Curriculog FAQ

• Be sure your department is identified correctly. You must use the current, official name.
• Select your department from the drop-down box below.
• If either college or department identifier is incorrect, routing of the proposal is stopped and the proposal becomes invalid. The proposal will have to be re-entered in the CPS.

• Select the appropriate course type subject from the drop-down box below for catalog subject grouping.

• Select the option below for course to display in catalog once approved.

• To be filled in by import from the catalog, e.g., ACCT, CHEM, ELPA, etc.
• Rubrics must be approved previously by the Registrar.
• Please confirm that the selected rubric is on the ETSU course inventory (Banner Screen SCACRSE) prior to submitting the proposal.
• Instructions for the Banner screen are found on the Registrar's website.

• To be filled in by import from the catalog.
• Dual listed courses end with 7; Honors courses end with 8; and entrepreneurial courses with 56.
• Note: Learning outcomes for a course, presented on the syllabus, are considered by review. committees in relation to the level of the course.
• Information regarding learning outcomes is presented at the end of the form.
• Please confirm that the selected number is not already on the ETSU course inventory (Banner Screen SCACRSE) prior to submitting the proposal.
• Instructions for the Banner screen are found on the Registrar's website.

• Enter proposed rubric for cross-listing the course.
• The course numbers are the same.
• Cross-listed courses must be supported by a very specific rationale, which is included in the Purpose of Experimental Offering text box.
• Leave blank if not applicable.

• Enter current dual-listed rubric. Leave blank if not applicable.

• Enter proposed dual-listed number.
• Leave blank if not applicable.
• Some courses may be approved, for example, for undergraduate-graduate dual enrollment (4xx7/5xx7) or combined graduate levels (5xx7/6xx7).

• "Make the case" for cross-listing the course.
• Cross-listing is based on course content that deals with more than one subject area in a substantive and interdisciplinary way.
• Cross-listing should be undertaken only when it has a significant purpose and supported by a specific academic justification.
• Creating multiple listing points in the course catalog is not considered to be sufficient justification for cross-listing.
• Leave blank if not applicable.

• To be filled in by import from the catalog. Propose changes after launch (submit.)

• Enter a transcript title that clearly represents the course.
• Titles are limited to 30 characters including periods, ampersands, slashes, dashes, and spaces.
• Often the course title is longer, necessitating the use of abbreviations.
• If abbreviations are used, the information presented should be clear and accurately represent the course.

• Explain how this course invites innovation and creativity regarding the enrichment of Summer. Sessions, specifically how your course will appeal to specific audiences and/or attract new students.

• Catalog display.
• Most courses are for a "fixed" amount of credits. If credit is "fixed," enter the number in this field and choose NA in the Credits (maximum) field.
• Some courses have variable credits. For instance, an independent study class may have 1-3 or 3-6 credits. If the proposed course has variable credit, enter the minimum credit in this field and the maximum in the Credits (maximum) field.
• Review committees consider the information on the syllabus when determining the appropriateness of the proposed credit for the course.
• Of particular importance are the learning outcomes and major assignments. A one-credit course implies that, in a traditionally taught lecture class, the students spend one hour in class and two outside of class.

• Course rubric + course number(s) are entered into this field.
• Worded prerequisites, such as department approval or junior standing, may be added after the courses. However, worded prerequisite phrases will not be used to stop registration.
• Prerequisite courses must be in the course inventory. Prerequisites can be "and," "or," or both "and" & "or." Example 1 ENGL 1020 and ENGL 2110 Example 2 ENGL 1020 and ENGL 2110 Example 3 ENGL 1020 and (ENGL 2110 or ENGL 2030) Be conservative in listing prerequisites and avoid redundancy in listing prerequisites. For example, ENGL 1010 is a prerequisite for ENGL 1020; ENGL 1020 is a prerequisite for literature courses; thus, only ENGL 1020 needs to be listed for literature courses. Including ENGL 1010 would be redundant.
• These courses must be on the approved course inventory or included as part of the proposal package. Experimental courses may not be used as a prerequisite.
• Course prerequisites are enforced during registration. A student who does not meet the prerequisite(s) is blocked from registering for the course; prerequisites are being enforced electronically.
• Written prerequisites are not enforceable during registration unless the department limits enrollment to zero and permits each student.
• A course cannot be both a prerequisite and a co-requisite.
• Leave blank if none are required. Review committees may ask why a 3000/4000 or graduate-level class doesn't need prerequisite course work because these courses usually presume prior learning. If the proposed course does not indicate prerequisites, the review committees may ask you to explain why.

 

• Similar to prerequisites, only course rubrics/numbers can be used as enforceable co-requisites. Course co-requisites are enforced during registration. A student who does not meet the co-requisite(s) is blocked from registering for the course; co-requisites are enforced electronically.
• These courses must be on the approved course inventory, not experimental.
• A course cannot be both a prerequisite and a co-requisite.
• There can be no "or" in a list of co-requisites. Leave blank if none are required.

• Enter a concise course description to be published in the appropriate ETSU catalog.
• Write description in present, not future tense. It is recommended that the description start with a verb, not "this course..."
• Only in specific circumstances should course requirements be included in the description. Examples included major outside of class assignments/projects, study abroad, field-based learning, service learning, etc. Included any written prerequisite(s) at the end of the description.
• If the course is repeatable for credit, also identify the maximum credits. For instance, include at the end of the description: "Course repeatable for credit, maximum 6 credits."

• Choose the type of grade for this course from the field below.
• Note: Undergraduate students pursuing degrees may count no more than 12 credit hours earned on a P/F or S/U basis at ETSU toward graduation.
• The only P/F or S/U classes that can be on a graduate program of study are thesis or dissertation.

• Enter the number of students you expect to enroll for this experimental course offering.

• Run an Impact Report and answer the question according to the results. When proposing a new course, it is important to determine if other departments offer a similar course or a course that has the appearance of being similar.
• If another program is affected, you must add all departments to the Department field for approval.
• If there are similarities, contact the department offering the similar course to determine the appropriateness of that course for your program and that department's capacity to provide instruction that could meet your purpose and needs. Documentation that these actions have been completed will simplify the curriculum considerations for the proposed new course. The lack of such documentation often leads to deferred action on a new course proposal.
• The best time to resolve potential conflicts is prior to submission of the proposal.
• The university curriculum committees require hard copy documentation from chairs of departments who offer similar courses. Please request a memorandum from chair(s) with similar courses to be forwarded directly to those committees.

• Indicate the term/year this implementation is proposed to occur so that the course can be entered into the course inventory and, therefore, be available for scheduling.
• In the event the approval process extends into the proposed implementation term, the next term will be used. If a course rubric, number, and/or managing department or college is changed, the implementation may take up to one year to be available for scheduling.

• Leave blank if not applicable to this proposal.
• If previously offered indicate when and the number of students for each.

• Leave blank if not applicable to this proposal.
• If this course was offered experimentally, indicate all offerings using the following format: semester, year (number students); semester, year (number students); etc. Separate each offering with a semicolon

• For the staffing section, identify all department faculty members who are qualified to teach this course.
• If this proposal is for a graduate or dual listed course (e.g., 4xx7/5xx7), indicate current graduate faculty status for each faculty member. If a search is being conducted for a qualified faculty member to teach the course, indicate the box below.

• There are two parts to this response.
• First, state the purpose of the course in paragraph form. This is not the course description.
• Second, identify, in single-spaced bullets, the goals for the course-what the department aims to achieve in the education of its students. This is written from the department or faculty's perspective as to the value of the content. These goals are not learning outcomes statements.

• Identify, in single-spaced bullets, the major topics (not-subtopics) for the course.

• This is the most important section of the syllabus as it establishes course knowledge and skill expectations. Begin this section with "At the completion of this course, the student is expected to:"
• Then, begin a single-spaced bulleted list of student learning outcomes. Each entry should begin with an active verb so that the student outcome can be measured. Not measurable verbs include "understand" and "know." List outcomes pertaining to knowledge, skills, and attitudes that logically follow the "to" in the stem phrase.
• There should be two sets of learning outcomes if the course is dual listed (i.e., 4xx7/5xx7). One for undergraduate students and one for graduate students. Repeat appropriate ones, but be sure there are some higher-level outcomes for the graduate students.
• The relationship of the learning outcomes to the course topics and major assignments should be evident.

• Describe the major assignments of the course. These include papers, presentations, homework, quizzes, tests, and any work that has a grade attached to it.
• If the course provides dual instruction (e.g., 4xx7/5xx7), be sure to separate and differentiate the assignments for undergraduate and graduate students.

• Each of the items in Major Assignments and Exams must have information about the relative value of each.
• The value of each assignment or exam may be shown in percentages or points. For instance, one assignment may be worth 10% of the final grade whereas another may be worth 50%.
• For dual-level courses (e.g., 4xx7/5xx7), be sure to include differentiated undergraduate and graduate valuations.
• If preferred, use a table.

• Define the grading scale that will be used in this course to determine the final grade (e.g., A = 94%-100%; A- = 90%-93%; A = 940-1000 points; A- = 900-939 points).
• To indicate an "F" grade, use the same number as the lowest number in the prior designation. For instance, a graduate scale may indicate 70 as the lowest possible "C." Thus, the scale would indicate "below 70" for an "F." Likewise, an undergraduate scale would indicate "below X," which is the lowest "D."
• If point system is used in the Assignment and Exam Values section, the point range for each letter grade should be shown. If scales are different for undergraduate and graduate work, include both.
• If preferred, use a table.

• The university requires each faculty member to provide a written statement governing attendance policy, including laboratory/clinical sessions where applicable.
• Online classes also need "attendance policies." For example: Asynchronous online courses. While online courses do not scheduled attendance, students are expected to log in and be actively engaged within an online course at least once during each week. Active engagement involves viewing course content, posting original posts and replies in the course discussion topics, reading the discussion posts of other students, and completing assignments and assessments within the due date specified by the course instructor.
• The learning management system tracks student login data and activity within the course. This data will be used to supplement observations made by the course instructor. Synchronous online courses would be expected to carry the same attendance policy as the on-ground version of the course except that they would attend virtually through the synchronous tool designated by the course instructor.
• The policy for the course should ensure that students are fully informed of their attendance responsibilities and the penalties that may be imposed for failing to meet these responsibilities.
• Attendance responsibilities and penalties are evaluated by the approval committees for student understandability.

• Describe any other relevant information about your course. Use headings, if appropriate.
• This information should include an academic misconduct policy and a link to the universities syllabus attachment.

• For texts, follow the bibliographical form of your discipline, and single-space entries.
• Be sure to list the latest edition(s). For materials, capitalize brand names but not the items (i.e., Pyrex beakers). If there are no required books or materials, enter NA.

• Use the bibliographical form of your discipline and single-space entries. Often, the instructor has specific journal articles or passages in book other than the text book that students are required to read.
• If you do not require any additional readings, enter NA.

• A bibliography is required in the "supplemental and additional readings" portion of the syllabus and should include ETSU library holdings, as applicable to course content.
• Use the bibliographical form of your discipline and single-space entries.
• Entries should include library databases and journals as well as books, as appropriate. Information presented is used to review library holdings supportive of the course. Therefore, library call numbers or locations must be entered at the end of each bibliographic entry.
• If you find, in creating the proposal, that the library does not have sufficient materials to support course content, please contact the library to discuss ordering materials. The bibliography may then include items designated "on order."
• The bibliography may also include resources used to create the course or supplemental readings suggested for student exploration, but not held by the library.

• Answer the question by selecting either "Yes" or "No" from the options below.
• Course may be taken multiple times and credit earned each time. Appropriate for repeatable credit are courses that cover different subjects or experiences, e.g., Special Topics courses.

• If you are unsure if the proposed action requires review for the Teacher Education Advisory Committee, please contact the Associate Dean in the College of Education.
• Answer the question by choosing either "Yes" or "No" from the options below. A "Yes" response routes the proposal to the Teacher Education Advisory Committee. The Teacher Education Advisory Committee must review and approve proposals for courses that will be required in a program that leads to a professional license for work in schools (e.g., teacher, school social worker, principal)

• Answer the question by choosing either "Yes" or "No" from the options below. I
• If this course if proposed to be a requirement for a major, minor, or graduate degree in the requesting department, a curriculum proposal (non-substantive curriculum change or ETSUBT substantive curriculum revision) must be submitted at the same time. Reviewing bodies consider all pertinent proposals together.

• Answer the question by selecting either "Yes" or "No" from the options below.
• If this course is proposed for a major, minor, or graduate degree in a department other than the requesting department, a curriculum proposal (non-substantive curriculum change or ETSUBT substantive curriculum revision) must be submitted by the other department at the same time.
• Reviewing bodies consider all pertinent proposals together. Confer with the department chair of the affected departments as to how this course would impact the other program and ask him/her to send an email regarding his/her approval - or not - to the chair of the college and appropriate university curriculum committees.

• Indicate the term/year this modification is proposed to be implemented so that the course can be entered into the course inventory and, therefore, be available for scheduling.
• In the event the approval process extends into the proposed implementation term, the next term will be used. If a course rubric, number, and/or managing department or college is changed, the implementation may take up to one year to be available for scheduling.

• There are two parts to this response.
• First, state the purpose of the course in paragraph form. This is not the course description.
• Second, identify, in single-spaced bullets, the goals for the course-what the department aims to achieve in the education of its students.
• This is written from the department or faculty's perspective as to the value of the content. These goals are not learning outcomes statements.

• Identify, in single-spaced bullets, the major topics (not-subtopics) for the course.

• This is the most important section of the syllabus as it establishes course knowledge and skill expectations.
• Begin this section with "At the completion of this course, the student is expected to:"
• Then, begin a single-spaced bulleted list of student learning outcomes.
• Each entry should begin with an active verb so that the student outcome can be measured. Not measurable verbs include "understand" and "know." List outcomes pertaining to knowledge, skills, and attitudes that logically follow the "to" in the stem phase. There should be two sets of learning outcomes if the course is dual listed (i.e., 4xx7/5xx7). One for undergraduate students and one for graduate students.
• Repeat appropriate ones, but be sure there are some higher-level outcomes for the graduate students.
• The relationship of the learning outcomes to the course topics and major assignments should be evident.

• Describe the major assignments of the course.
• These include papers, presentations, homework, quizzes, tests, and any work that has a grade attached to it.
•  If the course provides dual instruction (e.g., 4xx7/5xx7), be sure to separate and differentiate the assignments for undergraduate and graduate students.

• Each of the items in Major Assignments and Exams must have information about the relative value of each.
• The value of each assignment or exam may be shown in percentages or points.
• For instance, one assignment may be worth 10% of the final grade whereas another may be worth 50%.
• For dual-level courses (e.g., 4xx7/5xx7), be sure to include differentiated undergraduate and graduate valuations. If preferred, use a table.

• Explain why your department needs this course, what roles does it fill in the curriculum, and how it supports improvement. "Make the case" or "tell the story" for offering the course by emphasizing the reason it is needed for educational purposes.
• This response item is very important to review committees and sets the stage for review. If appropriate, include peer recommendations from an accreditation review, program review or academic audit. Instead of using initials or abbreviations to represent a national accrediting agency or other sources, spell out titles. Curriculum committees outside the college will probably not know what the initials represent.