Academic Course Development and Modification
Completed on Form 5 (Graduate New Course) or Form 9 (Undergraduate New Course), these forms allow departments to create courses needed for new programs or new content within existing programs.
Within these forms, Student Learning Outcomes, Course Rigor and Assessment information will be required for submission. Should your department wish to offer the same course at both the Graduate and Undergraduate level, it is requested that Advanced or Graduate be added to the course name at the 5000 or higher level to keep courses from having duplicate titles.
Forms
- New Course Form
Approval Process
- Academic Affairs Curriculum Coordinator (reviewer only)
- Department Curriculum Coordinator
- Department Chair
- College Curriculum Committee Chair
- College Dean
- Council for Teacher Education, if applicable
- Graduate Academic Council Chair, if applicable
- Senior Vice Provost and Associate Vice President for Academic Affairs (reviewer only)
- University Curriculum Committee
- Provost/SVP for Academic Affairs
Curriculog Tutorial Videos
The course revise form allows departments to make needed changes to exisitng courses. These changes may include updates to the course rubric, number, name, credit hours, description, prerequisite or co-requisite.
When completing this form, please ensure the Student Learning Outcomes, rigor and assessment information are still relevant based on the requested changes. Should these items require no update, if is sufficient to place no change or not applicable in the corresponding fields on the Curriculog form.
Forms
- Course Revise Form
Approval Process
- Academic Affairs Curriculum Coordinator (reviewer only)
- Department Curriculum Coordinator
- Department Chair
- College Curriculum Committee Chair
- College Dean
- Council for Teacher Education, if applicable
- Graduate Academic Council Chair, if applicable
- Senior Vice Provost and Associate Vice President for Academic Affairs (reviewer only)
- University Curriculum Committee
- Provost/SVP for Academic Affairs
Curriculog Tutorial Videos
The Course Delete forms allows department to terminate courses which are no longer necessary for their curriculum.
Forms
- Course Delete Form
Approval Process
- Academic Affairs Curriculum Coordinator (reviewer only)
- Department Curriculum Coordinator
- Department Chair
- College Curriculum Committee Chair
- College Dean
- Council for Teacher Education, if applicable
- Graduate Academic Council Chair, if applicable
- Senior Vice Provost and Associate Vice President for Academic Affairs (reviewer only)
- University Curriculum Committee
- Provost/SVP for Academic Affairs
Curriculog Tutorial Videos
The General Education Course committee will have responsibility for ensuring that critical competencies (written communication, oral communication, math skills, and critical thinking skills) are evaluated. The committee will also address development of APSU’s student learning outcomes. In addition, the committee will review and vote on all changes and additions to university core courses and will advise the University Curriculum Committee for their final decision. An annual report will be provided to the provost regarding progress in meeting goals to instill in students the four critical competencies
There are three actions for General Education Course proposals:
- Adding a new course to the General Education Core
- Removing a course from the General Education Core
- Updating the assessment competency for a core course
For each type of change, state the critical competency and describe in a paragraph
the assignment that will be used to assess student learning with respect to the above
designated general education critical competency. If applicable include the directions
for the student showing alignment with the critical competency rubric dimensions.
For additional information regarding the General Education Pillars for course alignment,
please visit the Institutionals Effectiveness and Research's General Education page.
Forms
- The information for General Education course may appear on the New Course form or
the Course Revise form depending on if the course you wish to add to General Education
is existing or will need to be created.
Approval Process
- Academic Affairs Curriculum Coordinator (reviewer only)
- Department Curriculum Coordinator
- Department Chair
- College Curriculum Committee Chair
- College Dean
- General Education Standing Committee
- Senior Vice Provost and Associate Vice President for Academic Affairs (reviewer only)
- University Curriculum Committee
- Provost/SVP for Academic Affairs
Curriculog Tutorial Videos
General Education
This spreadsheet assists with identifying any name, rubric or number changes as well as additions and removals to the General Educucation Core.
New Courses
The below spreadsheet provides faculty and staff a complete list of new courses which have been added to the program offerings. Should a department wish to add one of these courses to their program as a requirements or elective offering, a Program Modification will need to be completed.
Course Modifications
The course modifications spreadsheet identifies courses which have had updates such as course title updates, prerequisites, co-requisites, and descriptions.
Course Deletions
The below spreadsheet provides faculty and staff access to a complete listing of courses which have been terminated for offering. If a course is provided on this list and is part of your academic program, you will need to complete a Program Modification to remove the course as a requirement or elective option from your program.
The below listing of course guidelines is neither exhaustive nor inclusive. If your courses are part of an accredited program, your guidelines may differ depending on the standards required by your program accrediting body.
Courses at the undergraduate and graduate level should not utilize the same course name within the same discipline. APSU suggests utilizing “Advanced” or “Graduate” in the name of 5000 or higher courses.
Coursework is considered to contain beginner knowledge and require no additional skills to enroll and complete the course requirements. These 1000 level courses should provide the foundational knowledge for, in some cases, 2000 and, in most cases, 3000 level courses. Within the 1000 level courses, unique prerequisites are sometimes required to provide sequential learning (e.g. a student satisfactorily completes BIOL 1110 then he/she enrolls in BIOL 1120). These 1000 level courses will tend to require students to demonstrate the lower levels of Bloom's Taxonomy of Learning (e.g. remember and understand).
- 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
Considered to contain beginner knowledge and require no additional skills to enroll, but aligned to one aspect of a much bigger curriculum (i.e. Anatomy & Physiology and American History) and/or aligned to a more specific career path (i/e/ Nursing and Medical Laboratory Science). These 2000 level courses will tend to require students to demonstrate the lower levels of Bloom's Taxonomy of Learning (e.g. remember and understand).
- Identify, discuss and list discipline specific terminology
- Identify skills necessary to solve discipline specific programs
- Identify discipline specific research
Considered to contain more advanced knowledge and requires successful completion of prerequisite course work prior to enrollment. These 3000 level courses should provide advanced course content that prepares students for 4000 level courses. These 3000 level courses will require students to demonstrate the lower levels of Bloom's Taxonomy of Learning (e.g. remember and describe) and include mid-level levels of Bloom's Taxonomy of Learning (e.g. apply).
- Apply acquired skills within discipline to solve problems
- Develop proficiency of skills/techniques within discipline
- Identify and interpret discipline specific research
Considered to contain content that can only be manageable by those that have successfully completed 3000 level courses and/or very specific 2000 level courses. These 4000 level courses are considered terminal courses of knowledge for the undergraduate degree that contain course content derived from a hybrid of primary and secondary research databases/repositories. 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
Contains Master's level courses and is considered manageable by those who have successfully completed an undergraduate degree within a relevant field of study and have earned appropriate grades within relevant undergraduate courses or for undergraduate students who have excelled within the discipline and therefore, enroll in graduate level courses while still an undergraduate student. For 5000 level courses, unique admission requirements tend to exceed undergraduate admission standards (i.e. elevated GPA and/or additional assessment scores and documentation). In addition to lower and mid-level Bloom's Taxonomy of Learning, these 5000 level courses will require students to demonstrate analysis and evaluation. It is expected that a few 5000 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
- 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
Contains Master's level courses and is considered manageable by those who have successfully completed an undergraduate degree within a relevant field of study and have earned appropriate grades within relevant undergraduate courses. For 6000 level courses, unique admission requirements tend to exceed undergraduate admission standards (i.e. elevated GPA and/or additional assessment scores and documentation). 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
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 for the terminal 8000 level courses which require the highest level of applied knowledge. 7000 level courses contain course content derived from the most immediate, primary research databases/ repositories and students will 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 (e.g., in most instances, doctoral work plus post-doctoral work and/or other relevant experiences).
- 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 full plan of study for research completion
- Develop knowledge of technical applications in the field
Contains Doctoral level courses that have prerequisite requirements stemming from 7000 level courses and/or very specific 6000 level courses. These 8000 level courses are considered terminal courses of knowledge that contain course content derived from the most immediate, primary research databases/repositories and students will 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 (e.g., in most instances, doctoral work plus post-doctoral work and/or other relevant experiences).
- Practical application of all previously completed coursework
- Defense of proposed research utilizing all elements of field research processes
- Ability to comprehensively explain all elements of research or study with terminology and methodology consistent with the area of study
- Completion of study at a level ready for publishing