About This Presentation

1. About This Presentation • We will discuss • What the curriculum process is • How to use the UCC web site • The UCC forms • Who should fill out UCC forms • The timeline and deadlines

2. Changing The Curriculum at NKU • Curriculum process involves changes, additions and deletions to • Courses (including changes to SLOs) • Majors/Minors/Areas of concentration/Certificate programs • General education • New programs/certificates/classes/tracks • Parties involved in the process are • Individual faculty and departments • Library (for new courses) • College housing the department, Dean’s office • TEC (if applicable) • Graduate Council (if applicable) • General Education Committee and GE director (if applicable) • UCC • Faculty Senate (new gen ed, changes in gen ed program, new programs) • Provost’s office • Registrar (non-voting)

3. Special Course Numbers • Some course numbers are reserved for special types of courses • X99 for independent studies/directed readings • X94 for topics courses • X96 for practicum • X91 for thesis coursework • see http://access.nku.edu/ucctest/Content/info/CourseNumbering.aspx for the full list of course numbering restrictions • Departments may restrict the number of such credits earned toward a degree • e.g., no more than 6 hours of x99 credit can count toward a major • A specific topic in an x94 is generally taught only 1-2 times • If the topic is going to continue to covered, it should be converted to an official course before being offered again

4. General Education Courses • All general education (GE) courses must fit into a category by fulfilling all of the student learning outcomes (SLO) for that category • A GE course can fit into two categories if one of those categories is Global Perspectives • All GE courses are to be assessed • Specifically, faculty teaching GE courses must gather artifacts every time they teach the class • The artifacts gathered are those selected before the semester begins that will help faculty evaluate the SLOs • it is up to the department teaching the class to decide what types of artifacts should be used to assess each SLO • some artifacts could be used to assess multiple SLOs, or a single SLO could be assessed through multiple artifacts • each category in the Foundation of Knowledge program will be assessed on a rotating basis

5. Exceptions to the Curriculum Process • The UCC has identified several instances where changes to curricula can bypass the curriculum approval process • X99 creation and changes • Course term changes • Honors sections of already existing courses • these require submissions of form the proper form (H, K, M) and approval by the UCC chair (and gen ed director/IGEC if gen ed) • Mass course deletions for courses not taught in 5+ years • the catalog editor will compile such a list and share it with all chairs • courses that are not objected to will be automatically deleted • the course list will also be provided to the UCC members • Some admissions change criteria • Changes to departmental portions of the catalog that do not involve program changes • Course catalog description changes when changes are based on “style guide” only • all of the above changes still require submission of UCC form(s)

6. The UCC Web Site • http://access.nku.edu/ucc/index.aspx(or www.nku.edu/~ucc which redirects)

7. Continued • What to look for: • Meeting schedule, agenda, minutes • Membership list • UCC Bylaws and policy handbook • List of library liaisons (any new course or program requires approval by the library) • SACS information including definitions for student learning outcomes and how to assess SLOs • General Education Program (Foundations of Knowledge) information • Guidelines for submitting UCC forms • Forms to submit curriculum changes* • Current year form submissions and older forms* • Updating a current form* • Deadlines for submissions • * - requires that you log in using your NKU account

8. Form Cs • Undergoing revision at this point in time to separate the different types of changes • C1 • adding program option (e.g., new track, web-based option) • deleting program option • deleting full program • C2 • changes to program (major, minor, certificate) including description, name, core curriculum, elective requirements, hours, SLOs • C3 – addition of new minor to existing program • C4 – change to program admissions status • Include justification and what the change entails • New curriculum if changing requirements • Entire curriculum if new track or minor

9. Form H • Subject (a unique identifier) • Course specifics • prefix, number, suffix (if applicable), title, hours, terms offered, catalog description, prereqs, coreqs, service learning component? • is the course required for major/minor? grading type, type of course (lecture, lab, recitation, etc), delivery method • course SLOs and assessment, • can the course be repeated and if so, how many times? Is the course to be cross listed? • Justification for new course offering • how will it strengthen the program? what knowledge area(s) is covered by this course? what is the demand/need for this course? what is the anticipated enrollment? will this course replace another course? what qualifications/experience are required to teach the course? • will inclusion of this course require additional resources? • Attach syllabus

10. Form K • Asks for similar information to form H • Course subject line (a unique identifier) • Type(s) of change being requested • Justification for change • Affected departments (if any) • Only fill in the portion(s) of the form of the change being requested • For instance, if you are changing pre-reqs, only list the new pre-reqs, if changing catalog content, only include new catalog content • If changes are term change, catalog description due to style guide, or change to x99 course, the form goes straight to UCC chair for approval

11. The Other Forms • Appendix G: new general education course • Must include how the course matches the SLOs of the category selected (e.g., Science Inquiry Lab) • if the course already exists but is not a general education course, or if the course is new and is proposed to be a general education course, use this form, do not use form H if the course is new • Appendix L: experimental course (no longer in use) • Appendix M: mass course changes (this is used if you have multiple courses to change where the change to each course is roughly the same • Same change of pre-req/co-req to a list of courses (e.g., changing course pre-reqs to all read “C- or better in…”) • Mass name changes, mass designator changes, mass number changes, mass term changes (new) • Mass deletions • New program (major) or new certificate program • Signature forms

12. New Program Proposal • Requires the submission of a pre-proposal first • The pre-proposal goes to CPE for approval (must be with CPE for a minimum of 45 days) • The pre-proposal goes to the provost’s office for approval • Without approval at either level, there is no point moving forward with the full proposal • Questions on the pre-proposal: • Centrality to the Institution’s Mission and Consistency with State’s Goals • Provide a brief description of the program. • Does this program have any specializations? Y or N If yes, add specialization name, add specialization description. • What are the objectives of the proposed program? • Explain how the objectives support the institutional mission and strategic priorities, the statewide postsecondary education strategic agenda, and the statewide strategic implementation plan. • Is an approval letter from Education Professional Standards Board (EPSB) required? • If yes, attach the approval letter from EPSB

13. Continued • Program Quality and Student Success • What are the intended student learning outcomes of the proposed program? • How will the program support or be supported by other programs within the institution? • Will this program replace or enhance any existing program(s) or tracks, concentrations, or specializations within an existing program? • If yes, please specify. • Will this be a 100% distance learning program? • Will this program utilize alternative learning formats (e.g. distance learning, technology-enhanced instruction, evening/weekend classes, accelerated courses)? • If yes, please check all that apply. • Distance learning • Courses that combine various modes of interaction, such as face-to-face, videoconferencing, audio-conferencing, mail, telephone, fax, e-mail, interactive television, or World Wide Web? • Technology-enhanced instruction • Evening/weekend/early morning classes • Accelerated courses • Instruction at nontraditional locations, such as employer worksite • Courses with multiple entry, exit, and reentry points • Courses with “rolling” entrance and completion times, based on self-pacing • Modularized courses • Are new or additional faculty needed? • If yes, please provide a plan to ensure that appropriate faculty resources are available, either within the institution or externally, to support the program. • Note whether they will be part-time or full-time.

14.  Program Demand/Unnecessary Duplication • Provide justification and evidence to support the need and demand for this proposed program. Include any data on student demand; career opportunities at the regional, state, and national levels; and any changes or trends in the discipline that necessitate a new program. • Specify any distinctive qualities of the program. • If similar programs exist, • Does the proposed program differ from existing programs? If yes, please explain. • Does the proposed program serve a different student population (i.e., students in a different geographic area) from existing programs? If yes, please explain. • Is access to existing programs limited? If yes, please explain. • Is there excess demand for existing similar programs? If yes, please explain. • Will there be collaboration between the proposed program and existing programs? • If yes, please explain the collaborative arrangements with existing programs. • If no, please explain why there is no proposed collaboration with existing programs. • What are the intended student learning outcomes of the proposed program? • How will the program support or be supported by other programs within the institution? • Will this program replace or enhance any existing program(s) or tracks, concentrations, or specializations within an existing program? • If yes, please specify. • Will this be a 100% distance learning program?

15. Will this program utilize alternative learning formats (e.g. distance learning, technology-enhanced instruction, evening/weekend classes, accelerated courses)? • If yes, please check all that apply. • Distance learning • Courses that combine various modes of interaction, such as face-to-face, videoconferencing, audio-conferencing, mail, telephone, fax, e-mail, interactive television, or World Wide Web? • Technology-enhanced instruction • Evening/weekend/early morning classes • Accelerated courses • Instruction at nontraditional locations, such as employer worksite • Courses with multiple entry, exit, and reentry points • Courses with “rolling” entrance and completion times, based on self-pacing • Modularized courses • Are new or additional faculty needed? • If yes, please provide a plan to ensure that appropriate faculty resources are available, either within the institution or externally, to support the program. • Note whether they will be part-time or full-time. • Cost and Funding of the Proposed Program • Estimate the level of new and existing resources that will be required to implement and sustain the program using the spreadsheet below.

16. Full Program Proposal • Overlapping questions but includes: • List all SLOs of the program • Explain how the curriculum achieve program level SLOs • Highlight distinctive qualities of the program • Attach SACS faculty roster form(s) • Determine if library resources are adequate • List the courses in the new program • Perform a needs assessment • Student demand • Employer demand • Academic disciplinary needs • Similar programs • Provide a full 5-year budget of cost and funding • Specify assessment methods for each SLO

17. Filling Out the Forms • Any NKU faculty member can fill out and submit a UCC form • HOWEVER, that doesn’t mean you should! • First, get department/chair approval • If new course, get your library liaison’s approval form • Second, either have your UCC representative fill out the form or meet with your rep to discuss how to fill out the form • Errors in a form may cause the item to be delayed as it moves through the curriculum process • Third, before submitting it, check it over for errors and typos • Fourth, once submitted, print out these materials • The form itself • The signature form • The library approval form (if new course)

18. Process Continued • Fifth, have your chair and/or departmental curriculum committee chair sign it and pass it on to the next group • TEC (if required), college curriculum committee chair or UCC chair (if the form is exempted from normal UCC proess) • Sixth, correct errors (edit the form on-line) and respond to questions as they arise • Seventh, follow the form’s progress • Eighth, attend any meetings where the item is up for discussion (college committee, TEC, grad council, UCC) (or have someone knowledgeable about the item attend for you including your UCC rep, program director or chair)

19. The Timeline • You are free to submit UCC forms at any time but they should first be approved by your department and/or department chair • Your college curriculum committee will typically meet the week prior to every UCC meeting • this depends on your college and the amount of curriculum materials submitted • The UCC meets the first and third Thursdays of the month • Graduate Council meets the second Thursday of the month (and occasionally the fourth Thursday) • Faculty Senate usually meets the third or fourth Monday of the month

20. Continued • After submitting your form, it goes to the college, then graduate council (if necessary) then UCC and then Faculty Senate • given the timeline from the last slide, you can estimate the number of weeks it will take to get through the UCC process • if the item is a general education submission, it will take additional time based on how often the general education subcommittee meets • if the item involves TEC, it will take an additional 2-4 weeks • Items should be on the UCC website at least 2 weeks prior to their being deliberated at the UCC • To get into next fall’s catalog, any items must be submitted to the UCC site by late October to ensure that it makes it to the final UCC meeting (first week of December) • NOTE: if you miss a deadline, you may still be able to get something approved by filling out the UCC Exceptions form

21. Deadlines • Our deadlines are dictated by the publication of the catalog and publication of the fall, spring and summer schedules • For an item to be placed in the schedule, it must exist in SAP • For an item to be entered (new) or altered in SAP, it must be first approved through the curriculum process • Since spring schedules are usually due in mid September, any change for a spring schedule must be through the curriculum process by the end of the prior spring and anything to go into the fall schedule is typically due by the end of the fall semester • there is an exception form available if you miss a deadline, filling out this form does not guarantee anything but all requests are considered by the UCC chair, The Office of Curriculum/Accreditation/Assessment and the Registrar • This year’s deadlines: items must be posted by the dates below (this is not a guarantee, but a minimum requirement) • Undergraduate items must be posted no later than Nov 15 • Graduate items must be posted no later than Oct 25 • New program pre-proposals must be posted no later than Oct 4