To be completed by CC
Date submitted (electronic copy):
Date submitted (hard copy):
CURRICULUM COMMITTEE
Submission ID#:
Add a Course
Use this form to add a new course to an existing or proposed curriculum. The information required in this
form reflects what is needed by the Registrar’s Office and Banner to implement courses and evaluate
transfer credits and what is needed by Curriculum Committee (CC) to review and approve courses. A
curricular revision should not be advertised in any website or in any other manner—including UC
application materials—until it has been approved through the process embodied by this form and outlined
on page 18 (click here). Note that signatures are required for program/department and division/school
approval, school/division CC liaison review, and—when resources are needed—library, IITS, and Financial
Affairs approval.
Submit your completed forms to the CC Secretary:

Hard copy (with signatures) to the School of Arts and Sciences Main Office: 286 Gordon Science
Center; and

Electronic copy e-mailed to CC’s UC webmail account: curriculum@utica.edu
Questions? Refer to the Glossary, tables, and process flowchart at the end of this form and/or the most
current edition of the Curriculum Committee Sourcebook (click here) for detailed information and
resources about the curriculum proposal process and other curricular matters. You also can contact the
CC Chair or any one of the CC members (click here).
Section I. Contact Information
Provide the contact information for the person CC should contact with questions and updates.
I-1. Name: Click here to enter text.
I-2. Email address: Click here to enter text.
I-3. Phone number: Click here to enter text.
I-4. School/Division: Click here to enter text.
I-5. Program/Dept: Click here to enter text.
Section II. Course Overview
Information provided in this section is essential for the Registrar, but it does not affect approval.
II-1. Targeted semester and year of implementation: Click here to enter text.
II-2a. Course prefix: Click here to enter text.
II-3. Course title: Click here to enter text.
II-2b. Course number: Click here to enter text.
Curriculum Committee
(12/8/2015)
II-4. Short course title: Click here to enter text.
II-5. Credit hours: Click here to enter text.
II-7. Grading option: Letter ☐
Pass/Fail ☐
II-8. Schedule type: Lecture (A) ☐
Clinical (C) ☐
Research (RE) ☐
Lab (L) ☐
II-6. Contact hours: Click here to enter text.
Other ☐  If Other, specify: Click here to enter text.
Lecture/Lab (AL) ☐
Internship (N) ☐
Seminar (S) ☐
Blended Distance Learning (BZ) ☐
Practicum (P) ☐
Residency (RD) ☐
Distance Learning (Z) ☐
II-9. Course description: Click here to enter text.
II-10. Prerequisites: Click here to enter text.
II-11. Co-requisites: Click here to enter text.
II-12. Can students take the course more than once for credit (repeatability)?
No ☐
Yes ☐  If Yes, specify one (and only one) of the following:
☐ For a specified number of credits  Specify max. credits: Click here to enter text.
☐ For a specified number of times  Specify max. times: Click here to enter text.
☐ For unlimited times
☐ Other ☐  If Other, specify: Click here to enter text.
II-13. Is the course permanent or experimental (check one)?
☐ Permanent
☐ Experimental
Section III. Designation Information
III-1-a. Is this course intended to fulfill a Core
requirement? Yes ☐ No ☐
III-1-b. If yes to Core, is the Core form
completed and attached? Yes ☐ No ☐
III-2-a. Is this course intended to fulfill a Liberal Arts
(LA) requirement? Yes ☐ No ☐
III-2-b. If yes to LA, is the LA form completed
and attached? Yes ☐ No ☐
III-3-a. Is this course intended to fulfill a WritingIntensive (WI) requirement? Yes ☐ No ☐
III-3-b. If yes to WI, is the WI form completed
and attached? Yes ☐ No ☐
III-4-a. Is this course intended to have a Selected
Topics Number (STN)? Yes ☐ No ☐
III-4-b. If yes to STN, is the STN form
completed and attached? Yes ☐ No ☐
Page 2 of 18
Curriculum Committee
(12/8/2015)
Section IV. Syllabus Checklist
Selecting “Yes” below indicates your understanding and commitment that these items will be included in
the eventual syllabus used for this course. While syllabi are not required automatically for Class I
proposals, CC reserves the right to see the complete syllabus for review/approval purposes.
Required Component
Will Be Included
IV-1. Course prefix and number
Yes ☐ No ☐
IV-2. Course title
Yes ☐ No ☐
IV-3. Credit hours
Yes ☐ No ☐
IV-4. Semester and year
Yes ☐ No ☐
IV-5. Contact information for the instructor, including office hours
Yes ☐ No ☐
IV-6. Class meeting times (on-ground courses)
Yes ☐ No ☐
IV-7. Departmentally approved course learning objectives
Yes ☐ No ☐
IV-8. Course description (as it will appear in the UC Catalog)
Yes ☐ No ☐
IV-9. Formal pre/co-requisites (e.g., ENG 101 before ENG 102)
Yes ☐ No ☐
IV-10. Readings (e.g., textbooks)—required and recommended
Yes ☐ No ☐
IV-11. Agenda/schedule including topics and assignment deadlines
Yes ☐ No ☐
IV-12. Identification of when/where any off-campus experiences will occur
Yes ☐ No ☐
IV-13. Statement about changes to syllabus/schedule, class cancellation
Yes ☐ No ☐
IV-14. Graded assignments and how they will be assessed
Yes ☐ No ☐
IV-15. Breakdown of what percent of the final grade is allocated to each
Yes ☐ No ☐
component, with translation table between numerical grades and letter grades
IV-16. Attendance policy
Yes ☐ No ☐
IV-17. Netiquette policy (on-line courses)
Yes ☐ No ☐
IV-18. Link to College policy for academic honesty (text optional)
Yes ☐ No ☐
IV-19. Link to College policy for academic accommodations (text optional)
Yes ☐ No ☐
Page 3 of 18
Curriculum Committee
(12/8/2015)
Section V. Rigor and Coherence
V-1. Is the course required or an elective (check one)?
☐ Required for one or more majors/programs, minors, and/or certificates
☐ Not required  Omit program information in Section V
V-2. Complete the table below mapping course objectives to program learning goals, indicating the intended methods of instruction and
assessment that will be used to accomplish this. The course learning objectives listed below should be the same as those listed in the course
syllabus, while the program learning goals listed below should be those listed across the first row of your curriculum map.
Course Learning Objective
V-1-a. Click here to enter text.
V-1-b. Click here to enter text.
V-1-c. Click here to enter text.
V-1-d. Click here to enter text.
V-1-e. Click here to enter text.
Program Learning Goal
Instructional Method
Assessment Activities
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
V-3. Describe how this course and its learning objectives are rigorous given the level at which it will be offered (e.g. Why is the proposed course
a 100- or 300-level course? How might the learning objectives, instructional methods, and/or assessment activities differ at a different level?):
Click here to enter text.
V-4. Describe this course and its coherence within the program as a whole. For required courses, answer questions such as justifying the skills
be introduced/reinforced/mastered in this course, and explaining specific concepts/skills that will be built on and built toward in this course,
which will help the students develop toward the outcomes expected from the program. For elective courses, answer questions such as how this
course fits with your program’s mission, identity, and operational goals.
Click here to enter text.
Page 4 of 18
Curriculum Committee
(12/8/2015)
V-5. In the interests of an expeditious review, CC recommends (but does not require) that you consult with the Director of Academic Assessment
(DAA) on your course learning objectives.  Did you consult with the DAA?
Yes ☐
No ☐
V-6. Attach your program’s curriculum map. Highlight in yellow where in the map this course is to show how this course fits within your
curriculum.  Is your curriculum map—including the proposed course(s) highlighted in yellow—attached?
Yes ☐
No, and this is a required course ☐
No, but this is an elective course ☐
Section VI. Impact and Justification
VI-1. Evidence of student demand/need (e.g., student involvement, course demand, assessment results showing deficiencies in the skills
addressed by the proposed course): Click here to enter text.
VII-2. Identify, justify, and provide evidence of attempts to minimize any potential negative effects of the proposed course on other areas of
Utica College into the table below. Insert additional rows as necessary.
Potential Negative Effect
Justification for Negative Effect
Evidence of Minimizing Potential Negative Effect
Click here to enter text.
Click here to enter text.
Click here to enter text.
VII-3. In the table below, list relevant faculty in and outside the department who have been consulted about the proposed course along with
whether or not they support the proposed courses. Add additional rows as necessary.
Faculty Member’s Name
Faculty Member’s Relevance
Does the Faculty Member Support the Proposed Course?
Click here to enter text.
Click here to enter text.
☐ Yes  Please explain: Click here to enter text.
☐ No  Please explain: Click here to enter text.
Page 5 of 18
Curriculum Committee
(12/8/2015)
Section VIII. Resource Needs
VII-A. Library
VII-A-1. Are existing library resources or allocations adequate for the proposed course or program?
Yes ☐  Skip to VIII-B
No ☐  Complete the rest of VIII-A
VII-A-2. Identify the additional library resources necessary along with details and cost estimates
Books: Click here to enter text.
Details and cost estimates: Click here to enter text.
Journals: Click here to enter text.
Details and cost estimates: Click here to enter text.
Databases: Click here to enter text.
Details and cost estimates: Click here to enter text.
Other: Click here to enter text.
Details and cost estimates: Click here to enter text.
VII-A-3. Select one:
☐ Librarian concurs that the above-listed resources are not available but cannot accommodate them
due to budgetary constraints; or
☐ Librarian agrees to add the above-listed resources to the library budget for this course
VII-A-4-a. Name of Librarian: Click here to enter text.
VII-A-4-b. Date:
VII-A-4-c. Signature (hard copy only):
Click here to
enter text.
Complete the following item only if the resources identified above as necessary but not yet funded will
be added to the library budget for this course.
VII-A-5-a. Signature of Vice President for Financial Affairs (hard copy only):
Page 6 of 18
Curriculum Committee
(12/8/2015)
VIII-B. Integrated Information Technology Services (IITS)
VII-B-1. Are existing IITS resources or allocations adequate for the proposed course or program?
☐  Skip to Section IX
No ☐  Complete the rest of VIII-B
Yes
VII-B-2. Identify the additional IITS resources necessary along with details and cost estimates
Hardware: Click here to enter text.
Details and cost estimates: Click here to enter text.
Software: Click here to enter text.
Details and cost estimates: Click here to enter text.
Media: Click here to enter text.
Details and cost estimates: Click here to enter text.
Computers: Click here to enter text.
Details and cost estimates: Click here to enter text.
Other: Click here to enter text.
Details and cost estimates: Click here to enter text.
VII-B-3. Select one:
☐ IITS member concurs that the above-listed resources are not available but cannot accommodate
them due to budgetary constraints; or
☐ IITS member agrees to add the above-listed resources to the IITS budget for this course
VII-B-4-a. Name of IITS member: Click here to enter text.
VII-B-4-b. Date:
VII-B-4-c. Signature (hard copy only):
Click here to
enter text.
Complete the following item only if the resources identified above as necessary but not yet funded will
be added to the IITS budget for this course.
VII-A-5-a. Signature of Vice President for Financial Affairs (hard copy only):
Page 7 of 18
Curriculum Committee
(12/8/2015)
Section IX. Approvals
VIII-A. To Be Completed by the Proposer
Electronic copies of proposals should indicate the names of each of the three people below. Hard
copies should indicate both the names of the three people and include their signatures.
VIII-A-1-a. Name of Program Director: Click here to enter text.
VIII-A-1-b. Date:
VIII-A-1-c. Signature (hard copy only):
Click here to
enter text.
Signature indicates (1) approval by department/program faculty and (2)
confirmation that the information in this form is accurate and the course will be
implemented as described when it first runs. Any significant revisions to the
course prior to when it first runs require that this information be returned to
Curriculum Committee for re-approval.
VIII-A-2-a. Name of CC School/Division Liaison: Click here to enter text.
VIII-A-2-b. Date:
VIII-A-2-c. Signature (hard copy only):
Click here to
enter text.
Signature indicates the curriculum package is complete.
VIII-A-3-a. Name of School Dean/Division Head: Click here to enter text.
VIII-A-3-b. Date:
VIII-A-3-c. Signature (hard copy only):
Click here to
enter text.
Signature indicates (1) approval by school/division faculty and (2) confirmation
that the information in this form is accurate and the course will be implemented
as described when it first runs. Any significant revisions to the course prior to
when it first runs require that this information be returned to Curriculum
Committee for re-approval.
Page 8 of 18
Curriculum Committee
(12/8/2015)
VII-B. To Be Completed by UC Officials
VIII-B-1-a. Name of Curriculum Committee (CC) Chair: Click here to enter text.
VIII-B-1-b. Date:
VIII-B-1-c. Signature (hard copy only):
Click here to
enter text.
Signature indicates approval by CC
VIII-B-2-a. Name of Faculty Senate President or Secretary: Click here to enter text.
VIII-B-2-b. Date:
VIII-B-2-c. Signature (hard copy only):
Click here to
enter text.
Signature indicates approval by Faculty Senate.
VIII-B-3-a. Name of Name of UC President or Provost: Click here to enter text.
VIII-B-3-b. Date:
VIII-B-3-c. Signature (hard copy only):
Click here to
enter text.
Signature indicates approval by UC administration.
***You do not need to print the following pages for submission to Curriculum Committee***
Page 9 of 18
Curriculum Committee
Glossary
(12/8/2015)
Course prefix = The 3-letter program code
indicating the department proposing the
curricular change (e.g., “SOC” for Sociology,
“OCT” for Occupational Therapy). “All-college
Section I. Contact Information
courses” have the “UCC” prefix and are
Name = Full (first and last) name of the
supervised by the Office of Academic Affairs.
designated contact person; this is the person to
whom Curriculum Committee (CC) will direct all
questions and other correspondences
Email address = Utica webmail (***@utica.edu)
address; unless you arrange otherwise, this is
the primary method by which CC communicates
Phone number = Area code plus full (7-digit)
number and extension (as appropriate)
Indicate cross listings as such (i.e., two courses
offered by two departments but staffed by a
single professor and all students are taught
together as a combined class and have the same
requirements; e.g., PSY 211/SOC 211).
Course number = Digits following the course
prefix that signal something about the
characteristics or content of the course. The
first digit of the course indicates level of
School/Division = Which of the three schools will
instruction, and the third digit signals
be/is housing the curriculum being reviewed; if
sequencing. The third digit also can be used to
applicable, also identify which division within the
indicate special types of courses. See Table 1 for
school will be housing the curriculum under
more detailed information on level, sequence,
review. The information provided here must
and type; see Table 2 for selected topics course
correspond to the signatures in the Approvals
numbers and other special course numbers.
section of this form.
Specify dual listings as such (i.e., a single course
Program/Department = Which program within
the school/division identified above will be
housing the curriculum under review? If
offered within a single department at both the
undergraduate and graduate level; e.g., EDU
415/415)
applicable, also identify the department. The
Course title = Communicates succinctly the
information provided here should correspond to
content of the course; should not exceed 12
the signatures in the Approvals section of this
words; and should be informative as well as
form.
interesting
Section II. Course Overview
Targeted semester and year of implementation =
The semester (Fall, Spring) and year (2015,
2016) in which you would like to implement the
proposed curricular revision. It is not possible
for Curriculum Committee (CC) to guarantee a
semester and/or year of implementation.
Short course title = An abbreviated version of
the course title that cannot exceed 30
characters, including spaces. EX: “Introduction
to the Criminal Justice System” might have “Intro
to CJS” as its short course title.
Credit hours = The number of hours earned by
the students who pass the course (e.g., “3”); at
UC, credit hours range from 0 to 15 per course.
Options in assigning credit hours for a new or
Page 10 of 18
Curriculum Committee
(12/8/2015)
revised course include (1) all students in the
Repeatability = Whether or not students may
course earn the same amount of credits or (2)
take the course more than once for credit. The
some students earn different amounts of credit
question in this form refers to the unit by which
than others in the same course (i.e., variable-
student participation is counted. Options are:
credit courses). Contact the Office of Academic
(1) Maximum number of credits earned, (2)
Affairs with questions about New York State
Maximum number of times enrollment is
Education Department (NYSED) policies on
allowed, (3) Unlimited time, and (4) Other.
appropriate workload and interaction levels for
various credit hours.
Experimental courses = Courses offered once or
a couple times. Experimental courses cannot be
Contact hours = Number of hours assigned to
(1) Offered more than twice in a 6-year period,
the workload of the faculty member teaching the
or (2) Required for the completion of a degree.
course (e.g., “3”); contact hours start at 0 and
Permanent courses must be offered regularly—
have no upper limit.
frequently enough for full-time students earning
Grading option = How the students will be
assessed in terms of their overall/final course
grade. Options for grades are: (1) “Letter” (all
student earn a grade A–F); (2) “Pass/Fail” (all
students earn a “Pass” or a “Fail”); or (3) “Other.”
Schedule type = The type of instruction that will
be used to teach a particular course. The
schedule types listed are intended to reflect the
nature of activities required of students and their
instructors, and the setting required to deliver
the content of the course.
Course description = A 30–100-word summary
of the purpose, main content, and structure of
the course; see Table 3
Prerequisites = Requirements that must be
completed by the student prior to enrollment in
a course
passing grades to progress through the program
in the expected 4-year or whatever specified
timeframe for the degree type and degree level.
Section III. Designation
Information
Core requirement = Indicate your intention to
add to Core, revise Core, or delete a Core
course. Refer to UC’s Core webpage for
additional information on Core.
Core form = CC form that must be completed
whenever you want to add to Core, revise Core,
or delete a Core course. The “Core” form is on
the CC webpage; refer to UC’s Core webpage for
additional information on Core.
Liberal Arts (LA) requirement = Indicate your
intention to add a LA designation, revise
dramatically the LA content of an LA course, or
Co-requisites = Requirements that must be
delete an LA course or designation. Refer to CC’s
completed by the student concurrently with
Policies and Procedures (C2-P2; on the CC
another course. A co-requisite results in a
webpage) for additional information on Liberal
student who already has taken the co-required
Arts.
course being blocked from registering for the
course
Liberal Arts (LA) form = CC form that must be
completed whenever you want to add a LA
Page 11 of 18
Curriculum Committee
(12/8/2015)
designation, revise a LA course, or delete a LA
proposers are asked to confirm that these items
course/designation. The “Liberal Arts” form is
will be addressed in the eventual, fully developed
on the CC webpage; refer to CC’s Policies and
course syllabus. No syllabus is required.
Procedures (C2-P2; on the CC webpage) for
additional information on LA.
Writing-Intensive (WI) requirement = Indicate
your intention to add a WI designation, revise the
WI content of a WI course dramatically, or
terminate a WI course and/or its WI designation.
More information on the WI requirement and
forms is provided on the forms themselves as
well as in CC’s Policies and Procedures (C2-P2)—
all on the CC webpage.
Section V. Rigor/Coherence
Course learning objectives = The observable
advancements in skills and/or knowledge
students are expected to make by completing
the course. In addition to being appropriate for
the level of the course (e.g., 100, 200), course
learning objectives begin with a verb, are
specific, and are measurable (e.g., “Distinguish
between major criminological theories in terms
of the cause and control of crime” and “List and
Writing-Intensive (WI) forms = Committee on
describe the stages of the scientific method).
Writing (COW) forms for whenever you want to
Refer to the Academic Assessment Coordinating
gain a WI designation or need to renew your
Committee (AACC) webpage for additional
existing WI designation. More information on
information on learning objectives.
the WI requirement and forms is provided on the
forms themselves as well as in CC’s Policies and
Procedures (C2-P2)—all on the CC webpage.
Instructional methods = Strategies used to teach
students and help them learn the material (e.g.,
Selected Topics Number (STN) = Indicate if your
lectures, readings, videos) and exercises
proposal involves a STN (e.g., “470” for an
students complete to help them acquire and
internship course; see Table 2).
refine the skills and knowledge expressed in the
Selected Topics Number (STN) form = CC form
course-level student learning objectives (e.g.,
that must be completed whenever you want to
questions on a textbook website, practice
add/reserve/use a STN designation, revise a STN
exams, in-class writings).
course, or delete a STN course. The “Selected
Assessment activities = Exams and other graded
Topics Number” form is on the CC webpage;
assignments used to assess students’
Table 2 lists current STN and other special
performance (e.g., quizzes, exams, term papers)
courses; refer to CC’s Policies and Procedures
(C2-P2; on the CC webpage) for additional
information on STN.
Section IV. Syllabus Checklist
Syllabus checklist = Includes those items
Curriculum Committee (CC) members have
agreed are essential components of a
Rigor = CC has adopted the following definition
of rigor: “A rigorous course or program is
characterized by an intentional structure
designed to promote student learning at
appropriate, increasingly sophisticated levels.”
(Proposers are free to add to this definition.)
Table 4 provides examples of rigor statements.
responsible course syllabus. New course
Page 12 of 18
Curriculum Committee
(12/8/2015)
Refer to the C2-P2 for more on rigor. Click here
Evidence of student demand/need = From the
for undergraduate- versus graduate- level
students’ perspective, why should UC have this
distinctions click here for distinctions among
course? This item asks course proposers to
different undergraduate levels, and refer to the
identify the student need(s) for the proposed
C2-P2 for additional resources.
course, emphasizing the evidence of that
identified need(s).
Coherence = Explanation of how/why the course
meets the I/R/M designations on the program
curriculum map. Emphasizes the development
of the program and the application of skills and
concepts to students’ real-world development.
Objectives consultation = Learning objectives are
Potential negative effects = Reasonably
foreseeable consequences of implementing your
course and filling it with the projected student
population (e.g., diverting students from an
existing course on race and ethnicity to a
proposed course on race, ethnicity, and religion).
a central part of academic assessment; as such,
Justification for negative effects = Reasons the
UC’s Director of Academic Assessment is a
UC Faculty should approve the proposed course,
valuable resource in the development of course
given the potential negative effect (e.g., the
and program learning objectives. While not
importance of the subject matter; difficulties
required, Curriculum Committee (CC)
meeting student demand for the existing course
recommends that course/program proposers
on race and ethnicity; student interest in and
consult with the DAA regarding the proposed
requests for a course on race, ethnicity, and
learning objectives. When such consultation
religion).
occurs, CC usually is able to assume that the
Evidence of minimizing negative effects = Steps
proposed course/program learning objectives
taken/planned to reduce the likelihood and/or
are rigorous and otherwise appropriate, thus
extent of identified negative effects (e.g.,
bypassing committee review/deliberation of the
allowing students to choose between the
learning objectives.
existing course on race and ethnicity and the
Curriculum map =A table showing how
proposed course on race, ethnicity, and religion
program-level learning objectives are taught and
rather than replacing race and ethnicity and race,
assessed at increasingly higher levels throughout
ethnicity, and religion).
the program in the individual courses required
for program completion. Refer to the Academic
Assessment Coordinating Committee (AACC)
webpage, especially the Policies and Procedures
Handbook, for additional information on
curriculum maps.
Section VII. Impact and
Justification
Page 13 of 18
Curriculum Committee
(12/8/2015)
Tables
Table 1
Course Number Policies for Level, Sequence, and Type
Level
The first digit of the course number indicates level of
instruction

000–099 = Remedial and non-credit courses

100–199 = First-year/freshman-level courses; allcollege courses

200–299 = Sophomore-level courses

300–499 = Junior- and senior-level courses

500–599 = Joint undergraduate and graduate courses

600–799 = Graduate-level courses
Sequence

The third digit of the course number signals
sequencing


1 and --2 = Two semester courses that
need to be taken sequentially (e.g., ENG
101 and ENG 102)
--5 and --6 = Courses whose titles indicate
a sequence but which do not have to be
taken as a sequence (e.g., LIT 205
[Western Literature through the
Renaissance] and LIT 206 [Western
Literature Since the Renaissance])
Type
The third digit of the course number can be
used to indicate special types of courses



--9 = Honors courses at the
undergraduate level (e.g., POL 499)
--9 = Readings, research, and
individual study courses at the
graduate level e.g., POL 699)
--0 = Other special courses
Refer to the table below for existing special
courses and their numbers
Click here for resources on determining appropriate course
levels
Page 14 of 18
Curriculum Committee
(12/8/2015)
Table 2
Selected Topics and Other Special Course Numbers
Lower Division
Upper Division
Senior Level
Graduate Level
(100s, 200s)
(300s)
(400s)
(500s, 600s, 700s, 800s, 900s)
Selected (Special) Topics
200
300
400
500, 600, 700
Internship
270
370
470
570, 670, 770
Independent Study
290
390
490
590, 690, 790
Research Assistant
402
502, 602
Research
450
550, 650, 750
Continuous Enrollment
997, 998
* Occasionally, proposers might find a course number they are requesting is already in Banner as an active course. In such instances, CC will contact the
proposer, asking him/her to change the proposed number in consultation with the Registrar.
Page 15 of 18
Curriculum Committee
(12/8/2015)
Table 3
Course Description Guidelines
Course Description Guidelines
Write between 30 and 100 words
Use clear, concise, precise, and grammatically correct language
Write in complete sentences
Avoid phrases such as “a study of” or “an examination of,” which are obvious because all courses study, examine, analyze, etc. subject matter
Exclude “graduate” in the title of courses with graduate-level course numbers (and “undergraduate” from the title of undergraduate-level courses)
Omit phrases such as “topics include” unless different sections of the course cover different topics or different topics are covered in different semesters
Reserve phrases such as “with emphasis on” and “focusing on” for courses emphasizing one or more areas among many areas that are covered
Exclude the course title from the course description
Avoid repeating course attributes (e.g., “laboratory,” “seminar,” “workshop”) in the description when they appear in the title
Refrain from listing prerequisites or co-requisites in the course description
Specify whether the course can be repeated for credit
Include the maximum number of credits or times if the course can be repeated
Page 16 of 18
Curriculum Committee
(12/8/2015)
Table 4
Rigor Statement Examples
Sample Rigor Statements
This program is rigorous in that learning objectives are built upon previous learning so that students are continually challenged to expand their
knowledge and to apply previous learning in new ways. For example, in XXX202, some information is applied to a real-life situation, and in XXX402,
that same information is examined critically in light of conflicting evidence.
Teaching combines didactic presentation of information with active learning experiences throughout so that students are intellectually engaged,
while transferring more and more responsibility for learning to the student in a self-directed manner. For example, in XXX402, students are given the
opportunity to develop their own learning content for a fieldwork experience.
Assessment is rigorous in that it moves beyond retention of information to application, synthesis, and critical evaluation. Students are allowed
options for assessment, which facilitates motivation, engagement, and interest in an effort to elicit the best performance possible. For example, in
XXX505, students use their own strengths and interests to establish a focus of study that results in a report assessed in a manner similar to that of a
peer-reviewed publication.
We define rigor as appropriately challenging given the level at which the course is offered. This course is at the end of the certificate program
curriculum. As such, students first need to demonstrate awareness of fundamental concepts associated with regulation, forensic accounting,
compliance, and SEC. In the early courses (FCM 535 and ACC 604), students will learn vocabulary, concepts, relationships, policies, and regulations as
well as technical skills and knowledge related to fraud management and forensic accounting. In the middle courses (MGT 617 and FCM 632), students
begin to apply the concepts, processes, and skills to specific issues and events related to the Securities and Exchange Commission (SEC). By the last
courses, students will be pulling together all areas covered in the certificate and applying them to concrete cases investigated by the SEC. By the end
of the program, students are able to propose alternative and/or additional resolutions and policies for investigating financial crimes that are within the
purview of the SEC. By the end of the program, moreover, students should be able to merge research, theory, and practice in the certificate area to
propose unique and responsive public policy.
Page 17 of 18
Curriculum Committee
(12/8/2015)
Process for Adding a Course
What do you (the course proposer) need to do?
1.
2.
3.
Download and complete the “Add a Course” form from the Curriculum Committee website
Complete additional forms as may be required for designations (e.g., Core, Liberal Arts, Writing-Intensive)
Consult with the Director of Academic Assessment about the course learning objectives
(recommended)
4. Consult with faculty inside your department
5. Consult with faculty outside your department who might be affected by the addition of this course
6. Consult with the library, and get the signature of the librarian when library resources are needed
7. Consult with IITS, and get the signature of the IT member when IT resources are needed; also get the
signature of the Vice President of Financial Affairs when needed resources will be purchased for the
proposed program
8. Consult with one of your School’s Curriculum Committee liaisons
9. Meet with and secure the approval of your department/program, including the signature of your
department chair/program director
10. Meet with and secure the approval of your school/division, including the signature of your school
dean/division head
11. Submit the completed form (a) electronically to curriculum@utica.edu and (b) hard copy (with
signatures) to 286 Gordon Science Center
What will happen after you submit your proposal?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
The Orange CC Secretary/Chair performs a submission audit, and you might be asked for clarification or
more information
The Orange CC Secretary assigns a submission number, creates an Engage folder for the submission, and
notifies the Blue CC Secretary/Chair of the new proposal
The Blue Chair places the proposal on the agenda, by order of submission number
The Blue CC Chair or a Blue CC member might contact you with initial questions, and/or you might be
asked to attend a Blue CC meeting
Blue CC reviews/discusses your proposal
The Blue CC Chair or a Blue CC member might contact you with follow-up questions, and/or you might
be asked to attend a Blue CC meeting
Blue CC votes on your proposal
The Blue CC Chair notifies you, places approved proposals on the Consent Agenda, and forwards the
Consent Agenda to the Orange CC Secretary/Chair
Orange CC will re-review your proposal in the process of reviewing the Consent Agenda, and the
Orange CC Chair will notify you and the Blue CC Secretary/Chair if Orange CC has any concerns
Once Orange CC approves the Consent Agenda (with your proposal on it), the Orange CC Chair
forwards the Consent Agenda to the Office of Academic Affairs for distribution to the faculty prior to the
next Faculty Senate meeting, and the Orange CC Secretary forwards the signed hard copy of the
proposal to the Office of Academic Affairs for the remaining approvals/signatures
The Presiding Officer presents the Consent Agenda during Faculty Senate; unless there are objections,
your proposal is approved. (If there are objections, your proposal is placed on the Regular Agenda for
discussion and vote by Faculty Senate.)
The Faculty Senate Presiding Officer/Secretary forwards the signed and approved hard-copy proposal to
the UC President’s Office for the President’s review
Once approved by the President, the President’s Office notifies you, CC (curriculum@utica.edu), and the
Registrar  Your course has been approved and is ready for implementation.
Page 18 of 18