Terminology

 

Definitions

  • Minor
    Secondary area of study with a range of 18-23 credits with at least 9 credits at the 3/4000 level.
  • Major
    Primary area of study which must contain a minimum of 33 credits.
  • Concentration

    Area of specialization within a major. Concentrations under a major share a common core.

    The following are established guidelines for concentrations:

    • Graduate: At least 1/3 of the courses must be required

    • Undergraduate: At least 1/2 of the courses must be required

Proposal Terms

  • Expected Learning Outcomes
    Expected learning outcomes are the expected “takeaways” or the end result of taking a course, not assignments. It is a detailed description of what a student must be able to do at the conclusion of a course.
  • Use Blooms Taxonomy to create Outcomes
    • If using more than one verb in an outcome, they must be at the same level.

    • Use higher level verbs for upper division courses.
  • Minimum Number of Expected Learning Outcomes - Course
    • Outcomes are related to the number of credits for the course as well as the level of the course.
    • For 3 credits undergrad courses, 5 is the recommended minimum.
  • Minimum Number of Expected Learning Outcomes - Program
    • Recommend 3 minimum for concentration
    • Recommend 5 minimum for a program with significant evidence of higher level outcome
  • Course Purpose
    The academic or educational purpose of the course from the faculty’s perspective.
  • Course Objectives

    Course objectives identify why the department needs this course in the discipline as well as describes what a faculty member will cover in a course. They are generally more broader than student learning outcomes.

    Example:

    The objectives for offering this course are to:

    Provide students opportunities to gain skill in research applications in statistical analysis and regression analysis

     

  • Federal Definition of the Credit Hour
    "...in accord with federal regulations, a credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally established equivalency that reasonably approximates."
  • Course Repeatable for Credit
    Course may be taken more than once and student will earn credit each time course is passed. Grade is not replaced. Course credits will increase based on how many times course is taken.
  • Course Repeated for Credit 
    Course may be repeated. Grade will be replaced with most recently earned grade. Course credits remain the same. 

Course Numbering Guidelines

  • 0XXX Level - Developmental Studies
    Not eligible for college credit.
  • 1000 Level - Freshman

    Contains beginner knowledge and requires no additional skills to enroll and complete the course requirements. These 1000 level courses should provide the foundational knowledge for, higher level course numbers. These 1000 level courses will tend to require students to demonstrate the lower levels of Bloom's Taxonomy of Learning.

    • Recall common discipline specific terminology
    • Recall basic concepts and issues in discipline
    • Exhibit proficiency in discipline specific writing skills
    • Explain basic understanding of discipline specific ideas and/or concepts
  • 2000 Level - Sophomore

    Contains beginner and intermediate knowledge and requires no additional skills to enroll, but aligned to one aspect of a much bigger curriculum or given career path. These 2000 level courses will tend to require students to demonstrate the lower levels of Bloom's Taxonomy of Learning.

    • Identify, discuss and list discipline specific terminology
    • Identify skills necessary to solve discipline specific programs
    • Identify discipline specific research
  • 3000 Level - Junior

    Contains more advanced knowledge and is primarily concerned with development of skills. These 3000 level courses should provide advanced course content that prepares students for 4000 level courses. Sophomore students may enroll in 3000-level courses, but freshmen may not without special permission. These 3000 level courses will require students to demonstrate the lower and mid-level levels of Bloom's Taxonomy of Learning.

    • Apply acquired skills within discipline to solve problems
    • Develop proficiency of skills/techniques within discipline
    • Identify and interpret discipline specific research
  • 4000 Level - Senior

    Contains content that requires a high degree of intellectual maturity on the part of the student, normally taken by juniors and seniors. These 4000 level courses focus on depth rather than breath. In addition to lower and mid-level Bloom's Taxonomy of Learning, these 4000 level courses will require students to demonstrate analysis and evaluation.

    • Develop and enhance course knowledge and competencies in discipline
    • Analyze and develop discipline specific opinions about research
    • Demonstrate proficiency in discipline specific concepts
    • Demonstrate an understanding of different fields of study by comparing/contrasting skills or topics across disciplines
    • Develop an understanding of the applications and limitations for the discipline's theories and or practices
    • Develop specific abilities that will promote success in a particular field or professional practice upon graduation
  • 4xx7/5xx7 Level
    Open to Seniors & Master Level Students
  • 5000 Level - Masters Level including Post-Bachelor’s certificates

    Designed for a graduate curriculum such as an introductory course to current topics in the field. Content requires significant independent thinking on the part of the student and offers opportunity for research. Considered manageable by those who have successfully completed an undergraduate degree. In addition to lower and mid-level Bloom's Taxonomy of Learning, these 5000 level courses will require students to demonstrate analysis and evaluation.

    • Demonstrate knowledge of the literature of the discipline
    • Develop discipline specific research questions and/or hypotheses
    • Propose alternative methods and/or research designs
    • Defend opinions/ideas related to research
    • Engage in research and or appropriate professional practice and training experience
  • 6000 Level - Masters level and above

    Contains Master's level courses and is considered manageable by those who have successfully completed an undergraduate degree. For 6000 level courses, unique admission requirements tend to exceed undergraduate admission. In addition to lower and mid-level Bloom's Taxonomy of Learning, these 6000 level courses will require students to demonstrate analysis and evaluation. It is expected that a few 6000 level courses within a graduate program will require students to create an original work to be evaluated by faculty. 

    • Demonstrate Knowledge of the literature of the discipline
    • Engage in Field Study or Research activity
    • Work independently to analyze and evaluate discipline specific theses or research projects
    • Compare and Contrast field of study ideology
  • 7000 Level - Doctoral

    Contains Doctoral level courses that have prerequisite requirements stemming from 6000 level courses and/or very specific 5000 level courses. These 7000 level courses are designed to prepare doctoral students towards earning their terminal degree. 7000 level courses will require students to engage in activities requiring the highest level of Bloom's Taxonomy of Learning. Evaluation of learning within these courses require instructors to have earned the highest level of education preparedness.

    • Advanced application of discipline specific knowledge
    • Develop individual research interest
    • Analyze and evaluate previous research to develop a unique research interest that would contribute to discipline
    • Develop a full plan of study for research completion
    • Develop knowledge of technical applications in the field

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