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AA/PPS 02.01.01 - Academic Credit Courses: Additions, Changes, and Deletions

Academic Credit Courses: Additions, Changes, and Deletions

AA/PPS No. 02.01.01 (2.01)
Issue No. 2
Effective Date: 5/17/2017
Next Review Date: 9/01/2019 (ONY)
Sr. Reviewer: Curriculum Coordinator

  1. GENERAL INFORMATION

    1. Texas State University is committed to maintaining an effective process for curricular development. This policy provides guidance for adding, changing, or deleting courses and is intended to help ensure the academic integrity of curricular development.

    2. When considering a request for the addition, change, or deletion of an academic credit course, faculty members should consult the department chairs, program directors, school directors, or college deans in their academic administrative unit and in other related programs and, if necessary, with outside experts. Efforts shall be made at all levels to ensure against a proliferation of courses.

    3. Course forms for the Course Inventory Management (CIM) system are available to faculty via the CATSWEB Faculty Menu.

      Course addition, change, and deletion forms are submitted and reviewed during the annual course cycle as detailed in the Course Review Flow Chart for Additions and Deletions to be effective each fall semester according to the Texas Higher Education Coordinating Board (THECB) annual course reporting requirements (CBM003). The CBM003 is an electronic file of courses maintained at THECB that complies with Section 61.052 of the Texas Education Code. The course calendar in the Course Review Flow Chart for Additions and Deletions demonstrates the integration of approved CIM course additions, changes, and deletions into the annual CBM003 and the annual university catalogs. Course addition, change, and deletion forms may only be submitted during the annual cycle for courses in existing degree or certificate programs. Course addition, change, and deletion forms proposed as part of a new degree proposal are submitted with the degree proposal, not during the annual course cycle. The Course Review Flow Chart for Course Changes provides an overview of the faculty and administrative reviews of course forms according to the requirements established by The Texas State University System (TSUS) Board of Regents and THECB.

  2. GUIDELINES AND DEFINITIONS

    1. Academic Administrative Unit – a department, college, or school that has administrative authority over courses, degrees, and certificate programs.

    2. Academic Credit Course – a college-level course that, if successfully completed, can be applied toward the number of courses required for achieving a degree, diploma, certificate, or other formal award.

    3. CIP Code – Each academic credit course is assigned a Texas Classification of Instructional Program (CIP) code that corresponds to the subject matter of the course and determines the rate of formula funding. CIP codes reflect the content of the course and not the degree program or the academic administrative unit in which the course is offered. CIP codes are used nationally to classify instructional courses and to report educational data. National CIP codes are six digits in length. Texas CIP codes have an additional four-digit extension that can further define the subject matter and the formula funding code. Both the CIP codes and the national manual definitions are available on the THECB website.

    4. Contact Hours – clock hours spent each week in the instruction process. Contact hours are not course credit hours, course instruction types, or workload credit hours. Contact hours do not include out-of-class student learning and reflection. Lecture contact hours are the hours per week students are required to spend in contact with faculty in a lecture setting (e.g., class, conference, seminar, individual instruction, private lesson, thesis or dissertation discussion, or independent study). Laboratory contact hours are the number of hours per week that students are required to spend in contact with faculty in an experiential situation (e.g., laboratory, clinical, practicum, internship, or student teaching). Contact hours must be presented in whole numbers.

    5. Course Catalog – All courses are published online in the university catalogs and entered in the Student Information System (SIS) databases. The main elements of a course entry in SIS include the administrative unit, CIP code, contact hours, co-requisites, credit hours, description, equivalency, instruction types, number, prerequisites, repeatability, restrictions, subject or prefix, title, and valid grade modes.

    6. Credit Hour – For purposes of this policy and in accordance with federal regulations regarding the definition and assignment of credit hours, 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:

      1. not less than one hour of classroom or direct faculty instruction and a minimum of two hours out-of-class student work each week for approximately 15 weeks for one semester or trimester hour of credit, or 10 to 12 weeks for one quarter hour of credit, or the equivalent amount of work over a different amount of time; or

      2. at least an equivalent amount of work as outlined in the item above for other academic activities as established by the institution including laboratory work, internship, practicum, studio work, and other academic work leading to the award of credit hours.

      A semester credit hour is defined by THECB as a unit of measure of instruction consisting of 60 minutes, of which 50 minutes must be direct instruction over a 15-week period in a semester system. Credit hours must be presented in whole numbers.

    7. Description – Course descriptions summarize the content of the course. Descriptions must:

      1. be in complete sentences;

      2. contain 50 words or less;

      3. avoid jargon and acronyms;

      4. include the number of times that a course may be repeatable for degree credit (if applicable), the number of maximum credit hours, or other restrictions for repeatability (i.e., repeatable with a different emphasis or by approval from the instructor or the department chair, program director, or school director; and

      5. include the statement: “This course does not earn graduate degree credit.” for leveling and graduate assistantship courses.

    8. Equivalency – courses that have been determined by the faculty to be equivalent with another course that has at least 50 percent of the same course content. Equivalencies count as repeats of each other in grade point calculations and degree audits. Equivalencies can be inactive or active courses.

    9. Frequently Taught Topics Course Report – a report of topics courses taught more than three times within a five-year period. This report is distributed with the annual course cycle instructions to the college deans by the curriculum coordinator.

    10. Grade Modes – Valid grades are defined in AA/PPS No. 02.03.12, Grades and Changes of Grades.

    11. Header and Topics – A header course is required as a placeholder before a new topics course can be developed. At least one new topics course must be submitted along with the new header course. Topics courses:

      1. are temporary lecture or seminar courses that provide a format for offering courses whose content is being developed as a single topic or subject;

      2. are designed to determine the appropriateness and applicability of the subject before committing that course to a permanent course number;

      3. are taught under a single subject or prefix and number with an alphabetical suffix; and

      4. must have the same CIP code and instruction type assigned as the header course.

    12. Instruction Types – All courses are also categorized according to the primary type of instruction. Only one of the following codes per course may be selected. Instruction type is sometimes referred to as schedule type and is coded as:

      1. 1 = Lecture;

      2. 2 = Laboratory;

      3. 3 = Practicum (includes student teaching, internships, work-study, cooperative education, and similar activities);

      4. 4 = Seminar;

      5. 5 = Independent Study (includes individual or special problems);

      6. 6 = Private Lesson (includes private music, ensembles, or other private instruction);

      7. 8 = Thesis;

      8. 9 = Dissertation;

      9. 0 = Individualized (includes asynchronous internet, videotape, audio-tutorial, and similar types); or

      10. C = Clinical (includes workplace settings in which students learn and apply program theory and management of the work flow. Clinical experiences must take place in a health care setting and students must not be paid for the learning experiences).

    13. Learning Outcomes and Marketable Skills – Course additions must include the student learning outcomes stated in measureable terms using action verbs found in “Bloom’s Taxonomy of Educational Objectives.” The student learning outcomes should also include reference to the attainment of marketable skills that are valued by employers and can be applied in a variety of work settings, including interpersonal, cognitive, and applied skill areas. In the 2015-2030 Texas Higher Education Strategic Plan 60x30TX, marketable skills are included in the third goal: “All graduates from Texas public institutions of higher education will have completed programs with identified marketable skills.”

    14. Number – Course numbers follow a four-digit numbering system that is offered in a single academic administrative unit. The first digit indicates the level of the course: 1-freshman, 2-sophomore, 3-junior, 4-senior, 5-post baccalaureate and masters, and 7-doctoral. The second digit indicates the number of semester credit hours the course carries. The last two digits usually indicate the sequencing of the course in the curriculum.

    15. Prerequisite and Co-requisite – courses that are required to be completed before enrollment in a subsequent course or concurrently with another course that prepares the student for successful completion. Prerequisites include specific courses, minimum grades, minimum GPAs, course credits, test scores, and allowed concurrent enrollments.

    16. Repeatability – Courses that are repeatable for credit in a degree or certificate program are those that allow for all earned grades and credit hours to be included in the grade point calculation and in hours toward graduation requirements. The definition for repeatable for credit courses includes the course credit hours and the number of allowed repeats (e.g., a three-credit hour course that is repeatable for credit two times will result in maximum credit hours of nine) or other restrictions for repeatability (e.g., repeatable with a different emphasis or by approval from the instructor or the department chair, program director, or school director). See Section 02.18 for the Federal Financial Aid definition of “retaking coursework.”

    17. Restrictions – a requirement that restricts registration on the basis of a student’s campus, student classification, cohort, college, degree, department or school, student level, major, or program.

    18. Retaking Coursework – a course that is exempted from the calculation of financial aid, found in federal rules 34 CFR Section 668.2, and allows students to enroll on a continuing basis, but with different content in each enrollment. See Section 02.16 for the academic credit definition of course “repeatability.”

    19. Subject/Prefix – the subject abbreviation of each course.

    20. Title – Course titles should be descriptive, yet succinct. The course forms include two titles: the long title that appears in the online catalogs, and the abbreviated title that appears on a student’s transcript.

    21. Untaught Course Report – a report prepared by the curriculum coordinator that contains lecture, laboratory, and seminar courses that have not been taught for four consecutive years. This report is distributed with the annual course cycle instructions by the curriculum coordinator to the college deans to help keep the catalog up-to-date and to provide students with a current list of university course offerings.

    22. Writing Intensive – those undergraduate courses for which at least 65 percent of the grade must be based on written exams or assignments, and at least one assignment must be 500 words or more in length. Writing intensive is a designation intended to address the writing policy for undergraduate degree programs. The writing intensive designation is not applicable for graduate level courses.

  3. COURSE PROPOSALS

    1. Course Forms – Course forms are available at the CATSWEB CourseLeaf login page.

    2. Additions – A course addition proposes a new course that is part of the annual cycle or part of a new degree proposal, and requires completion of the course addition form in the CIM system. If a course addition is being proposed for the undergraduate General Education Core Curriculum, the requesting faculty should first consult with the General Education Council before developing the course addition form. If a course addition is being proposed that affects an educator preparation program, the requesting faculty should first consult with the associate dean for Teacher Education in the College of Education before developing the course addition form.

    3. Changes – A course change requires completion of the course change form in the CIM system. It is the responsibility of the originating academic administrative unit to notify all potentially affected programs and to seek concurrence for course changes that affect programs, departments, or schools outside the originating college. If a course change is being proposed for the undergraduate General Education Core Curriculum, the requesting faculty should first consult with the General Education Council before developing the course change form. If a course change is being proposed that affects an educator preparation program, the requesting faculty should first consult with the associate dean for Teaching Education in the College of Education before developing the course change form.

    4. Deletions – A course deletion requires completion of the course deletion form in the CIM system. The Untaught Course Report is available to determine inactive courses that should be deleted. If a course deletion is being processed for the undergraduate General Education Core Curriculum, the requesting faculty should first consult with the General Education Council before developing the course change form. If a course deletion is being proposed that affects an educator preparation program, the requesting faculty must first consult with the associate dean for Teacher Education in the College of Education before developing the course deletion form.

  4. PROPOSAL ROUTING

    1. Course addition and deletion forms are submitted through the following reviews as noted in the CIM workflow steps:

      1. department or school faculty (from the unit proposing the course addition/change/deletion);

      2. department or school curriculum committee;

      3. department chair, program director, or school director;

      4. General Education Council (if course impacts the General Education Core Curriculum);

      5. associate dean for Teacher Education in the College of Education (if course impacts an educator preparation program);

      6. college curriculum committee;

      7. college council;

      8. college dean;

      9. other college deans;

      10. dean of The Graduate College (if course is graduate level);

      11. University Curriculum Committee;

      12. associate vice president for Academic Affairs;

      13. provost;

      14. TSUS Board of Regents; and

      15. THEBC.

    2. Course change forms are submitted through the following reviews as noted in the CIM workflow steps:

      1. department or school faculty;

      2. department or school curriculum committee;

      3. department chair, program director, or school director;

      4. General Education Council (if course affects the General Education Core Curriculum);

      5. associate dean for Teacher Education in the College of Education (if course affects an educator preparation program);

      6. college curriculum committee;

      7. college council;

      8. college dean;

      9. other college deans;

      10. dean of The Graduate College (if course is graduate level);

      11. associate vice president for Academic Affairs;

      12. provost;

      13. TSUS Board of Regents; and

      14. THECB.

    3. Course instructions for additions, changes, and deletions are maintained on the Office of Curriculum Services website.

    4. The Course Review Flow Chart for Additions and Deletions provides a calendar overview of the due dates for course additions, changes, and deletions.

    5. Throughout the process, faculty on each college curriculum committee (CCC) have final authority on change proposals that do not conflict or overlap with courses in other colleges. It is the responsibility of the CCC to exercise good faith in determining the potential effect of course change proposals on courses outside the originating college. In cases where change proposals may overlap courses outside the originating college, the CCC must notify their college dean of those courses so that the affected courses may be reviewed by the other college dean and the affected faculty. Additionally, faculty who have comments or concerns regarding any course addition, change, or deletion should submit those comments or concerns in writing to their department chair or school director who will be responsible to confer with the originating department chair or school director.

    6. After a course proposal has been fully approved, the curriculum coordinator makes all necessary additions, changes, and deletions in the online university catalogs and the SIS databases.

    7. In the event that a course proposal receives a negative vote or is denied at any level, the proposal will be returned to the originating faculty for review and possible revisions, and can be resubmitted for future consideration in the next or any subsequent annual course cycle.

  5. REVIEWERS OF THIS PPS

    1. Reviewer of this PPS include the following:

      Position Date
      Curriculum Coordinator September 1 ONY
  6. CERTIFICATION STATEMENT

    This PPS has been reviewed by the following individuals in their official capacities and represents Texas State Academic Affairs policy and procedure from the date of this document until superseded.

    Curriculum Coordinator; senior reviewer of this PPS

    Director, Curriculum Services

    Associate Vice President for Academic Affairs

    Provost