1. The addition of new courses and programs and the addition/deletion of designations of existing courses as Liberal Arts Core, L, Perspectives, C, Q, and/or W, will be proposed by one or more departments and submitted to the appropriate school curriculum committees for evaluation. Proposals receiving negative decisions shall be returned to the existing department(s) accompanied by a statement explaining the rejection rationale.

 

 

Course and program development and modifications frequently have serious implications for resource allocations. To assure early administrative response to the implications of a curricular proposal, proposals submitted to the school curriculum committee s for evaluation will be submitted simultaneously to the appropriate school deans. The school deans may provide an assessment of the impact on resources in writing or in person to the initiating department. Nothing in this statement shall be interpreted t o mean that the deans can delay or prevent courses and programs from being considered by the appropriate departmental, school, or university committee.

Proposals approved by the school curriculum committees shall be forwarded to the Undergraduate Course and Program Review Committee. Proposals vetoed by the committee shall be returned to the initiating department(s) accompanied by an explanation for the veto. Should a proposal be twice vetoed by the school curriculum committee or the Undergraduate Course and Program Review Committee, the initiating department(s) shall have the right to appeal to the Faculty Senate. Should either the school curriculum committee or the Undergraduate Course and Program Review Committee fail to act upon a proposal within two months after transmittal to them, the initiating body shall have the right to appeal to the Faculty Senate whose decision shall be final.

Any decision of the appropriate Course and Program Review Committee may be reviewed by the Faculty Senate; however, if a decision on a new course or the new designation of existing courses as Liberal Arts Core, L, Perspectives, C, Q, and/or W, is not challenged by the next senate meeting after it has been reported, the decision will be considered approved by the senate.
 

2. New courses and designations must be duly approved by the Provost before being listed among a semester's course offerings.

 
3. Each course description listed in the catalog shall include a statement of the number and type of class meeting hours per week and when the course is normally offered.

 
4. Experimental Courses
1. In order to encourage experimentation and to provide timely courses in a variety of areas, departments are permitted to offer one experimental course per calendar year with the approval of the department and with the understanding that the course will not be offered again until it has been evaluated by the students and the department and approved according to the regular procedures outlined above. All experimental courses will be designated with a number ending in "79."
2. Experimental courses may not count in General Education nor carry W, C, Q, or Perspectives designations.
3. As part of the course approval process, a department may request that a course originally offered on an experimental basis count retroactively as General Education and/or W, C, Q, or Perspectives.

 
5. Interdisciplinary Courses
1. "Interdisciplinary courses" are defined to include the following categories: 1) courses which reflect inter- relationships among two or more disciplines, 2) Perspectives courses with interdisciplinary content, 3) courses cross-listed by two or more departments and, 4) Divisional courses as provided and defined in subsection B of Course Identification Policies.
2. In proposing interdisciplinary courses, departments of all disciplines significantly involved must be consulted by the course('s') proposer(s). The result(s) of such consultation(s) shall accompany the course proposal(s) through all stages of the approval process as outlined in the Governance Manual.

 
6. Distance Learning (DL) Course Approval Process

1. Online – Millersville University defines an online course as one that meets completely online via online courseware system (i.e. Blackboard, eCollege or WebCT).
2. Blended – Millersville University defines a blended course as one that requires some face-to-face class meetings along with some classes offered via distance education – either via online, videoconferencing or independent study.

1. Faculty member has been provided with appropriate training and technical support.
2. Faculty member has access to appropriate technical infrastructure.
3. Qualified instructional designers have an appropriate role in course development.

1. New credit bearing courses must be approved through the existing course approval procedure at the University.  Method of DL (video conferencing, e-mail, online, blended, etc.) must be clearly stated.
2. Existing credit bearing courses shall be reviewed by the department and University curriculum committee, which shall each provide its recommendation to the President or her/his designee.  This review should be completed within thirty (30) days of receipt of the course proposal.

1. Course content, outcomes, practice, and assessment are consistent and clearly stated in the course proposal and in the materials distributed to students.

1. Minimum technology and skills required for the course are clearly stated.
2. Learning outcomes/competencies are clearly stated using action verbs to communicate what learners will know and be able to do as a result of the learning experience.
3. Suitable opportunities for interaction between instructor and student are provided.

1. Instructors provide clear guidelines for interactions with students.
2. Learning activities are developed to foster instructor-student, student-content, and where appropriate, student-student interaction.
3. Instructors are encouraged to provide two types of feedback:  information feedback and acknowledgment feedback.

4. Suitable assessment of student achievement is evident.

1. Assessment methods are designed to measure the competencies stated in learning outcomes and are appropriate for distance learning.
2. Faculty working with departmental and school curriculum committees, in consultation with instructional design specialists, have developed methods of assessment that protect the integrity of the distance learning course.
3. Course syllabus clearly states that students must adhere to MU Academic Integrity Policy.

2. Technological tools used for distance learning assure student fulfillment of learning outcomes.

1. Minimum technology competencies expected of students are clearly indicated in course materials.
2. Assistance with technology, including orientation and testing, is made available to students.
3. A contingency plan has been developed in the event of a technology failure.

3. Course resources assure student fulfillment of learning outcomes.

1. Course resources are accessible to the learners, including on-line access to library materials.
2. Course resources are developed in accordance with the American with Disabilities Act, and may include such accommodations as are typically offered to non-distance education students through learning services and by course instructors.
3. Instructions are included on the site for those with disabilities explaining how to access all course resources.

4. Methods for course evaluation and maintenance are evident.

1. An appropriate student evaluation instrument shall be developed and implemented in compliance with CBA Article 42. F.2.
2. The faculty member shall write an evaluation of her/his experience in the distance education course and suggest measures, which may be taken to improve the quality of distance education in the future (CBA Article 42.G).

1. Student perceptions regarding learning through distance education should be included in the report.
2. The evaluation should be submitted to the department chairperson, the department offering the course, and the appropriate Dean/management supervisor.

 (Approval by FS 7/18/05; AA 10/4/05)

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