SECTION FIVE: PART A
INTRODUCTION TO THE CORE
A.
LIBERAL ARTS EDUCATION
An education in the liberal arts should do at least two essential things:

help students reach a university-level mastery in the most fundamental intellectual skills: the
use of language and the use of numbersboth to explore the world and to effectively express
oneself.

help students develop broad and integrating perspectives on the world and human
experience, perspectives that draw upon the best of scholarship and research from across the
fields of liberal inquiry. This is done by introducing students to a variety of important parts
of the universe of learning and helping him or her see how to draw upon and live in the
community of learners.
B.
THE PARTS OF THE CORE
The Liberal Arts Core Requirements are a set of principles that flexibly guide students in the
selection of courses and serve to define the common structural core of a liberal arts education at
Syracuse. They were devised and adopted by the Faculty of the College of Arts and Sciences.
They assure that each student's course of study includes the most important features of an
education in the liberal arts. There are three fundamental parts to the Liberal Arts Core
requirements:
I.
The Liberal Skills Requirement
II. The Divisional Perspectives Requirement
III. The Critical Reflections on Ethical and Social Issues Requirement
The Liberal Skills Requirement assures that each student further develops the fundamental
intellectual skill of effective writing and gives the student a choice of whether to satisfy a
competency requirement in quantitative skills or a second language.
The Divisional Perspectives Requirement introduces students to something of the great range
of liberal fields of inquiry. A liberal education is essentially an education from a diversity of
viewpoints. An education is not "free" if it confines students to one or two viewpoints, one field
of study, or focuses narrowly on a single professional objective. The disciplines and
interdisciplinary studies that constitute the universe of the liberal arts and sciences both
complement and compete with each other in the effort to gain the most informed, balanced and
integrating perspectives on the world and human experience. Students need to get a sense of the
range and power of liberal studies, and of the controversies and uncertainties that remain a
challenge for these studies. In the course of surveying something of this range, they will also be
put in a better position to make an informed choice regarding their majors and minors.
Section Five |
1
The Critical Reflections on Ethical and Social Issues Requirement is designed to assure that
students reflect upon the relevance of the liberal arts and sciences to ethical and social issues.
Every liberal field of study has great ethical and social significance. The courses that satisfy this
requirement build on that fundamental fact in order to highlight that significance and to develop
in students critical and self-critical intellectual habits of thought.
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LIBERAL ARTS CORE CURRICULUM
OUTLINE
I. LIBERAL SKILLS
Writing Skills 3 courses (8 to 10 credits)
First Course
WRT 105 or
WRT 109 or
CAS 100 -First
Year Seminar
Second Course
A Writing-Intensive Course
(in any subject, may simultaneously satisfy
other requirements)
Language Skills
1-3 courses
(4-12 credits)
and either
Or
Up through courses numbered
201
Third Course
WRT 205 or
WRT 209
Quantitative Skills
2 courses
(6-8 credits)
(second course may
simultaneously satisfy other
requirements)
II. DIVISIONAL PERSPECTIVES
4 courses
Natural Sciences and Mathematics
At least four courses from the List for the Division, a 2-Course
Sequence, and one lab course.
(12 to 16 credits)
and
4 courses
Humanities
At least four courses from the List for the Division and a 2-Course
Sequence.
(12 credits)
and
4 courses
Social Sciences
At least four courses from the List for the Division and a 2-Course
Sequence.
(12 credits)
III. CRITICAL REFLECTIONS ON ETHICAL AND SOCIAL ISSUES
(6 to 8 credits)
Critical Reflections on Ethical and Social Issues
Two courses approved for this purpose in any subject.
(These courses may also satisfy Writing-Intensive, Divisional or Major requirements)
Note: Advanced placement credit and placement exams can reduce the number of courses and
credit hours needed to satisfy the Liberal Arts Core requirement.
Section Five |
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OFFICIAL STATEMENT OF REQUIREMENTS
THE LIBERAL ARTS CORE CURRICULUM
I. LIBERAL SKILLS REQUIREMENTS
A. WRITING SKILLS
Students are required to complete the following:
1. Writing 105 (or 109) in the first semester of the first year, or CAS 100 First Year
Seminar in the first or second semester of the first year.
2. writing-intensive course in another discipline, before the second semester of the
second year, as prerequisite to Writing 205 (or 209).
3. Writing 205 (or 209), in the second semester of the second year.
B. OTHER LIBERAL SKILLS
Students are required to complete either the Quantitative Skills or Language
Skills requirements listed below.
1. Quantitative Skills
First Course
Students must complete one of the following, preferably prior to
completion of the "Second Course" listed below (exemptions and
advanced placements may apply):
MAT 121
MAT 183
MAT 194
MAT 221
MAT 285
MAT 295
STT 101
Probability and Statistics for the Liberal Arts I
Elements of Modern Mathematics
Precalculus
Elementary Probability and Statistics I
Life Sciences Calculus I, or
Calculus I
Introduction to Statistics
Second Course
Students must also complete one of the following:
GEO 386
MAT 122
MAT 222
MAT 284
MAT 285
MAT 295
MAT 286
MAT 296
MAX 201
PSY 252
*SWK 361
Quantitative Geographical Analysis
Probability and Statistics for the Liberal Arts II
Elementary Probability and Statistics II
Business Calculus
Life Sciences Calculus I, or
Calculus I
Life Sciences Calculus II, or
Calculus II
Quantitative Methods for the Social Sciences
Statistical Methods II
Foundations of Social Work Research
Exemptions and advanced placements may apply.
*Apply as Non-Arts & Science Credit
Section Five |
5
2. Language Skills
Students must complete successfully courses in a second language culminating
in a four-credit course numbered 201, or its equivalent. Exemptions and
advanced placements may apply.
II. DIVISIONAL PERSPECTIVES REQUIREMENTS
To satisfy the Divisional Perspectives Requirement:
1.
A student must take four, 3- or 4-credit courses in each of the three curricular
divisions of the College of Arts and Sciences  that is, in the Humanities, the Natural
Sciences and Mathematics, and the Social Sciences divisions.
2.
In each division, two of the courses must constitute an approved sequence.
Courses in a sequence may be taken in either order unless one is prerequisite to the
other.*
3.
Of the twelve courses used to satisfy the divisional requirement, no more than
three courses may be taken from a single department or program (even if the courses of
the department or program are in more than one division).
4.
In each division, no more than one course may be selected from schools and
colleges outside the College of Arts and Sciences.
5.
In the Natural Science and Mathematics Division, at least one laboratory course
must be included.
III. CRITICAL REFLECTIONS ON SOCIAL AND ETHICAL ISSUES
Students are required to take two three-credit courses that will engage them in critical reflections
and inquiry into social and ethical issues. These courses will be drawn from a list of courses
approved by the Curriculum Committee and the College faculty and must be chosen from two
different departments or programs, including those from other schools and colleges. These
courses may simultaneously fulfill divisional requirements and/or major requirements, depending
upon the student's choices in meeting divisional and major requirements.
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GUIDELINES FOR WRITING-INTENSIVE COURSES
The requirement for a writing-intensive course outside of the Writing Program is intended to
familiarize students with the thought processes, structures, and styles associated with writing in
the liberal arts.
To be included in the pool of writing-intensive courses that fulfill this requirement, a course must
meet the following guidelines:
1. All the writing assignments should be designed to promote learning pertinent to the
course. A wide range of possible writing assignments, such as reading responses,
article or book reviews, idea journals, critiques, argumentative essays, research
projects, laboratory reports, case studies, or collaborative projects, such as class
magazines, are possible.
2. A minimum of four writing assignments, including drafts, totaling at least 4,000
words is required. One assignment must be at least 1,000 words.
3. At least two writing assignments must be out-of-class papers or drafts. Assignments
that provide students with sequenced opportunities to improve their writing skills are
encouraged. These could include drafting, substantive revisions, or writing the same
kind of paper (e.g., a deliberative essay) several times over the course of a semester.
4. When in-class essays are used to meet these requirements, each must take at least 30
minutes to write.
5. At least three of the assignments must be returned to the students, with commentary
and corrections, within two weeks.
6. All facets of writing (e.g. content, organization, conceptualization, grammar and
usage, and spelling) should be subjects of attention, though how each facet is
attended to could vary from assignment to assignment.
7. Writing-intensive courses are to be limited to 25 students, or they must have sections
in which writing is dealt with that are limited to 25 students.
8. Separate 1-2 credit courses that require co-registration with a parent disciplinary
course will be considered for inclusion in the pool of acceptable courses.
9. Courses outside the College of Arts and Sciences will be considered for inclusion in
the pool if they meet the above guidelines.
Section Five |
7
GUIDELINES FOR QUANTITATIVE SKILLS COURSES
RATIONALE
An increasingly technological society demands quantitative skills which go well beyond
symbolic manipulations learned by rote. Our students should have:
1. the ability to interpret and present numerical, symbolic, tabular, and graphical information
effectively in communication with others;
2. the ability to use quantitative methods in the analysis of data, the construction of quantitative
hypotheses, and the formulation of problems;
3. the ability to select quantitative tools appropriate for the solution of any resulting problems;
4. the ability to solve any resulting problems either mentally, by hand, or with the aid of a
machine; and
5. the ability to appreciate the limitations of mathematical and statistical methods in their own
work and in the work of others.
Courses which may partially satisfy the quantitative skills requirement of the Liberal Arts Core
Curriculum, must be approved for that purpose by the Curriculum Committee and subsequently
by the Faculty. The main criterion for approval shall be the extent to which a course fosters the
development of quantitative skills, as broadly defined above. More specific guidelines follow.
A. GUIDELINES FOR ASSIGNING COURSES TO THE APPROVED LISTS FOR
COURSES TO SATISFY THE QUANTITATIVE SKILLS REQUIREMENT
1. THE LIST OF "FIRST COURSES" IN STATISTICS
To ensure that courses proposed for first courses emphasize statistics, and to allow for
some flexibility in design, the guideline requires that at least half of the course must be
devoted to topics from the following core areas, including some topics from each:
A. Topics commonly grouped under the title "Descriptive Statistics." These include
histograms, bar charts, the mean, median, standard deviation, and other graphical and
numerical representations of information.
B. Topics commonly grouped under the title "Elementary Probability," (e.g., probability
spaces, the additive law of probabilities, independence, conditional probabilities),
and an introduction to some of the common probability distributions.
The guideline further requires that these courses go beyond what is commonly covered in
the secondary school curriculum, either by pursuing the core topics to greater depth or by
devoting a substantial part of the course to further topics. Further topics may include:
sampling distributions, hypothesis testing, design of experiments, exploratory data
analysis, common abuses of statistics, use of statistical software, elementary logic,
heuristics and problem solving, and combinatorics. Other topics than these may be
included if, together with the core topics, they form a reasonably coherent course, are at
the appropriate introductory level, and are not specific to a single discipline.
Courses proposed for the list for a "First Course" in statistics must require competency
roughly equivalent to successful completion of courses 1, 2, and 3 of the New York State
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high school curriculum. To allow for students lacking such competency, courses may be
designed to allow for concurrent registration in remedial courses, or concurrent usage of
other specified remedial materials.
The authority for revising the list of further topics shall reside in the Curriculum
Committee.
2. THE LIST OF "SECOND COURSES"
Courses proposed for inclusion on the list of Second Courses that use quantitative skills
in a substantial way will normally primarily emphasize the refinement, extension, or
application of skills developed in one or more of the courses included under First
Courses. These must be courses numbered 399 or lower. The specific skills developed
must be at a sufficient level of generality for application in more than a single discipline
of the liberal arts and sciences.
Other courses which presuppose the level of maturity expected of students who have
completed one of the courses under First Course may also be considered for inclusion
provided they do not substantially overlap one of the courses listed under First Courses
and otherwise satisfy the requirements of the overall guideline.
B. SEQUENCES
The Curriculum Committee shall establish and maintain a list of any pairings and prerequisites of
courses from First Courses and Second Courses which may be taken in sequence for the purpose
of satisfying the quantitative skills requirement. The second course in each unit must apply,
extend, develop, illuminate, or complement the material of the first, so that the two form an
intellectually coherent unit.
C. COURSES FROM OTHER SCHOOLS AND COLLEGES
Courses from schools and colleges at Syracuse University outside of the College of Arts and
Sciences may be proposed for inclusion on either of the lists in First Courses or Second Courses.
Such courses must be appropriate for general and liberal education and provide for reasonable
enrollments of Arts and Sciences students.
Section Five |
9
GUIDELINES FOR DIVISIONAL PERSPECTIVES COURSES
GENERAL PURPOSES
The requirement that students take four courses in each of the three curricular divisions 
Humanities, Social Sciences, Natural Sciences and Mathematics  is designed to promote goals
fundamental to a liberal education by:



enabling students to develop broad perspectives informed by the best of scholarship and
research from across the fields of liberal inquiry
promoting in each student a critical understanding of the variety of modes of inquiry  and
of how they differ, complement and compete with each other
enabling students to explore the opportunities available to them for upper division studies 
including fields in which they might major or minor  so that their subsequent choices will
be informed ones
DIVISIONAL DEFINITIONS
The Faculty of the College of Arts and Sciences adopts the following definitions for purposes of
guiding the formation, evaluation, and approval of divisional requirements within its Liberal Arts
Core curriculum. While some departments or programs will contribute most of their courses to a
single division, others, such as African American Studies and Women's Studies, are likely to
contribute courses to more than one division. Courses will be assigned to a division on the basis
of their content, not departmental origin.
The Humanities Division encompasses the history, theory, analysis, and criticism of language,
literature and other texts, religion, art, and music; and the examination of fundamental questions
arising in the human search for values, knowledge, purpose, and meaning. These are central
concerns of the departments of African American Studies, English, Foreign Languages and
Literatures, Fine Arts, Philosophy, Religion, and the Women's Studies Program. Hence most
courses satisfying the Humanities Divisional Requirements are likely to come from these
departments and programs.
The Social Sciences Division encompasses the history, theory, and investigation of societies,
systems, regions, groups, and individuals. These are central concerns of the departments of
African American Studies, Anthropology, Economics, Geography, History, Political Science,
Public Affairs, Psychology, Sociology, and the International Relations and Women's Studies
Programs. Hence most courses satisfying the Social Sciences Divisional Requirements are likely
to come from these departments and programs.
The Natural Sciences and Mathematics Division encompasses the investigation of natural
phenomena, including the development of predictive explanatory systems, and includes the study
of numerical and other abstract structures and relations. These are central concerns of the
departments of Biology, Chemistry, Geology, Physics, and Mathematics. Hence most courses
satisfying the Natural Sciences and Mathematics Divisional Requirements are likely to come
from these departments and programs.
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RULES FOR ASSIGNING COURSES TO CURRICULAR DIVISIONS
A. DIVISIONAL LISTS
Courses will be assigned to a division on the basis of their content, not departmental origin. For
example the History Department has courses that focus on humanities as well as courses that
focus on social science.
B. SEQUENCES
A sequence shall consist of two courses from a basic divisional list which, when taken in
combination, present a coherent introduction to a field of study and are linked to one another by
such relations as chronology, increasing depth, coverage of fundamental subfields, or
complementarity.
C. COURSES FROM OTHER SCHOOLS AND COLLEGES
Courses from schools and colleges at Syracuse University outside the College of Arts and
Sciences may be proposed for inclusion on one of the Divisional Lists. Each course must have
content, methods, and concerns appropriate for the division for which it is proposed. Such
courses must be appropriate for general and liberal education and provide for a reasonable
enrollment of Arts and Sciences students.
D. SKILLS COURSES AND THE DIVISIONAL REQUIREMENT
Courses concentrating exclusively or primarily on teaching writing skills, quantitative skills, or
language skills will not be eligible for use in satisfying the Divisional Requirement. Courses
labeled as "writing intensive" may count in the Divisional Lists.
Section Five | 11
GUIDELINES FOR CRITICAL REFLECTIONS COURSES
A. GOALS OF THE REQUIREMENT
The faculty has approved the requirement for two 3-credit courses that will engage students in
"...critical reflections and inquiry into social and ethical issues". The goals of this requirement
are to:

encourage students to think critically about social and ethical issues that are relevant to
contemporary life.

demonstrate to students the relevance of study in the liberal arts to these issues.
B. DEFINITION OF SOCIAL AND ETHICAL ISSUES
For purposes of this requirement, "social and ethical issues" shall be understood to refer to issues
that:



raise important questions of values,
have relevance to contemporary life, and
about which there is controversy or uncertainty.
"Social and ethical issues" are matters about which there is controversy or uncertainty. They are
issues that any reasonably alert persons would be likely to encounter, either directly in their own
lives, or in their concern for the lives of others. Defining "issues" in this way is important, since
one of the purposes of the requirement is to exhibit the relevance of academic studies to life
outside the academy.
Some such issues may have existed in other eras, but gain particular or distinct relevance in light
of contemporary situations or concerns. Abortion, health care, homelessness, and violence in the
media might be examples. Other issues are new and arise from scientific or technical
developments that bring with them new social and ethical concerns, such as genetic engineering,
communication via computers, nuclear power, and artificial organs.
C. DEFINITION OF CRITICAL THINKING
"Critical thinking" involves forms of intellectual engagement that are open, informed, logical and
skeptical. For example, critical thinking may entail examination of how the assumptions and
methods of a particular discipline shape the values and institutions of modern society or inhibit
inquiry into particular questions. It may focus on the philosophical or historical roots of
enduring human concerns, such as justice, community, or faith; or it may illuminate how
different cultures address these concerns. It may use technical or scientific evidence to evaluate
contemporary problems or their solutions in areas as diverse as public health, the environment,
economic activity or international relations. It may focus on how social, political and economic
processes and institutions create or resolve contemporary social or ethical conflict.
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D. DEFINITION OF A CRITICAL REFLECTION COURSE (CRC)
The subject matter and the methodologies of CRCs will vary widely. To qualify as a CRC,
however, a course must be offered regularly, and it must devote a significant portion of time to
drawing out explicitly and reflecting upon the relevance of its main topic(s) to understanding and
dealing with social and ethical issues. Both the content and the method of instruction will be
important criteria in judging whether a course will qualify as a CRC. Both Arts and Sciences
courses and courses offered by other schools and colleges of the University can qualify as CRCs.
E. PROCESS FOR PROPOSING CRITICAL REFLECTION COURSES
Proposals to offer a course as a CRC should be submitted by the department or program. The
proposal must specify the following:

Those social and ethical issues that will be addressed.

How they will be addressed.

The proportion of the course that will be specifically devoted to addressing them.

How course assignments and mode of instruction will promote critical reflection by students
on the issues.

How the professor(s) will evaluate students' progress in gaining critical insight into
contemporary concerns.

Examples of readings to be used.

Information on how frequently the CRC will be offered.

Certification by the department chair or program director that during its period of
certification as a CRC, the course will not be taught in a form substantially different from
that described in the proposal, unless prior approval has been received from the Curriculum
Committee.
Proposals to have non-Arts and Sciences courses approved as CRCs should also:

Specify the rationale for counting the course as a liberal arts course, and as one that
demonstrates specifically the relevance of study in the liberal arts to social and ethical issues.

Certify that the course will provide adequate opportunity for enrollment by Arts and Sciences
students.
Section Five | 13
F. JOINT SATISFACTION OF LIBERAL ARTS CORE REQUIREMENTS
A given course can qualify both as a CRC and as satisfying a divisional requirement. A student
may take such a course to satisfy both requirements simultaneously if it has been approved for
both purposes.
No course shall qualify as a CRC if its primary focus is the development of a skill and it has been
approved as fulfilling a Liberal Arts Core Skill requirement.
A course that satisfies the writing intensive course requirement may qualify as a CRC if its
primary focus is on a specific subject matter in the liberal arts and the relevance of that subject
matter to social and ethical issues. A student may take such a course to satisfy both the CRC and
intensive writing course requirements simultaneously if it has been approved for both purposes.
14 | REFERENCE MANUAL
SECTION FIVE: PART B
POLICY, PROCEDURES AND FORMS
FOR NEW AND CHANGING COURSE AND PROGRAM PROPOSALS
The Office of the Associate Dean for Curriculum, Instruction and Programs,
441 Hall of Languages oversees proposals for new and changing courses and programs.
A.
COURSES
Proposals for new courses, and all changes to existing courses, must be submitted to:
Office of the Associate Dean for Curriculum, Instruction and Programs
441 Hall of Languages
by October 1st each year.
The Course Proposal Form is available on the web at:
http://universitysenate.syr.edu/curricula/sourcebook-form.html
Additional information on completing the Course Proposal Form can be obtained from the
Senate Committee on Curricula’s website at:
http://universitysenate.syr.edu/curricula/sourcebook.html
New Courses
Six hard copies and one electronic copy of the Course Proposal Form are required.
Course Number
When assigning a new course number make sure the number is not currently in use in your
department and if previously used, has been dropped for at least the last five years. Please check
the Course Catalog on Peoplesoft to make sure the number is not current.
Numbers ending in zero are generally reserved for courses that may be repeated. If you have any
questions when assigning a number please call the Office of Curriculum, Instructions and
Programs (443-2014).
Consultation
Consultation with other departments or other schools may be necessary if proposing a course
similar to that already offered. Submit the name of the person who was consulted and the date of
the consultation. If there is consideration of cross-listing the course with another department,
written approval from that department must accompany the proposal.
Cross-Listing
When cross-listing a course with another department or college, it is preferred that the crosslisting be submitted at the time the course is proposed. Written approval on the department’s
letterhead must accompany the proposal.
Section Five | 15
Double-Numbered Courses
Double-numbered courses are regularly numbered courses that are listed in the course
catalog with two numbers, one at the graduate level and one at the undergraduate level.
Courses that “meets with” another course, or courses offered under a special topics
number (300, 400., 500, 600) are not included in the definition of double-numbered
courses.
a.
In general, double-numbering of courses is to be avoided. Triple-numbering of
courses will not be considered.
b.
A new course proposal must include an academic justification for the doublenumbering. Enrollment issues alone are not justification for double-numbering. An
explanation of why a 500 level course is inapproporiate in this instance should be
included
c.
New course proposals for double-numbered courses must make clear the
additional requirements for graduate students.
Librarian Consultation
When a new course is proposed, there must be a consultation with the appropriate subject
librarian before the proposal is submitted. The Senate Committee on Curricula will
withhold approval until such consultation has taken place.
Outline and Bibliography
All new course proposals must have appended a detailed syllabus of course content that
contains, at minimum, the following: 1) Instructor contact information and contact hours,
course title, number and prerequisites/co-requisites and description; 2) required
textbooks, readings, supplies 3) learning outcomes; 4) proposed course "calendar" that
includes topics/activities for each week/class meeting with due dates; 5) summary of
course requirements with an explanation of how students will be evaluated/graded; 6)
boilerplate* on University-wide policies on academic integrity and students with
disabilities; and 7) course-specific policies pertaining to, for example, attendance, late
work, make-up work and any special instructions on academic integrity expectations
Approval for all new courses is required of:
1.
Department curriculum committee
2.
College of Arts and Sciences Curriculum Committee
3.
College of Arts and Sciences faculty
4.
Senate Committee on Curricula
5.
University Senate
For specifics on proposing a new course, call the Office of the Associate Dean for
Curriculum, Instruction and Programs (443-2014).
* Boilerplate statements for academic integrity and for students with disabilities can be
found on the Senate Curriculum webpage, or by calling 443-2014.
16 | REFERENCE MANUAL
2.
Course Changes
Two hard copies and one electronic copy of the Course Proposal Form are required.
Course Number
When changing a course number make sure the new number is not currently in use in
your department and if previously used, has been dropped for at least the last five years.
Numbers ending in zero are generally reserved for courses that may be repeated. If you
have any questions when assigning a number please call the Office of Curriculum,
Instructions and Programs (443-2014).
For specifics on proposing a course change, call the Office of the Associate Dean for
Curriculum, Instruction and Programs (443-2014).
B.
PROGRAM CHANGES
All major and minor program changes need to be submitted to 441 Hall of Languages by
October 15th each year on the PROGRAM OF STUDY REQUIREMENTS
CHANGE FORM. A copy is included in this manual and available in 441 Hall of
Languages. Six copies are required.
Additional information and supporting documents will be needed depending on whether
the program change is a major change or a minor change. To determine this consult with:
 The Office of Curriculum, Instruction and Programs in the College of Arts and
Sciences ---- 443-2014 (Eileen Julian)
 The Senate Recorder’s Office --- 443-2254 (Katherine Vetter)
 For undergraduate program changes:
The Office of Undergraduate Studies --- 443-1899 (Judith O’Rourke)
 For graduate program changes:
The Graduate School --- 443-4492
It is important to work with the Graduate School in making any graduate academic
program changes.
Every program that has undergone a major modification must be approved by
NYSED before you can recruit or admit students.
CHANGES TO EXISTING PROGRAMS CANNOT BE SUBMITTED FOR PRINT IN
THE UNDERGRADUATE OR GRADUATE CATALOGS UNTIL THESE CHANGES
ARE FULLY APPROVED BY THE UNIVERSITY AND NEW YORK STATE
DEPARTMENT OF EDUCATION (if their approval for the change is necessary).
Section Five | 17
C.
NEW PROGRAMS
The format for writing proposals for new programs can be requested from the
Senate Recorder’s Office. After departmental approval, it must be presented to
the Office of Curriculum Instruction, and Programs, 441 Hall of Languages, for
approval by the College of Arts and Sciences Curriculum Committee. Graduate
programs must be approved by the Board of Graduate Studies before
consideration by the Senate Committee on Curricula.
Consult with the Graduate School when preparing a new graduate program.
Graduate programs must be approved by the Board of Gradute Studies before
consideration by the Senate Committee on Curricula.
Consult with The Office of the Vice Chancellor of Academic Affairs when
preparing a new undergraduate program.
All new program proposals require the approval of:
a)
b)
c)
d)
e)
f)
g)
the academic unit
The College of Arts & Sciences Curriculum Committee
The College of Arts & Sciences full faculty
The Board of Graduate Studies (graduate programs only)
The Senate Curriculum Committee
The University Senate
And NYSED, in this sequence.
New programs are processed with the New York State Department of Education
by the Vice President for Undergraduate studies or the Dean of the Graduate
School, who will notify departments when a letter of registration has been
received from the New York State Department of Education.
Every new program must be approved by NYSED before you can recruit or admit
students.
NEW PROGRAMS CANNOT BE SUMITTED FOR PRINT IN THE
UNDERGRADUATE OR GRADUATE CATALOGS UNTIL FULLY APPROVED BY
THE UNIVERSITY AND NEW YOUR STATE DEPARTMENT OF EDUCATION.
18 | REFERENCE MANUAL
COURSE FEES
POLICY FOR THE ESTABLISHMENT OF
NON-REFUNDABLE LABORATORY AND COURSE FEES
Part I: Determination of Appropriateness of a Course Fee
Requests for the establishment of non-refundable course fees to be paid by students as a
surcharge beyond tuition may be made for the following kinds of situations:
1. Instruction for which students are given expendable supplies and materials
provided by the academic unit for reasons of convenience, standardization or
economy. These situations presuppose that such supplies normally are
consumed or retained by the student in original or modified form. (examples:
food, ceramic and other art materials, film, paper).
2. Instruction involving hands-on experience with University-owned equipment
requiring frequent and specialized maintenance and servicing.
3. Courses requiring rental of frequently used audio-visual aids, such as films,
video and special cassettes which are an essential and integral part of the
course.
4. Courses involving specialized or individualized instruction and/or equipment
rental.
Notes:
For currently existing courses, specific changes must be identified in order to request a
change or additional course fee charge. Course fees will not be approved for expenses
currently covered by a department’s base operating budget.
Course fees should not be used to fund capital equipment purchases (i.e., equipment
costing more than $500 or with a usable life of more than two years).
When designing a course, great care should be given to avoid very small course fee
charges out of consideration to the students’ and parents’ perception of frivolous charges.
Each student must be notified of what the course fee is (a specific dollar amount) and a
detailed listing of what the fee covers (i.e., special instruction, computers disks and
papers, rental of video equipment, etc.).
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Part II: Procedures for Establishing a Course Fee
Authorization to charge special fees must be obtained in advance from the Office of
Academic Affairs in accordance with the following procedures:
1. In order to establish a course fee, a unit must submit the request to the
Associate Dean for Curriculum, Instruction, and Programs, 441 Hall of
Languages. The request, including the college approval, is forwarded to the
Office of Academic Affairs.
2. Each request for a course fee must include
 a detailed rationale in support of the request including a specific
enumeration of the goods or services that the course fee will be used for
 an indication whether the fee will be “one-time-only” or continuing
 the course number, section number, and reference number,
 the course title,
 a dollar amount.
3. Established fees must be published or made known to students prior to
registration. Ordinarily this means that courses having special fees will be
appropriately marked in the Time Schedule of Classes. Notification to the
publisher and the Bursar will be given through the Office of Academic
Affairs. Approved fees will be collected by the Bursar and an expense budget
adjustment will be made to the appropriate department or college account
equal to the total of fees collected.
4. As appropriate, the Vice Chancellor for Academic Affairs can request a
detailed account of how course fee moneys were spent.
Academic Affairs
Revised February 1998
g\fees\fee-policy.doc
20 | REFERENCE MANUAL
Section Five | 21