Preparing Materials for Curricular Review 2017-18

Any new or revised course offering needs to be reviewed by the Curry Curriculum and Program Review Committee (CCPRC). This includes any “Special Topics” class that is listed at the 3500, 6500, or 8500 level that is intended as a permanent class. This also includes requests to change the name, number of credits, description in the course offering directory, or other substantive changes. Faculty should work with their program coordinators and department chairs to compile the rationale for the new course, please make sure the necessary elements are included (see Routing sheet and Syllabus Review Guidelines).

The following materials are needed before a class is reviewed.

Routing Form - Please download and complete page 1 of the form when submitting materials packet.
Syllabus - See side tab with syllabi templates and samples.
Metrics for how assignments are graded – Provide the metrics (rubrics) you are using for evaluating any of the assignments or exams that required judgment, such as papers, presentations, special reports, etc. Please see sample rubrics.
Memorandum from Instructor or chair that indicates how the class meets the required elements in ‘new course rubric’ document.
Memorandum from Chair and Program Director indicating approval of the class. (We encourage the chair to use the Syllabus Review Guidelines to make sure the syllabus is ready for the committee to review.)

Each of the departments has assigned administrative support for collecting this information and sending the materials in a single ‘bundle’ on to CCPRC.

Submitting Materials for a Program:

When submitting syllabi as part of a program for review, please write one program letter letter that provides an overview of the program and syllabi that are included. It works best for the committee when all of the course syllabi are bundled together in one packet instead of submitting them individually. Sample Program Justification for Athletic Training (KINE Master's) Sample for Language Education in Multilingual Contexts (CISE Ph.D.)

Things to note:

On the routing form, we request that you indicate what level number you think the class should have. This is because we are seeking to clarify the logical order of sequence and rigor as classes receive higher numbers. The routing form provides guidance on the numbering. Give us your judgment of which number level is appropriate for the class you are intending.
There are no more approvals for ‘Special Topics’ classes (3500, 5500, 8500) that are intended to become permanent classes. Special Topics classes are reserved for specialized classes that are intended for a short time (e.g. visiting professor, specialized class that is product of specific grant). Courses currently listed under the Special Topics numbers that are regularly scheduled classes should gain a permanent number.
If a class is ‘cross-listed’ (both grad and undergrad number) there needs to be clear definition of differences in assignments, readings, etc. with associated rubrics, and distinctions in the justifications, etc. If there is not a clear difference, consider requesting a 5000 level class that can be taken by either grad or undergrad students.
Please check the UVA Course Scheduling page to see what times and days your class might be scheduled. Please note that large classes should be scheduled in the evening when possible.

What are most typical “sticking points” from recent submissions?

The committee uses the posted review guidelines to facilitate the discussion and decision-making process. Following these guidelines will help avoid missing elements to the request. Of particular interest to our group are:

Ensuring that the new courses embrace diversity in the broadest sense—diverse methodological/philosophical perspectives, topics that address under-represented groups or issues related to them, and represent the work of as diverse groups of academic or practical contributors.
Being mindful of clarity of meaningful learning goals and that these goals are reflected in all aspects of the course- readings/texts, course activities and assignments, evaluation tasks. We seek clear description of expectations for evaluations and look for rubrics, checklists, guides, or other relevant tools that provide guidance about expectations and how the grades will be assigned.
To ensure rigor and challenge appropriate to the course level which we hope will reverse any pervasive misunderstandings that others may harbor outside of Curry about the quality of our degrees, programs, and courses.