ARTS
AND SCIENCES SENATE
NEW COURSE PROPOSAL
(Revised
04/03)
Submitted by
Department_______________________________________
Date:_________________________________
Chairperson's
Approval:______________________________________________________________________________
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INSTRUCTIONS:
Please
attach a copy of a planned syllabus
and a list of assigned readings to
this form. The syllabus should
indicate the topics of the course on a week-by-week basis.
Submit the proposal with eleven copies to the Secretary of the Curriculum Committee.
USE ADDITIONAL SHEETS IF NECESSARY.
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1. Designator:_______
Number:_______
D.E.C. Category (see question 16)_____
Full
Title:_______________________________________________________________________
30-character
title: _ _ _
_ _
_ _ _
_ _
_ _ _
_ _
_ _ _
_ _
_ _ _
_ _
_ _ _
_ _
Note:
Course titles are restricted to 20 characters when printed in the Class
Schedule and on students' transcripts. This
should be considered when titling courses.
2.
Course
Description (Enter
exactly as it is to appear in the Undergraduate Bulletin. If the course is
repeatable or not for credit in addition to any others, this should be
noted.):
3.
Please read Guidelines for Course
Prerequisites at the end of this form.
Pre- or Corequisite(s), if any:
Advisory Prerequisite(s), if any:
4.
Credits: _________ & Grading Type (circle one): A-F;
A-C/U;
S/U
5. Initial term offered: ______________. Initial instructor:_______________________________.
If designated instructor is unavailable, are there others who can teach
the course?
6.
When will the course usually
be offered? (Check as
appropriate.)
Fall _____ Spring _____
Summer I _____ Summer
II _____.
7.
Frequency of offering, e.g.
every semester, annually, alternate years, etc.:
__________________________________
8.
Estimated enrollment:
__________
9.
How will contact hours be
scheduled? Specify number of
hours for each relevant meeting type.
Lecture_____ Recitation_____ Lab_____ Studio_____
Seminar_____ Other_____
Note: One contact hour per week (55 minutes) is required for each
hour of credit awarded.
1 lecture hour = 1 contact hour 1 recitation hour =
1 contact hour
1 seminar hour = 1 contact hour 1 3-hour film/lab =
1 contact hour
1 2-hour studio
period = 1 contact hour
1 2-hour film/lab =
1 contact hour if
significant outside preparation is required
10.
Film and Video Use.
Will
films, videos, or clips be regularly used in the course?
Yes_____ No_____
If
yes, indicate how much time in the course will be used for screening and
explain how the films, videos, or clips will be integrated into the course.
Note: SUNY guidelines stipulate that two hours of film/video viewing
equal one contact hour only if significant outside preparation, typical of
"film" courses, is required. Otherwise,
three hours of film/video viewing equal one contact hour. Guidelines are available from the office of the dean of the
College of Arts and Sciences.
11.
Computer Use.
Will
students be required to use computers? Yes_____ No_____
If
yes, indicate the nature of the work and facilities required (use of a SINC
site or special computer laboratory, use of a PC at home or on campus).
Indicate the approximate amount of time students will be required to engage in
work on the computer. Significant
computer work required outside of class time should be noted in the course
description.
12.
Are there adequate facilities (classroom, laboratory, and computer)
currently available to support the course?
Yes_____ No_____
13.
(For Informational Purposes Only)--If availability of library resources
(books, journals, newspapers, reference tools, manuscript and special
collections material, and computer database access) are insufficient to
support the proposed course, list new library resources needed.
14.
How
will student performance be evaluated? Indicate
number, type, and length of papers, examinations, lab reports, etc.
15.
TA Use.
a. Will graduate teaching
assistants be used in the course?
Yes____ No____.
b. Will undergraduate
teaching assistants be used in the course?
Yes____ No____.
If the answer to either a or b above is yes, please explain how each
will be used:
16.
Is
the course being submitted for inclusion in the Diversified Education
Curriculum? Yes_____
No_____. If yes, which
category?_____ Please explain how
the course fulfills the objectives of the D.E.C. category. Note: If a course satisfies a D.E.C./SUNY general education requirement,
the syllabus must include a state of the learning objectives of the category.
Refer to the Degree Requirements chapter of the Undergraduate Bulletin for
statement of the SUNY gen. ed. learning outcomes and D.E.C. category
objectives.
17.
Course
Level.
a. For what level and type
of students is this course primarily intended, i.e., freshmen, sophomores,
upper-division students, majors, non-majors, or pre-professional students?
b. If the course is
primarily for upper-division students, explain why it is an upper-division
course, e.g., its format, difficulty of assignments, and required level of
preparation. (See
the Guidelines for Course Levels at the end of this form.)
18.
How
does the course relate to the department’s undergraduate and/or graduate
programs? Does it replace any
existing course? How does it
complement other courses in the department's curriculum or integrate material
from them?
19.
Does the course necessitate a
change in the department's major or minor requirements?
If so, please specify.
20.
Please consider the new
course's relation to undergraduate (or graduate offerings) in other programs
throughout the University. Consider,
for example, whether the course duplicates or overlaps with existing courses?
Would the course appropriately be crosslisted with another department?
Might it serve as a prerequisite for courses in other departments?
Might it compete for resources now used for other purposes?
Does the course affect major or minor requirements in any other
department?
Note: If other
departments are affected (e.g., the course will change a prerequisite or a
major requirement or considers material typically considered the domain of
another department), the committee requires that the department consult with
the affected departments about the proposed course and its ramifications and
that the affected departments agree to the offering of the course.
see
next page for Guidelines for Course Prerequisites and Course Levels
The
University distinguishes between prerequisites that are mandatory and those that
are advisory.
Mandatory prerequisites
(noted simply as "Prerequisites" in University publications) stipulate
a level of preparation for a course such that, without this preparation, the
student is unlikely to complete the course satisfactorily. The prerequisite is
usually expressed in terms of a specific skill level or one or more courses.
The instructor/department has the option to de-register any student who
has not completed the mandatory prerequisites or equivalent preparation.
Advisory prerequisites
(noted as "Advisory Prerequisites" in University publications) are
intended to warn students about the level of maturity, skills, or knowledge
normally to be expected of students in the course. Students who do not meet these levels may manage to perform
adequately in the course but will not obtain the same benefits from the course
as those who are better prepared. They may even risk failure unless they work
harder to compensate for their poor preparation. Instructors may wish to
discourage poorly prepared students from taking the course; however, they may
not seek to de-register students who have not completed advisory prerequisites.
Permission of the instructor or department is understood (not stated) to
be an alternative to both mandatory and advisory prerequisites, i.e., the
instructor may, through consultation with the student, determine that the
student has the necessary preparation for the course without having completed
the specific prerequisites.
Permission
of Instructor or Department should only be stated as a prerequisite if
the department wishes to require every student interested in the course to
consult the instructor/department. In
requesting a stated "permission of instructor/department"
prerequisite, the department should indicate why screening is necessary, how
students will be screened, and how students will be registered.
Note: Students will not be able to register using the automated phone
system.
Enforcement of prerequisites under the current University mainframe (Legacy)
system may be undertaken in two ways:
1)
The department/instructor may review the records of
students registered for a course at any time before the start of the semester.
(In the case of students with transfer credit, this would also involve
review of transfer records, available from the Undergraduate Transfer Office.)
2)
The department/instructor may require, on the first
day of classes, that students in a course produce proof of having satisfied the
prerequisites.
In
either case, the department may then de-register any students lacking the
required prerequisites.
Under
the anticipated PeopleSoft system, it is expected that enforcement of
prerequisites will occur at the time of registration; that is, students lacking
the mandatory prerequisites will be prevented from registering for a course.
Students lacking the published prerequisites will only be able to
register after obtaining the instructor’s permission.
100-level courses:
Introductory courses appropriate for and generally taken by freshmen or
students with no background in the discipline.
Often without prerequisites, they may require some basic entry skill,
such as mathematics or writing competence.
200-level courses:
Courses of intermediate depth in the discipline, sometimes assuming some
prepratory work on the part of the student, appropriate for and generally taken
by sophomores or advanced freshmen. Prerequisites
may be required, especially when limited specific knowledge or general academic
preparation is necessary. 200-level
courses often provide basic methodology in a discipline or surveys of
disciplinary material that are more restricted in scope than is generally found
at the 100-level.
300-level courses:
Courses intended for upper-division students providing advanced treatment
of a special subject and requiring a level of maturity and academic preparation
inappropriate for lower-division students.
300-level courses usually presuppose students’ prior work in the
discipline and usually satisfy major requirements.
Upper-division courses (300- and 400-level) have the following
characteristics:
a.
Prerequisites,
consisting of specific courses or skills levels or more general requirements
such as one or more courses in a designated field or D.E.C. category, that
require levels of maturity, skills, or preparation necessary to benefit
satisfactorily from the course.
b.
Assignments
that are more qualitatively advanced than those typically expected of
lower-division students. Among
these are extensive, sophisticated readings; extensive critical or creative
writing; substantial research; a theoretical approach to particular questions;
and the theoretical or field-based application of knowledge already gained.
Students may be required to prepare seminar reports or independent
projects where responsibility falls on them for developing important higher
intellectual or creative skills.
400-level courses:
Courses having the same general characteristics as 300-level courses, most often
intended for upper-division students in the major, such as seminars, directed
readings and research, and teaching practica.
Some may be limited to seniors.
Note:
There are no distinctions among higher and lower numbers at a given
level. Departments are encouraged
to use numbers in accordance with the structure of its curriculum.