.cuny.edu/senate. Learning outcomes should be linked with relevant assessments.)
Method of Evaluation: Type of examination, term paper(s), project(s), etc. Please indicate if the course is C/NC only.
Required Readings: A list of required texts and/or readings in standard bibliographical
format, including place and year of publication.
Recommended Readings: A listing of readings, indicating the scope of the course, presented in standard bibliographical format (not to exceed one page).
Academic Integrity Statement (required): “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter
College Academic Integrity Procedures.”
ADA Statement (recommended): “In compliance with the ADA and with Section 504 of
the Rehabilitation Act, Hunter College is committed to ensuring educational access and
accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the
Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212)
650-3230.”
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IV. Substantive Proposals: Format for Changes in Existing Courses
Includes changes in course number, title, hours, credits, pre- or co-requisites, description, and/or
prefix. Such proposals should be presented in the following format. To the extent possible,
highlight (underline or bold) replacement language.
Each substantive curriculum proposal must include a current syllabus conforming to the
requirements as specified in Section III (above).
1. Header:
Department/Program of .......................
Substantive Change in .............................
2. Table
FROM (strikethrough the changes)
TO (underline changes)
Name
Five Digit
Course
Number
(XXXXX) &
Prefix
Pre and/or Co
Requisites
Name
Five Digit
Course
Number
(XXXXX) &
Prefix
Pre and/or Co
Requisites
(specify which are
pre-, co-, or both)
(specify which are
pre-, co-, or both)
Hours (per week)
Credits
Description
Hours (per week)
Credits
Description
Liberal Arts
[ ] Yes [ ] No
[ ] Not Applicable
Liberal Arts
[ ] Yes [ ] No
] Not Applicable
Changes in LA
[
status should be
reflected in the
course learning
Outcomes listed in
the sample
syllabus.
Grading
Scale:
Grading Scale
C/NC?
Undergraduate
A-F; Graduate A-C,
F; C/NC
Undergraduate
A-F; Graduate A-C,
F; C/NC
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____ Not Applicable
Core
Requirement ____ Common Core
____ English Composition
____ Scientific World
____ Math and Quantitative
Reasoning
____ Creative Expression
____ Life and Physical
Science
____ U.S. Experience in its
Diversity
____ World Cultures and
Global Issues
____ Individual and Society
____ Not Applicable
Core
Requirement ____ Common Core
(Note: If course is ____ English Composition
being considered
____ Scientific World
for the Common
____ Math and Quantitative
Core, please use
Reasoning
CUNY Common
____ Creative Expression
Core Submission
Forms [see section
____ Life and Physical
VI below]. The
Science
form must be
____
U.S.
Experience in its
submitted along
Diversity
with the proposal
____ World Cultures and
and syllabus.)
Global Issues
____ Individual and Society
Effective
Term
Note: Most
proposals take 2-3
semesters to be
available for
student to register
3. Rationale:
4. Consultation Statement:
a) Is the proposed change likely to affect other Departments or Programs?
[ ] NO [ ] YES – If yes, list department/program:
Has the Department/Program been consulted? [ ] NO
[ ] YES
b) Is this course cross-listed? If so, please list all courses affected.
c) Does this affect the Library?
[ ] NO
Have you consulted the subject liaison?
[ ] NO
For new courses or programs, please consult.
[ ] YES
[ ] YES
5. Syllabus: Each substantive curriculum proposal must include a current syllabus conforming
to the requirements as specified in Section III above.
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V. Substantive Proposals: Format for New Course Proposals
1. Header:
Department/Program of .......................
Proposal for a New Course
2. Table
Five Digit Course
Number (XXXXX) &
Prefix
Please check with
Registrar’s Office if the
course has ever been
used.
Course Title
Pre and/or Co
Requisites (specify
which are pre-, co-, or
both)
Credits
Contact Hours (per week)
Liberal Arts
Core Requirement
(Note: If course is
being considered for the
Common Core, please
use CUNY Common
Core Submission Forms
[see section VI below].
The form must be
submitted along with the
proposal and syllabus.)
[ ] Yes [ ] No [ ] Not Applicable
____ Not Applicable
____ Common Core: (also indicate category below)
____ English Composition
____ Math and Quantitative Reasoning
____ Life and Physical Science
____ Scientific World
____ Creative Expression
____ U.S. Experience in its Diversity
____ World Cultures and Global Issues
____ Individual and Society
Grading Method
Note: Most proposals take 23 semesters to be available
for student to register
3. Course Description:
A. A brief description for the College Catalog.
B. Writing Requirement: the number of papers and their approximate length, the extent to
which library or electronic research is expected, or a statement of other writing
requirements. Any absence of a formal writing requirement must be specified.
4.
Rationale: (Justification)
NOTE: If the new course is also proposed for the Core Requirement, Writing Intensive,
Pluralism & Diversity, and/or STEM, separate rationale statements must be submitted for each
(see Sections VI, VII, VIII, and IX below). It is recommended that applications for inclusion of
the new course in any of these categories be submitted at the same time as the proposal for the
course.
A. Nature of the proposed course:
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1. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix)
2. If the proposed course is part of an established academic program, present a rationale
that includes:
a. The advantages offered by the proposal and/or the needs met by the course (i.e.,
student, departmental, community, job market needs);
b. The way in which the proposed course relates to other courses within the department of origin;
c. The way in which the course relates to courses in other departments, divisional or
interdisciplinary programs (if appropriate, possibilities for interdisciplinary use
might be given);
d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;
e. Please specify if this course was offered as a topics or experimental course in the
past and state the prefix and number.
f. List of courses, if any, which are to be withdrawn when the new course is adopted.
(Note: Dropping courses requires a separate proposal - see Section IV.)
B. The following additional information must be supplied in the special instances noted:
1. When ENGL 120 is to be specified as a Pre- or co-requisite, the rationale must justify
this in terms of the writing that is to be done in the course.
2. In the case of courses given in non-organized classes such as field work, internship,
independent study, etc., an explanation must be given as to how the student will earn
the credits consistent with the student effort required in organized classes. It should be
noted that a course may not carry more credits than contact hours. Laboratory courses
usually carry one credit per two contact hours.
5. Projected Enrollment
6. Consultation Statement
a) Is the proposed change likely to affect other Departments or Programs?
[ ] NO [ ] YES – If yes, list department/program:
Has the Department/Program been consulted? [ ] NO
[ ] YES
b) Is this course cross-listed? If so, please list all courses affected.
c) Does this affect the Library?
[ ] NO
Have you consulted the subject liaison?
[ ] NO
For new courses or programs, please consult.
7. Sample Syllabus (See Section III above)
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[ ] YES
[ ] YES
VI. Format for Proposals for the Hunter Core: Common Core
For a course to be considered for the Hunter Core, a CUNY Common Core Form for the
appropriate category must be completed. Forms are located on the Senate website
(www.hunter.cuny.edu/senate). The form is required and must be accompanied by a course
syllabus, which must reflect the CUNY Learning Outcomes and conform to the requirements of
Section III above.
Departments that wish to propose a course for inclusion in the GER must contact the Senate
office (senate@hunter.cuny.edu).
VII. Format for Proposals for the Hunter Core: “Writing Intensive”
1. Header:
Department/Program of .......................
Proposal for Hunter Core: Addition of “W” Designation
Provide the following:
2. Course Number, Title, Hours, Credits
3. Pre- and/or Co-requisites
4. Sample Syllabus (See Section III above) OR
Approved Statement on Department Policy for Writing Intensive Courses that is in accord
with the following Senate-approved Guidelines for ‘W’ Designation:
Guidelines for Assigning "W" Designation for Writing Intensive Courses:
1. ENGL 120 must be a pre- or co-requisite.
2. The course must be offered at least every two years.
3. The syllabus must state that over 50% of the course grade is based on written work.
The 50% can be achieved in a number of ways, but cannot be limited to in-class essay
exams. Writing due dates must allow faculty feedback prior to the final exam date.
4. Experimental courses and 400-level courses cannot be proposed for a “W”
designation.
VIII. Format for Proposals for the Hunter Core: Pluralism & Diversity
1. Header:
Department/Program of .......................
Proposal for Hunter Core: Pluralism & Diversity, Group .......
Provide the following:
2. Course Number, Title, Hours, Credits
3. Course Description published in catalog
4. Please provide responses addressing these questions:
• For Group A: Does this course focus on the non-European cultures, or are non-European
cultures ancillary to the treatment of European cultures, perspectives, etc.?
• For Group B: Does this course focus on the experiences of African Americans, Latin
Americans, Asian Americans, Native Americans in the U.S. from the standpoint of such
groups?
• For Group C: Does this course focus on the experiences of women, or on issues of sexual
orientation or gender, from the perspective of the groups being studied?
• For Group D: Are the main concerns of the course among the fundamental issues that
arise from the artistic, literary, practical, or theoretical traditions of the European
intellectual tradition?
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5. For all groups:
• Is the course content presented to the students in a way that allows them to understand its
fundamental role in one of these intellectual traditions?
• If this course were the only course students took at the college that focused in this area,
would you consider such students adequately introduced to the issue in question, in the
spirit of the pluralism and diversity requirement?
6. Sample Syllabus (See Section III above)
IX. Format for Proposals for the Hunter Core: STEM Variant
STEM Variant courses are permitted in the areas of Life & Physical Sciences, Scientific World,
and Quantitative Reasoning. These courses must be required for a STEM major and meet the
learning outcomes of the relevant area. Typically, such courses deviate from regular Core
courses by virtue of carrying more than three credits, although only up to three credits will be
applied to the students' Core requirements. (Remaining credits are electives or satisfy program
requirements.)
Header:
Department/Program of .......................
Proposal for Hunter Core: STEM Variant
Provide the following:
1. Course Number, Title, Hours, Credits
2. Pre- and/or Co-requisites
3. Specify which of the following Common Core Categories will be satisfied by taking this
course: Math and Quantitative Reasoning, Life and Physical Sciences, or Scientific World.
4. Rationale
Explain why the course or range of courses fits within the specific Common Core area(s) and
requirements for which STEM major (s).
(Note: The description of the Hunter Core Requirement is stated in Appendix A. Courses being
proposed for the Common Core STEM Variant must still meet the CUNY Learning Outcomes for
the relevant area. There is no need to also submit the CUNY Common Core Submission Form)
X. Substantive Proposals: Cross-Listing of Non-Experimental Courses
Permanent cross listing of courses for inclusion in the Undergraduate Catalog is a substantive
change and requires a formal curriculum proposal.
1. Header: Departments/Programs of ................................. and ..........................................
Proposal for Cross Listing of Courses
2.
Provide information to show that the courses to be cross-listed have:
a. The same course title;
b. Comparable course numbers (preferably at the same level);
c. The same (or comparable) pre-requisites;
d. The signed approval of participating department chairs and/or program directors;
e. The same Writing Intensive and/or Pluralism & Diversity designations. (It may be
necessary to propose such a designation if one of the cross-listed courses does not have
it.)
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f. The same Hunter Common Core designation.
Note: A course that is cross-listed with an existing course carrying a Hunter Common Core
designation will not automatically inherit the same status. All course prefixes and numbers for
the Hunter Common Core must be separately approved by CUNY. Cross-listed courses
submitted for the Hunter Common Core must match the original course precisely.
Discontinuation of a cross-listing of courses is considered a substantive change and requires a
proposal. There is no set format for such a proposal. If a previously cross-listed course is to be
taught independently, a Change in Existing Course proposal (see section IV) is required.
The cross-listing of experimental courses will follow the rules for experimental courses in
general. Experimental courses can only be offered 2 times before they must be submitted for
review.
XI. Substantive Proposals: Format for Changes in a Degree Program
Includes modification of majors and minors, new minors, changes in admission requirements,
changes in graduation requirements, change in name of registered degree or certificate program,
addition or deletion of a track or concentration.
Proposals for modification of requirements in a Degree Program must state the following in
accordance with the format requested by CUNY as specified in the example provided below:
1. Follow the format for the heading as specified in the example provided below:
Name of the Program and Degree Award
HEGIS # and NY State Program Code # (as listed in State's Inventory of Registered
Programs at http://www.nysed.gov/heds/irpsl1.html)
MHC Code (Be sure to include the Macaulay Honors College HEGIS Code when applicable.)
Effective Term
Detailed Description of the Proposed Modification(s)
2. The Detailed Description should be introduced with a section of not more than two or three
paragraphs entitled HISTORY AND OBJECTIVES.
3a. Use this table for program changes: state the precise language that is recommended for use
in the catalog
FROM
List of Courses (Prefixes, Numbers, Names) Crs.
Requirements for the Concentration:
**strikethrough what is to be changed.
Sub-total
Electives
Total credits required
TO
List of Courses (Prefixes, Numbers, Names) Crs.
Requirements for the Concentration:
**underline the changes.
Sub-total
Electives
Total credits required
Note: The proposal should show the complete text of existing requirements and of proposed requirements. The
State Education department requires that all program changes include a complete listing of required courses.
Please make sure to list ALL courses required prior to the major.
14
3b. Use this table for a new Minor:
List of Courses (Prefixes, Numbers, Names)
Crs.
Requirements for the Concentration:
Sub-total
Electives
Total credits required
4. Rationale: A single paragraph of justification.
5.
Consultation Statement:
a) Is the proposed change likely to affect other Departments or Programs?
[ ] NO [ ] YES – If yes, list department/program:
Has the Department/Program been consulted? [ ] NO
[ ] YES
b) Does this affect the Library?
[ ] NO
Have you consulted the subject liaison?
[ ] NO
For new courses or programs, please consult.
[ ] YES
[ ] YES
XII. Programmatic Proposals: Format for New Academic Programs
within Existing Academic Structures
NOTE: SEE PART A, SECTION V, VI FOR PROCEDURAL AND CALENDAR RULES.
New Academic Programs within existing academic structures include a new Degree Program,
approval of a Certificate or Advanced Certificate Program, and establishing a Dual Degree
Program from Existing Programs.
1. PROPOSAL FOR A NEW DEGREE PROGRAM, please see the Faculty Handbook for
the Preparation of New Academic Programs (Spring 2010) by the CUNY Office of Academic
Affairs. The Handbook is linked through the Senate website (www.hunter.cuny.edu/senate). The
recently revised procedure for developing new academic programs, as outlined in the handbook,
must be carefully followed.
A single proposal must address all issues required for a full review. A Letter of Intent (LOI) is no
longer required by CUNY, but is expected for Hunter approval.
2. PROPOSAL FOR A NEW CERTIFICATE OR ADVANCED CERTIFICATE
PROGRAM
The proposal must follow the format of the CUNY heading:
Name of the Program and Degree Award
HEGIS # and NY State Program Code # (as listed in State's Inventory of Registered
Programs at http://www.nysed.gov/heds/irpsl1.html).
MHC Code (Be sure to include the Macaulay Honors College HEGIS Code when applicable.)
Effective Term
Detailed Description of the Proposed Modification(s)
The proposal must address the following points:
A. Purpose and Goals
B. Need and Justification
C. Student Interest and Enrollment
D. Curriculum
E. Faculty
15
F. Cost Assessment
After approval by the appropriate Senate Course of Study committee, the department must
submit a resolution and state forms to the Senate office.
The resolution must have a "Resolved" paragraph specifying the name of the certificate program,
the name Hunter College, and the effective date. It must be followed by an "Explanation"
paragraph. The Explanation should include the sentence: “A copy of the full proposal is on file
in the CUNY Office of Academic Affairs”.
Example for a Resolution to Establish a New Certificate Program: (Note: Undergraduate certificate
programs are expected to have fewer than 24 credits; the Public Policy program is untypical in this
respect)
CERTIFICATE PROGRAM IN PUBLIC POLICY
RESOLVED, that the undergraduate certificate program in Public Policy to be offered at Hunter
College be approved, effective September 1, 2010.
EXPLANATION: The proposed certificate program consists of 27 credits, of which 18 credits are
required and 9 additional credits must be chosen in a specialty area to complete the certificate. Students
must also declare and complete the degree requirements of one of the registered degree programs
offered by Hunter College, for example: Anthropology, History, Political Science, Urban Affairs and
Planning, etc.
Undergraduate public policy programs have emerged in response to demands from students for areas of
study that are more socially relevant. Understanding what government does and how it affects the lives
of people is an essential part of a good education in a free society. It not only trains young people for
work in a wide range of fields, it prepares them to be educated and responsible citizens in our
democracy. The certificate is open only to students currently enrolled in an undergraduate degree
program and will be issued together with the degree. These courses are applicable to programs in
either Political Science (IRP: 02520) or History (IRP: 02501).
A copy of the full proposal is on file in the CUNY Office of Academic Affairs.
3. A PROPOSAL TO ESTABLISH A DUAL DEGREE PROGRAM must be presented in
the format below. In addition, a resolution and State Forms must be submitted together with the
proposal to the Office of the Hunter College Senate. Please inquire at the Senate office about the
necessary forms.
Establishing a Dual Degree Program in ................................... (insert name)
1. Complete the following table to identify the existing programs:
Program Title
Degrees Awarded
Program 1
Program 2
2.
3.
4.
5.
Program Code
Proposed dual-degree program (title and degrees awarded):
Courses that will be counted toward both awards:
Length of time for candidates to complete the proposed program:
Use the Sample Program Schedule to show the sequencing and scheduling of courses in the
16
dual-degree program.
Format for the Resolution to Establish a Dual Degree Program:
APPROVAL OF A DUAL DEGREE PROGRAM IN .............................(PROGRAM TITLE)
[BS/MS; BA/MA; BA/MS; ETC.)
RESOLVED, that the College’s existing programs [list undergraduate program title and SED program
Code and degree award] and [list graduate program title and SED program Code and degree award] be
combined to establish an accelerated program leading to a [list combined degree award BA/MA and
program title etc.], effective [state effective date by semester], subject to financial ability.
EXPLANATION: [insert explanation and rationale] Add final sentence: “A copy of the full proposal
is on file in the CUNY Office of Academic Affairs.”
XIII. Format Suggestions for Resolutions and Heading Proposals
1. RESOLUTION FORMAT SUGGESTED BY CUNY
RESOLUTION TO [title]
RESOLVED, that the proposed program in [program title] leading to the [IDENTIFY] to be offered at
[name of college] College be approved, effective January 1, 2010, subject to financial ability.
EXPLANATION: [insert explanation and rationale] Add final sentence: “A copy of the full proposal is
on file in the CUNY Office of Academic Affairs.”
2. EXAMPLE GIVEN BY CUNY FOR HEADING OF PROPOSALS
DEPARTMENT OF …
Hunter College, CUNY
Proposed Changes in a Degree Program
The following is the revised curriculum for Multimedia Programming and Design leading to the A.A.S.
Degree.
Program: Multimedia
HEGIS Code: 5008
NY State Program Code: 21882
Revision: Add MMP 230, MMP 260 and CCC401/MMP401 as electives in the Multimedia Art
specialization program
Effective: Fall 2004
17
PART D
Programmatic Proposals: Format for Special Actions
NOTE: SEE PART A, SECTION V FOR PLANNING ADVISORIES
Special Actions include Change in Name of School or Department; Creation of a School;
Creation of a Center, Institute, or Program; and Discontinuation or Reconfiguration of Curricular
Programs.*
*“Curricular programs” refers to academic courses of study—majors, minors, and certificate programs—as well as
units offering instruction, such as departments and programs.
1. CHANGE IN THE NAME OF A SCHOOL OR DEPARTMENT must be presented in the
format of a resolution, including a "Resolved" paragraph specifying the old and new name or
names of the entity or entities to be re-named, the name of the college, and the effective date of
the action. It must be followed by an "Explanation" paragraph. The Explanation should include
a disclaimer to the effect that the action is a name change only and will not affect the tenure or
seniority status of any faculty member of the school or department.
Example of a Name Change:
CHANGE IN THE NAME OF THE DEPARTMENT OF ART
BE IT RESOLVED that the Department of Art within Hunter College’s School of Arts and Sciences
shall be re-named the Department of Art & Art History, effective term June 2013.
EXPLANATION: The Department of Art is a joint department offering graduate and undergraduate
degrees in both Studio Art and Art History, which are related yet distinct fields. The name change more
appropriately represents the department’s constitution, and recognizes the importance of Art History to
the Department and the College. This is a name change only and will not affect the tenure or seniority
status of any faculty member of the department.
Please notify the Senate office if the name change includes the name of an individual or
organization being honored. A separate resolution must be presented at the meeting of the
CUNY Board Committee on Faculty, Staff and Administration. Note that if a department offers
both graduate and undergraduate programs, the proposed action must be approved by UCSC and
GCSC.
2. CREATION OF A CENTER, INSTITUTE, OR OTHER ACADEMIC ENTITY that will
be independent of existing departments, must be initiated in the form of a proposal for review
by the Hunter Senate Administrative Committee. The proposal should include:
A. a description of the nature and purpose of the relevant unit,
B. instructional expectations, if applicable,*
C. staffing expectations (include CVs for any current staff to be associated with this unit),
including their departmental assignment(s),
D. proposed departmental affiliations and relationships with other existing units,
E. plan for governance, if applicable,
F. budget details, including plans for reallocation of existing monies and sources of new
monies, and including any anticipated revenues,
G. a relevant resolution, including a "Resolved" paragraph specifying the name of the entity,
the name of the college (Hunter College), and the effective date. The resolution statement
must be followed by an "Explanation" paragraph. The Explanation should briefly describe
the entity, purpose and mission.
* CUNY By-laws prohibit Institutes from offering academic programs. If a proposal for a new academic entity will involve the
creation of new courses and programs, separate proposals, following the guidelines above, must also be submitted.
18
a. Example of a Resolution Creating a Center:
RESOLUTION TO ESTABLISH A CENTER FOR COMMUNITY AND ETHNIC MEDIA
AT HUNTER COLLEGE
RESOLVED: That the Board of Trustees at the City University of New York approves the creation of
a Center for Community and Ethnic Media, to be housed at the Hunter College, effective Oct. 1, 20XX.
This Center will be financed by over $1.6 million in grants from various foundations.
EXPLANATION: The Center for Community and Ethnic Media will serve as a hub of research,
training and professional support for community and ethnic media outlets in the New York City
metropolitan region. There are over 350 community and ethnic publications and broadcast outlets in
New York City alone. Ethnic media outlets provide a cultural, political and educational lifeline to the
36 percent of the city’s population that is foreign-born. A copy of the full proposal for the center has
been provided to the central Office of Academic Affairs.
b. Example of a Resolution Creating an Institute:
RESOLUTION TO ESTABLISH THE CUNY INSTITUTE FOR EDUCATION POLICY
AT ROOSEVELT HOUSE (“THE INSTITUTE”)
RESOLVED, that the CUNY Institute for Education Policy be established at Roosevelt House, Hunter
College in accordance with the Policy Guideline on Research Centers and Institutes set forth by the
Board of Trustees.
EXPLANATION: The Institute is designed to become a major resource for CUNY as the focal point
for the discussion and dissemination of the most critical issues in K-20 education policy. Non-aligned
and non-partisan, the Institute will provide a platform for policy-makers, scholars, practitioners, and the
media to exchange ideas, research, and reform agendas through conferences, panels, visiting lecturers,
seminars, and digital publications. The Institute will become recognized as the New York City (NYC)
location for high-level debate about the most important education policy choices facing the nation, and
will establish itself as a trusted source of research and opinion on the multiple educational issues facing
the nation.
c. Example of a Resolution Creating a Program:
RESOLUTION TO ESTABLISH THE PROGRAM IN HUMAN BIOLOGY IN THE HUNTER
COLLEGE SCHOOL OF ARTS & SCIENCES
RESOLVED, that effective July 1, 2013, the Hunter College Program in Human Biology shall be
established in the School of Arts & Sciences.
EXPLANATION: The Human Biology Program is designed to provide students with the ability to
analyze and address humanity in a multidisciplinary framework that includes behavioral, cultural,
social, and biological approaches. The purpose of this program is to guide students towards an
integrated view of humans through a wide array of courses in departments including Anthropology,
Biological Sciences, Psychology, Sociology, and Urban Public Health. Graduates of the Human
Biology Program will have attained a broad array of integrated knowledge and skills that will allow
them to pursue careers or advanced studies in a number of fields, both academic and applied.
As an integrative interdisciplinary major, one of the strengths of the program is the varied disciplines
and departmental affiliations of the Human Biology faculty. The unique mission of the academic
program and the varied disciplinary affiliations of the faculty necessitate the creation of a free-standing
academic unit that will be governed by a director and committee comprised of faculty from key
participating departments as detailed in the “Proposal to Establish an Interdisciplinary Program in
Human Biology.”
19
3. DISCONTINUING or REORGANIZING PROGRAMS This action should be initiated
with a proposal that includes:
A. names of all affected units,
B. new staffing expectations (include CVs for any current staff to be associated with this
unit), and the status of existing faculty in the affected units,
C. relationships with other existing units,
D. plan for governance, if applicable,
E. budget details, including any anticipated savings and specification of any new needs
arising from the actions,
F. relevant resolution, including a "Resolved" paragraph specifying the name of the
program(s) to be discontinued or reorganized, the degree(s) awarded, the HEGIS
number(s) and State program code(s) (all as listed in the State's Inventory of Registered
Programs), and the effective date (when the program(s) will be removed from the State
Inventory or offered in the new combination). The "Explanation" should indicate whether
there are any students currently enrolled in the program(s) and, if so, when they are
expected to complete the program(s). In the case of a program closure, the effective date
should be set to allow currently enrolled students to complete the program, unless
alternative arrangements have been made (e.g., transfer to a related program or a similar
program at a different campus).
G. Details about the reassignment of faculty and a plan for what will occur if students do not
complete the program by the closure date should be part of the proposal. In the event of
the latter, the CUNY Central Office will ask the State Education department to extend the
date to accommodate the last enrolled students.
Example of a Resolution for Discontinuing a Program:
DISCONTINUATION OF THE B.A. IN COMMUNICATIONS PROGRAM
RESOLVED, that the program in Communications leading to the B.A. degree at XYZ College (HEGIS
number 0601, State program code 12345) be deregistered, effective September 1, 2010.
EXPLANATION: The B.A. in Communication programs has been losing enrollment for several years
as faculty have retired and not been replaced, and the College’s priorities have shifted. Admissions to
the program were suspended with the fall semester, 2009. At its meeting of November 3, 2008, the
Senate voted to suspend all further admissions to the program and to discontinue the program when
currently enrolled students complete their degrees. All currently enrolled students are expected to
complete their degrees by the end of the spring semester, 2011.
20
Appendix A
The Hunter Core Requirement
(Effective Fall 2013)
INTRODUCTION
All students who matriculate at Hunter College must fulfill the Hunter Core Requirement (Hunter Core,
HCR). This is a set of courses Hunter College considers essential to the intellectual development of its
undergraduates. The Hunter Core requirements and expectations support the professional and personal
development of Hunter students, prepare them for advanced study, and enable them to become active
participants in the world of ideas.
The Hunter Core provides students with opportunities to sharpen their essential academic skills in writing,
mathematics, scientific reasoning, and critical thinking. The Hunter Core also introduces students to a
spectrum of distinctive perspectives with which various academic disciplines view our world, its past, and
its future.
The Hunter Core is distinguished by its emphasis on foreign language study and its encouragement of
concentrated student achievement in a subject outside the student’s first major. Hunter encourages all
students to take an active role in planning their education, and to pursue and develop subjects of interest
beyond what is required for their major.
HUNTER CORE
The Hunter Core includes
1. The CUNY Common Core, comprising 30 credits;
2. The Hunter Focus comprising 12 credits.
CUNY Common Core (CCCR, 30 credits)
The Hunter Core includes the courses required for the CUNY Common Core Requirement. The CCCR
consists of courses in the categories:
a. English Composition (6 credits=2 courses)*
a) English Composition 1 – ENGL 120 (3 credits)
b) English Composition 2 (3 credits, see list of approved courses)
b. Math and Quantitative Reasoning (3 credits)**
c. Life and Physical Sciences (3 credits)**
d. Scientific World (3 credits)**
e. Creative Expression (3 credits)
f. U.S. Experience in its Diversity (3 credits)
g. World Cultures and Global Issues (3 credits)
h. Individual and Society (6 credits)
1. One course from Humanities (3 credits)
2. One course from Social Science (3 credits)
Students may take no more than two courses from one department or program to fulfill categories a.2
(English Composition 2) through h.
*Students who receive an “exemption” for ENGL 120 or for a course in English Comp 2 are deemed to have
fulfilled English Composition 1 or 2, respectively.
**There are some courses in these categories that carry more than 3 credits (the “STEM variant” courses). Students
who elect to take these courses may apply only three credits towards fulfilling the CUNY Common Core
Requirement.
Satisfying World Cultures and Global Issues: Students entering Hunter as freshmen will take an
introductory language course for their World Cultures requirement. Exception: Students who do not need
an introductory language course must take another course from the World Cultures category. Check your
language status prior to registering for these courses.
21
The Hunter Focus
Beyond the CUNY Common Core, Hunter requires students to complete 12 credits for the Hunter Focus.
These credits are part of the CUNY College Option – an additional set of requirements in the
baccalaureate programs that encourage students to delve more deeply in the specialties of the colleges.
The Hunter focus emphasizes foreign language and concentrated study – two areas of study that highlight
Hunter’s current and historic focus on the liberal arts.
Hunter students are expected to attain fourth-semester proficiency in a foreign language, regardless of
where the learning took place. After this goal has been met, students should begin concentrated study in
an area outside of their first major. The composition of the Hunter Focus will vary depending on students’
language proficiency at the time of matriculation. Students who have to take a beginning language course
but have already fulfilled their World Cultures requirement with a different class may apply all 12
language credits to the Hunter Focus. Students in the Hunter College School of Nursing may fulfill their
entire 12 credits of Hunter Focus by taking three “STEM variant” science courses in addition to the
STEM courses used to fulfill the CUNY Common Core.
Hunter Focus in Foreign Language. The goal of the foreign language competency requirement is to
help students attain cross-cultural knowledge and communicate in a language other than English. In
studying foreign languages, their literatures and cultures, students acquire new perspectives on how
people think, view the world, express themselves, and communicate with one another. Language study
sensitizes students to the differences between their own culture and that of others, an important factor in
an interconnected and interdependent world.
Students are required to complete up to 12 credits in a foreign language depending upon a student’s
language knowledge at the time of matriculation and a student’s matriculation status. (See Considerations
for Transfer Students). Students may apply only one course at each level (Elementary level 1, Elementary
level 2, Intermediate level 3, and Intermediate level 4) toward the CUNY College Option. Intensive
courses can be used to satisfy two levels.
It is strongly recommended that students complete their foreign language study as early as possible so
they can benefit from it in their college career. Foreign language courses should be taken in consecutive
semesters because gaps in language instruction are undesirable.
Hunter Focus: Concentrated Study. This requirement encourages students to begin concentrated study
outside of their major. Students who have gained fourth-semester language proficiency should make
progress toward a minor, second major, or certificate (they will not complete such a program within
Concentrated Study, but take first steps toward it). The number of credit hours that must be completed in
the Concentrated Study requirement depends on a student’s transfer status and foreign language
proficiency prior to entering Hunter and ranges from 0 to 12. (See Considerations for Transfer Students).
It is necessary for students to indicate a minor, second major, or certificate program. Credit for
Concentrated Study is granted only for courses completed within that same declared course of study.
CONCURRENT COURSE REQUIREMENTS
Hunter College requires students to take courses that are writing intensive and others that deal with issues
of Pluralism and Diversity. These courses can be part of the Hunter Focus or any major or minor
requirements, or electives.
Writing Intensive Courses. The ability to write clearly and persuasively is a valuable skill that is
important for advanced study, professional advancement, and personal development. Writing Intensive
courses carry the designation “W” in the catalog and may be offered in any field. Students must complete
3 “W” designated courses. Transfer students may be required to take fewer courses, see “Considerations
for Transfer Students” below. All “W” courses must be taken at Hunter College.
22
Courses for Pluralism and Diversity. This group of courses addresses topics that help students broaden
their horizons and gain new perspectives. The Pluralism and Diversity courses are grouped into four
categories (A, B, C, and D) that focus on scholarship about major practical or theoretical issues that
emerge from, are reflected in, or are principally derived from the historical conditions, perspectives,
and/or intellectual traditions of:
A. Non-European societies, particularly those of Africa, Asia, Latin America, or those indigenous to
the Americas
B. One or more of the following groups in the US: African Americans, Asian Americans, Latino
Americans, and Native Americans,
C. Women and/or issues of gender or sexual orientation,
D. Europe, including ways in which pluralism and diversity have been addressed.
One class in each category is required (transfer students, see below). Any one course with a Pluralism and
Diversity designation can only satisfy one Pluralism and Diversity category. A course with a Pluralism
and Diversity designation may also carry a “W” designation and may fulfill any other requirement.
CONSIDERATIONS FOR TRANSFER STUDENTS
2nd Degree Students. Students who have earned a baccalaureate degree from an accredited institution are
exempt from the Hunter Core Requirement and all concurrent requirements.
CUNY Common Core. All CUNY transfer students retain completion of the CUNY Common Core
requirements when transferring to Hunter College. Transfer students who have earned an AA/AS degree
from an accredited institution and who matriculate in Fall 2013 and after will have fulfilled the CUNY
Common Core requirements by obtaining the AA/AS degree.
Hunter Focus
All transfer students, including CUNY transfers, must complete the Hunter Focus. The number of credits
required to complete the Hunter Focus varies with the number of credits transferred as indicated below:
· 12 credits of Hunter Focus for fewer than 30 credits transferred
· 9 credits of Hunter Focus for 30 or more credits transferred without an AA/AS degree*
· 6 credits of Hunter Focus for students with an AA/AS degree
*A transfer student who first matriculates in a baccalaureate program must complete 12 credits of Hunter
Focus. The student can apply any “College Option” credits completed at a CUNY senior college toward
the Hunter Focus.
Foreign Language. Hunter encourages all students to reach fourth-semester proficiency in a foreign
language. If transfer students have not fulfilled the fourth-semester proficiency requirement, then students
must apply the foreign language requirement towards the Hunter Focus.
Concentrated Study. Hunter encourages all students to delve deeply into another area in addition to their
major by completing a minor, a second major, or a certificate program. Transfer students who have
fulfilled the foreign language requirement should apply Hunter Focus courses towards a minor, second
major, or certificate program.
Writing Intensive. All students must take at least one course with a “W” designation from Hunter
College. The number of “W” designated courses required are:
3 for students who transfer fewer than 31 credits
2 for students who transfer between 31-59 credits
1 for students who transfer 60 or more credits
Pluralism and Diversity. Transfer students must take courses in Pluralism and Diversity according to the
schedule below:
4 courses for students who transfer fewer than 31 credits – one from each Group (A, B, C, and D).
2 courses for students who transfer 31 or more credits. These two courses must come from Groups A,
B, or C and the two courses cannot come from the same Group.
23
Appendix B
Timeline for Hunter Course Submission & Approval
The following timeline is intended to help academic programs plan for curricular changes. It
provides a general overview of the process. Because proposals may encounter delays along the
way, the timeline is strictly to emphasize that advance planning is necessary; there is no
guarantee that proposals will be approved within the time frame suggested below.1
START
Departmental curriculum committee approves a curricular action (new course,
change in course, etc.) and submits the necessary forms to the appropriate dean’s
office.
Dean’s office reviews the proposal and forwards to school’s curriculum committee.
Weeks 4-6 (from start)
Weeks 10-12
School requests a Senate number (US, UR, GS, or GR) and submits proposal to the
Senate.
Weeks 12-14
Senate curriculum committee (either Undergraduate or Graduate Course of Study)
reviews proposal.2
Weeks 14-18
Course is submitted to the Hunter College Senate.
Weeks 22-30
The action is submitted in the “Academic Matters” portion of Hunter’s Chancellor’s
University Report.
Weeks 30-32
CUNY Board of Trustees approves the current CUR.
Weeks 32-36
CUR is published and available through the CUNY portal.
Weeks 40-42
Registrar’s Office is notified of the approved actions and updates college systems.
The new or changed course may now be offered.
1
School and Senate course of study committees do not meet during College breaks, and the CUNY Board does not meet every
month. The CUR is generally due one (1) month prior to the next board meeting. This schedule is not applicable for courses
proposed for the Common Core. See the following page for those proposals.
2
Proposals are sometimes sent back to departments for revisions by the committees. The proposal will go to the Senate once
approved by the course of study committee.
24
Timeline for courses to be offered as part of the Common Core
START
Weeks 4-6 (from start)
Departmental curriculum committee approves a curricular action (new course,
change in course, etc.) and submits the necessary forms to the appropriate dean’s
office.
Dean’s office reviews the proposal and forwards to School/Division’s curriculum
committee.
School submits proposal to the Senate.
Weeks 10-12
Senate curriculum committee (either Undergraduate or Graduate Course of Study)
reviews proposal.1
Weeks 12-16
Course is approved by Hunter College Senate.
Weeks 16-18
Hunter Senate submits the course to the relevant CUNY Pathways review panel.
Weeks 18-28
Pathways review panel reviews and approves the course and conveys the
information to the Senate.
Weeks 26-38
Weeks 38-42
Weeks 42-44
Weeks 44-50
The action is submitted in the “Academic Matters” portion of Hunter’s
Chancellor’s University Report.
CUNY Board of Trustees approves the current CUR.
CUR is published and available through the CUNY portal.
Registrar’s Office is notified of the approved actions and updates college systems.
The new or changed course may now be offered.
1
School and Senate course of study committees do not meet during College breaks, and the CUNY Board does not meet every
month. The CUR is generally due one month prior to the next board meeting.
25
Appendix C
26
Office of the Hunter College Senate
Room 1018 East Building
Phone: 772-4200
According to college and Senate policies, all curriculum proposals need approval by the
Dean’s/School’s curriculum committees.
Please include a covering form for each curriculum proposal for consideration by the Undergraduate Course of Study Committee or the Graduate Course of Study & Academic Requirements Committee.
SECTION COMPLETED BY THE DEPARTMENT
SCHOOL:
SUBMISSION TITLE:
Anticipated Effective Date:
Review and Approval History
Sponsoring Department:
Date Approved by Departmental Curriculum Committee:
Curriculum Committee Chair’s Signature:
SECTION COMPLETED BY DEAN’S OFFICE
Date Approved by School/Divisional Curriculum Committee:
Dean’s Signature:
If the proposal requires consultation from another School, please have the Dean of that School
sign as well. Note that the proposal might need to be approved by the other School’s Curriculum
Committee*. The section below is for the other School.
Date Approved by School/Divisional Curriculum Committee*:
Dean’s Signature:
SECTION COMPLETED BY SENATE OFFICE
SUBMISSION DATE:
27