Supplemental Information for Form 40G (last revised May 2016)
Detailed Graduate Course Proposal for Academic Review
(Instructions are in red. Instructions may be deleted once the required information is
entered.)
Note: The detailed course proposal is intended for academic review by the appropriate area
committee of the Graduate Council. It supplements the Form 40G that is intended for
administrative review of the Graduate School and Registrar.
To:
Purdue University Graduate Council
From:
Faculty Member: [click here and type name]
Department:
[click here and type department name]
Campus:
[click here and type campus name]
Date:
June 28, 2016
Subject: Proposal for New Graduate Course
Contact for information
if questions arise:
Course Number:
Course Title:
Short Title:
Name:
Phone:
Email:
Address:
[click here and type name]
[click here and type phone #]
[click here and type email addr]
[click here and type campus addr]
[click here and type subject and course#]
[click here and type course title]
[click here and type max 30 characters title, including spaces]
Course Description:
[click here and type course catalog description]
1
Supplemental Information for Form 40G (last revised May 2016)
NOTE: In the following sections, A-G, it is not permissible to simply forward reference to
an attached syllabus. Review committees need to quickly find proposal information in the
sections as provided in this template.
A. Justification for the Course
Justification of the need for the course
Provide a complete and detailed explanation of the need for the course (e. g., in
the preparation of students, in providing new knowledge/training in one or more
topics, in meeting degree requirements, etc.), how the course contributes to
existing majors and/or concentrations, and how the course relates to other
graduate courses offered by the department, other departments, or
interdisciplinary programs. Add bullets as needed.

[click here and type detailed justification of the need for the course]
Justification that course will be taught at a graduate level
Graduate Council policy requires that courses at the 50000 level in the Purdue
system should be taught at the graduate level and meet four criteria: a) the use of
primary literature in conjunction with advanced secondary sources (i.e.,
advanced textbooks); b) assessments that demonstrate synthesis of concepts and
ideas by students; c) demonstrations that topics are current, and; d) components
that emphasize research approaches/methods or discovery efforts in the course
content area (reading the research, critiquing articles, proposing research,
performing research). Such courses should be taught so that undergraduate
students are expected to rise to the level of graduate work and be assessed in the
same manner as the graduate students. Add bullets as needed.

[click here type justification of the level for the course]:
Justification of the demand for the course

Anticipated enrollment
o Undergraduate
o Graduate
[click here and type est. undergrad enrollment]
[click here and type est. grad enrollment]
Justification for online delivery
The Graduate School wants to know if the course needs to be delivered online,
immediately or in the near future, and that any special considerations have been
appropriately anticipated for on line deliver.
[click here type justification or considerations for online delivery]
2
Supplemental Information for Form 40G (last revised May 2016)
B. Learning Outcomes and Methods of Assessment
List learning outcomes. It is expected that graduate courses aspire to higher
order learning outcomes (i.e., communication, critical thinking, analysis and
synthesis, research, etc.), meaning they go well beyond simple understanding of
the subject knowledge base. For more information on writing learning outcomes,
visit:
http://teachingtomtom.com/2012/11/15/writing-critical-thinking-learningoutcomes/
For each learning outcome, describe one or more methods of evaluation or
assessment of student learning outcomes. (Include evidence for both direct and
indirect methods.) Add bullets, and expand table rows as needed.
Learning Outcomes
Assessment Methods
[copy outcome from above, here]
•
[click here and type method]
[copy outcome from above, here]
•
[click here and type method]
[copy outcome from above, here]
•
[click here and type method]
[copy outcome from above, here]
•
[click here and type method]
[copy outcome from above, here]
•
[click here and type method]
[copy outcome from above, here]
•
[click here and type method]
For some of the above assessment methods, it is useful to briefly describe it to the
review committee in greater detail. A few sentences should suffice to describe the
assignment, project, or discussions, and how it will specifically be graded.

[click here and describe a specific assessment ]

[click here and describe a specific assessment ]

[click here and describe a specific assessment ]
Final Grading Criteria
Describing the criteria that will be used to assess students and how the final grade
will be determined. Add and delete rows as needed.
Assessment Methods
(should match method types in
the previous table)
Weight Toward
Final Course Grade
Exams and Quizzes
[click here and type points or %]
3
Supplemental Information for Form 40G (last revised May 2016)
Papers and Projects
[click here and type points or %]
Homework
[click here and type points or %]
Laboratory Exercises
[click here and type points or %]
Class Participation
[click here and type points or %]
[click here and type other assessment type] [click here and type points or %]
[click here and type other assessment type] [click here and type points or %]
Methods of Instruction
Identify the method(s) of instruction and describe how the methods promote the
likely success of the desired student learning outcomes. Add and delete rows as
needed.
Class
Method of
Hrs/Week Instruction
Contribution to Outcomes
Lecture
[click here and explain contribution]
Recitation
[click here and explain contribution]
Presentation
[click here and explain contribution]
Laboratory
[click here and explain contribution]
Lab Prep
[click here and explain contribution]
Extra Credit
[click here and explain contribution]
Studio
[click here and explain contribution]
Distance
[click here and explain contribution]
Clinic
[click here and explain contribution]
Experiential
[click here and explain contribution]
Research
[click here and explain contribution]
Independent Study
[click here and explain contribution]
Practice/Observation
[click here and explain contribution]
Seminar
[click here and explain contribution]
4
Supplemental Information for Form 40G (last revised May 2016)
C. Prerequisite(s)
List the prerequisites and/or experiences/background required. If no
prerequisites, provide an explanation for their absence. Add bullets as needed.
•
"[click here and type course abbreviation, number, and title]"
•
"[click here and type course abbreviation, number, and title]"
•
[click here and type other experience or background expected]
If no prerequisites, explain rationale:
•
[click here and type rationale for no prerequisites]
5
Supplemental Information for Form 40G (last revised May 2016)
D. Course Instructor(s)
Provide the name, rank, and department/program affiliation of the instructor(s).
Is the instructor currently a member of the Graduate Faculty? (If the answer is
no, indicate when it is expected that a request will be submitted.) Add rows as
needed.
Name
Rank
School,
dept., or
center
Graduate Faculty
or expected date
[click here and type name]
[Rank]
[Dept]
[Yes, no, or date]
[click here and type name]
[Rank]
[Dept]
[Yes, no, or date]
[click here and type name]
[Rank]
[Dept]
[Yes, no, or date]
[click here and type name]
[Rank]
[Dept]
[Yes, no, or date]
[click here and type name]
[Rank]
[Dept]
[Yes, no, or date]
Optionally, provide a one paragraph instructor bio (maximum 300 words) that
specifically speaks to the instructor’s background to teach the course. Add
instructors as needed.
[click here and type one paragraph bio]
[click here and type one paragraph bio]
[click here and type one paragraph bio]
[click here and type one paragraph bio]
[click here and type one paragraph bio]
6
Supplemental Information for Form 40G (last revised May 2016)
E. Course Schedule or Outline
Provide an outline or schedule of topics to be covered and indicate the relative
amount of time or emphasis devoted to each topic. If laboratory of field
experiences are used to supplement a lecture course, explain the value of the
experience(s) to enhance the quality of the course and student learning. For
variable “topics” courses, include a sample outline of a course that would be
offered under the proposed course.
Two alternative formats are provided in this template. Only one is required in a
proposal.
Option 1: Schedule Format
Week Topic(s)
Activity (optional)
1

[Topic]

[Activity]
2

[Topic]

[Activity]
3

[Topic]

[Activity]
4

[Topic]

[Activity]
5

[Topic]

[Activity]
6

[Topic]

[Activity]
7

[Topic]

[Activity]
8

[Topic]

[Activity]
9

[Topic]

[Activity]
10

[Topic]

[Activity]
11

[Topic]

[Activity]
12

[Topic]

[Activity]
13

[Topic]

[Activity]
14

[Topic]

[Activity]
15

[Topic]

[Activity]
7
Supplemental Information for Form 40G (last revised May 2016)
Week Topic(s)
16
Activity (optional)
Not applicable
Final exam
Option 2: Outline Format
I.
II.
III.
[Heading]
A.
[Subheading]
1.
[Topic]
2.
[Topic]
3.
[Topic]
B.
[Subheading]
1.
[Topic]
2.
[Topic]
3.
[Topic]
C.
[Subheading]
1.
[Topic]
2.
[Topic]
3.
[Topic]
[Heading]
A.
[Subheading]
1.
[Topic]
2.
[Topic]
3.
[Topic]
B.
[Subheading]
1.
[Topic]
2.
[Topic]
3.
[Topic]
C.
[Subheading]
1.
[Topic]
2.
[Topic]
3.
[Topic]
[Heading]
A.
[Subheading]
1.
[Topic]
2.
[Topic]
3.
[Topic]
B.
[Subheading]
1.
[Topic]
2.
[Topic]
3.
[Topic]
C.
[Subheading]
1.
[Topic]
2.
[Topic]
3.
[Topic]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
[Duration]
8
Supplemental Information for Form 40G (last revised May 2016)
F. Reading List (including course text)
Primary Reading List
A primary reading list or bibliography should be limited to material the
students will be required to read in order to successfully complete the course.
This should also include any textbooks or compilations that the student must
acquire. As a rule-of-thumb, reviewers expect to see scholarly publications
included in the reading list. Finally, the primary reading list should not be a
compilation of general reference materials – rather, it should be books and
papers the student are required to read.
o [click here and insert full scholarly citation]
o [click here and insert full scholarly citation]
o [click here and insert full scholarly citation]
o [click here and insert full scholarly citation]
o [click here and insert full scholarly citation]
o [click here and insert full scholarly citation]
Secondary Reading List
A secondary reading list or bibliography should include material students
may need to read as background or supplemental information (e.g., for
projects and papers). It may be appropriate to duplicate some of these
secondary publications in Section G, Library Resources, of this proposal.
o [click here and insert full scholarly citation]
o [click here and insert full scholarly citation]
o [click here and insert full scholarly citation]
o [click here and insert full scholarly citation]
o [click here and insert full scholarly citation]
9
Supplemental Information for Form 40G (last revised May 2016)
G. Library Resources
Describe any library resources that are currently available or the resources
needed to support this proposed course. Examples include named journals or
proceedings that the library should acquire or keep current, or non-required
textbooks that the library should acquire or reserve for students. If no library
resources are needed, explain how students will complete their research for the
course. If resources not currently available in the library are needed to support
this course, it is the proposer’s responsibility to notify the library about
obtaining the resources.
Name of journal, proceedings, book, video, or other
acquisition
Already in
Libraries?
[click here and type citation]
[type yes or no)]
[click here and type citation]
[Dept]
[click here and type citation]
[Dept]
[click here and type citation]
[Dept]
[click here and type citation]
[Dept]
10
Supplemental Information for Form 40G (last revised May 2016)
H. Course Syllabus (now required)
A sample syllabus should be attached to all course proposals. The syllabus is helpful to
review committees who wish to better understand some of the course characteristics and
nuances that are described in other sections of this proposal. Suggestions for developing
a syllabus are provided by the Center for Instructional Excellence at
http://www.purdue.edu/cie/toolsservices/syllabus.html
It is recognized that many course syllabi are based on earlier offerings of an
experimental version of the course, and that changes may have been introduced to
improve the proposal. This can create an unintended perception that the proposal is
contradicted by the sample syllabus. Accordingly, please briefly describe any changes or
clarifications in the bullets below. Add bullets if necessary.

[click here and type syllabus clarification]

[click here and type syllabus clarification]

[click here and type syllabus clarification]
11
Supplemental Information for Form 40G (last revised May 2016)
[click here and paste syllabus]
12