1 The Office of Curriculum Services COURSE CURRICULUM PROPOSAL Curriculum Proposal Title: Intermediate Algebra (MAT 1033) Course Modification Curriculum Proposal Originator(s): Joanne Mechmech and Timothy Luke Brown The Office of Curriculum Services Use Only Once the Office of Curriculum Services receives a complete proposal with the required signatures, a tracking number will be assigned, and a thorough technical review will be conducted with findings communicated to the faculty member(s), Instructional Program Manager(s) or Department Chair(s) and dean(s). Date Received by the Office of Curriculum Services June 6, 2018 Tracking Number Assigned by the Office of Curriculum Services 2018-37
The Office of Curriculum Services Use Only Once the Office of Curriculum Services receives a complete proposal with the required signatures, a tracking number will be assigned, and a thorough technical
review will be conducted with findings communicated to the faculty member(s), Instructional Program Manager(s) or Department Chair(s) and dean(s).
Date Received by the Office of Curriculum Services
June 6, 2018
Tracking Number Assigned by the Office of Curriculum Services
2018-37
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Table of Contents
I. Proposal Background and Summary
II. Course Information
III. Course Outline(s)
IV. Addenda
V. Signatures
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I. Proposal Background and Summary
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Guidelines for Completing Section I All sections of the Curriculum Proposal form are required to be completed for all actions identified within the proposal. Specific questions pertaining to courses are located in their respective section of the form. Please refer to the Curriculum Committee calendar for critical dates and deadlines pertaining to the curriculum process.
Proposal Title and Actions
Insert the title of the curriculum proposal and place an “X” in the box next to the action(s) identified within the proposal.
Title Intermediate Algebra (MAT 1033) Course Modification
Action(s) New Course Modify Course Reactivate Course Inactivate Course
Other Use this space to describe requested action(s) if not selected above.
Implementation Term
In the space provided, add the two-digit academic year, and then place an “X” in the box next to the requested academic term for implementation of the actions identified within the proposal. All new programs and substantially modified programs require the College’s District Board of Trustees, SACSCOC and Financial Aid approval. Please review the current Curriculum Committee calendar for critical due dates. Implementation term(s) for specific course(s) is/are also identified in the course section of this form.
Academic Year
2018 Academic Identifier
2188 Academic Term
Fall Spring Summer
Based on Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) policy, you may be required to submit a prospectus and obtain
approval from SACSCOC prior to implementation. See SACSCOC Guidelines and Assessment (Addendum A) for further information.
Proposal Summary
Provide a brief summary narrative and rationale of the actions identified within the proposal.
Inasmuch as new course Essentials in Mathematics I (MAT 0022) has been approved as an alternative course option for developmental math education (effective Fall Term 2018 [Term 2188]), the prerequisite information for Intermediate Algebra (MAT 1033) needs to be updated to include MAT 0022. This proposal revises Intermediate Algebra (MAT 1033) prerequisite language as follows: “Prerequisite(s): MAT 0028 or MAT 0022 with a grade of “C” or better or a satisfactory score on the placement test (for non-exempt students only, per Senate Bill 1720/State Board Rule 6A-10.0315).” This prerequisite update is necessary for students to best benefit from developmental math coursework.
College Strategic Priorities Identify strategic priorities with which the actions in the proposal best align. New programs and substantially modified programs should support at least one (1) strategic priority. Please review the College’s Strategic Planning webpage in regard to the College’s strategic goal and associated strategic priorities:
College Strategic Goal: Increase the Success of FSCJ Students
Strategic Priority 1 Provide a student-centered education. Yes No
Strategic Priority 2 Impact community. Yes No
Strategic Priority 3 Increase institutional capacity. Yes No
Curriculum Collaborations Identify any business partnerships, grant requirements, or faculty collaborations that support the actions identified within the proposal. Provide a brief statement about the partnership and its collaborators:
Business Partnerships Yes No
Grant Requirements Yes No
Faculty Collaboration Math faculty support addition of Essentials in Mathematics I (MAT 0022) to prerequisite options for Intermediate Algebra (MAT 1033)
Yes No
Other Yes No
Curriculum proposal originator(s) are encouraged to gather additional support from their faculty discipline colleagues. See Disciplinary Faculty Support (Optional) (Addendum B) for further information.
Cost Analysis Identify any new cost(s) to the College based on the actions identified within the proposal. Provide a brief cost analysis statement. Please do not include special fees in this section. Special fees attached to courses should be addressed with the Bursar’s office:
Guidelines for Completing Section II Complete this section if the actions identified within the proposal involve the development, modification, inactivation or reactivation of a course or courses not included within a specific program of study (e.g., Associate in Arts elective or Developmental Education).
Course Assignment The FLDOE classifies each course according to its discipline area and prefix. Course information is maintained via the State Course Numbering System (SCNS). The organizational scheme for SCNS utilizes a three-letter prefix and four-digit identification. The first digit denotes the course level (freshman, sophomore, etc.) and is recommended by each institution, while the three-letter prefix and three-digit number are utilized only for categorization of content. Each course number may include a lab code (“L”) that denotes a laboratory or combination code (“C”) that denotes a lecture/laboratory course.
Course Identifier Identify the course(s) that are affected by the actions identified within the proposal. Include course prefix/number and course title. Include the implementation term for each course. Carefully consider any impact a new/modified/reactivated/inactivated course may have on current and/or future term students:
Prefix/Number Title Effective Term (e.g. Fall 2018 (2188)
Dept ID New Modify Inactivate Reactivate
MAT 1033 Intermediate Algebra Fall 2018 (2188)
The Department ID is to be added by academic administrators for instructional payment.
Course Eligibility
Identify any eligibility requirement(s) that may be associated with a course action identified within the proposal:
Gordon Rule of Writing Requirement? Yes No
If YES, identify the specific course prefix/number and course title, and address any concerns.
Gordon Rule of Computation Requirement? Yes No
If YES, identify the specific course prefix/number and course title, and address any concerns.
Earn Credit More Than Once? Yes No
If YES, identify the specific course prefix/number and course title, and address any concerns.
Course Impact Identify any impact that the actions identified within the proposal may have on another course(s) (e.g., prerequisite or corequisite changes). Provide a brief summary statement in the space below:
Will additional course(s) be impacted by the actions identified within the proposal? Yes No
If YES, identify the specific course prefix/number and course title, and address any concerns.
Will the actions identified within the proposal meet a specific student success, workforce, or university transfer need?
Yes No
If YES, identify the specific student success, workforce and/or university transfer needs.
Adding Essentials in Mathematics I (MAT 0022) as a prerequisite to Intermediate Algebra (MAT 1033) will secure student options for developmental math coursework.
Are currently enrolled and/or past term students affected by the actions identified within the proposal?
Yes No
If YES, identify any concerns and how you plan to communicate the actions to currently enrolled and/or past term students. Include the approximate number of students impacted.
Will the effectiveness of the actions identified within the proposal be assessed and/or evaluated? Yes No
If YES, identify the impact on faculty and/or staff and the plan to address this impact.
A study will assess the success rates in college-level math courses MAT 1033, MAC 1105, MGF 1106/1107 for students who enter these courses after taking MAT 0022.
Course Articulation Current internal and external articulation agreements are available online as a point of reference. Liberal Arts and Sciences and Articulation: Courses intended for transfer to another institution and external upper-division articulations (2+2):
Will the course actions identified within the proposal affect existing articulation agreements? Yes No
If YES, identify any existing articulation agreements designed to facilitate the timely completion of the identified course(s) within this proposal.
Guidelines for Completing Section III In the space below, please insert a copy of the current College course outline(s). To illustrate the actions identified within the proposal, course outline(s) must use red font to add information and the strike-through feature to remove information. Please follow the College course outline template for design consistency. A copy of the current College course outline(s) may be accessed online as a point of reference.
FLORIDA STATE COLLEGE AT JACKSONVILLE COLLEGE CREDIT COURSE OUTLINE
COURSE NUMBER: MAT 1033 COURSE TITLE: Intermediate Algebra PREREQUISITE(S): MAT 0028 or MAT 0022 with a grade of “C” or better or a
satisfactory score on the placement test (for non-exempt students only, per Senate Bill 1720/State Board Rule 6A-10.0315).
COREQUISITE(S): None STUDENT ADVISING NOTE: Effective Spring 2014, students who entered the ninth
grade in a Florida public high school in the 2003-2004 school year, or any year thereafter, and earned a standard Florida high school diploma, or students who are serving as active duty members in any branch of the United States Armed Services, will not be required to take the common placement test (P.E.R.T.) or to enroll in developmental education at any Florida College System institution, including Florida State College at Jacksonville (per State Board Rule 6A-10.0315). These students shall be considered exempt from common placement testing and developmental education instruction, and may accordingly enroll directly in MAT 1033 or MGF 1106/1107, depending on their program of study requirement. For placement in any math course beyond MAT 1033, exempt students will be required to take the common placement test.
CREDIT HOURS: 4 CONTACT HOURS/WEEK: 4 CONTACT HOUR BREAKDOWN: Lecture/Discussion/Laboratory: 4 FACULTY WORKLOAD POINTS: 4 STANDARDIZED CLASS SIZE ALLOCATION: 22 CATALOG COURSE DESCRIPTION: The major topics include sets, linear equations and inequalities with applications, absolute value, polynomials and factoring, rational expressions with applications, exponents, roots and radicals, quadratic equations with applications, relations and functions, graphs and systems of linear equations and inequalities. This course is an elective and will not apply towards the A.A. or A.S. mathematics General Education requirements. This course will count as an A.A. elective in both A.A. and A.S. requirements. (CBE)
Mcgraw Hill, MathXL, MyLabsPlus, Cengage, Hawkes, latest edition.
IMPLEMENTATION DATE: Winter Term, 1967 (672) (was MS 00103) REVIEW OR MODIFICATION DATE: Fall Term, 1998 (991) Fall Term, 2002 (20031) Spring Term, 2005 (20052) Fall Term, 2005 (20061) Fall Term 2008 (20091) - Outline Review 2007 Fall Term, 2011 – ASE Change sent to Fall Term, 2014 (20151) – Proposal 2014-20 Fall Term, 2015 (20161) – Outline Review 14-15 Fall Term, 2018 (2188) – Proposal 2018-37
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COURSE TOPICS CONTACT HOURS PER TOPIC I. Sets 1
A. Sets, Notations, Symbolism, B. Subsets of the Real Numbers
C. Review of Operations with Real Numbers (Optional) II. Linear Equations and Inequalities 9
A. Linear Equations, One Variable B. Formulas and Literal Equations C. Solve linear and compound inequalities D. Equations Involving Absolute Value E. Applications
III. Exponents, Polynomials and Factoring 7
A. Rules of Exponents B. Scientific Notation C. Fundamental Operations on Polynomials D. Factoring
IV. Algebraic Fractions 7
A. Fundamental Operations B. Equations with Algebraic Fractions C. Applications
V. Roots and Radicals 8
A. Rational Exponents B. Roots and Radicals
1. Simplification 2. Operations on Radicals 3. Equations Containing Radicals
C. Complex Numbers 1. Simplification 2. Operations on Complex Numbers
VI. Quadratic Equations 11
A. Solving Quadratic Equations 1. Factoring 2. Root Extraction 3. Completing the Square 4. Quadratic Formula
B. Complex Numbers as Solutions to Quadratic Equations C. Applications
1. Problems Involving Pythagorean Theorem 2. Other Applications
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COURSE TOPICS (Continued) CONTACT HOURS PER TOPIC VII. Relations and Functions 5
A. Basic Concepts B. Functional Notation C. Domain and Range D. Evaluate Functions
VIII. Graphs 8
A. The Rectangular Coordinate System B. Linear Equations
1. Graphs of Linear Equations a. By plotting points b. Plotting intercepts c. Using slope and y-intercept
2. Slope a. Slope as a rate of change b. Applications of slope to real world problems
3. Perpendicular and Parallel Lines 4. Equations of the Line
C. Linear Inequalities D. Introduction to Non-Linear Equations
1. Plot non-linear graphs including basic exponential functions, absolute value functions, and quadratic functions
E. Domain and Range IX. Systems of Linear Equations and Inequalities 4
A. In Two Variables B. Applications
*COURSE TOPICS NEED NOT BE PRESENTED IN THE INDICATED SEQUENCE.
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Florida State College at Jacksonville Course Learning Outcomes and Assessment
SECTION 1
Course Prefix and Number: MAT 1033 Semester Credit Hours (Credit): 4
Contact Hours (Workforce):
Course Title: Intermediate Algebra
SECTION 2a (To be completed for General Education courses only.)
TYPE OF COURSE (Place an “X” in the box next to those that are applicable.)
General Education Core (If selected, core discipline area will be identified in Section 4.)
General Education (If selected, you must also complete Section 4, Section 5, and Section 8)
SECTION 2b
TYPE OF COURSE (Place an “X” in the box next to those that are applicable.)
X A.A. Elective A.S. Required Course A.S. Professional Elective
A.A.S. Required Course A.A.S. Professional Elective Technical Certificate
PSAV/Clock Hour/Workforce Development Education Apprenticeship
Upper Division/Bachelors Other: If selected, use this space to title “other” option.
SECTION 3
INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.)
X Reading X Speaking X Critical Analysis X Qualitative Skills Scientific Method of Inquiry
X Writing X Listening Information Literacy
Ethical Judgement X Working Collaboratively
SECTION 4 (To be completed for General Education courses only.)
GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.)
Communications Humanities Mathematics
Social and Behavioral Sciences Natural Sciences
SECTION 5 (To be completed for General Education courses only.)
GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.)
Communication Critical Thinking Information Literacy
Scientific and Quantitative Reasoning Global Sociocultural Responsibility
SECTION 6
LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program)
METHOD OF ASSESSMENT
Define the sets of real numbers, as well as use proper set notation
Course
Students will define the various sets of numbers (natural, whole, integers, rational, irrational, and real), as well as use proper set notation through tests or quizzes, instructor observation, assigned homework, class assignments or discussion, cooperative learning or computer activities.
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SECTION 6 (Continued)
LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program)
METHOD OF ASSESSMENT
Evaluate formulas used in other disciplines such as science, business, statistics, geometry and other applied areas involving routine operations with real numbers.
Course
Students will demonstrate their ability to evaluate formulas through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Solve linear equations, including equations containing fractions.
Course
Students will demonstrate their ability to solve linear equations through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Solve literal equations and formulas for given variables, including those with fractions.
Course
Students will demonstrate their ability to solve literal equations and formulas for given variables through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Solve linear and compound linear inequalities, including those with fractions.
Course
Students will demonstrate their ability to solve linear and compound linear inequalities, including those with fractions, through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Solve absolute value equations and represent the solutions using set notation.
Course
Students will demonstrate their ability to solve absolute value equations through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Translate real-world problems into mathematical equations or inequalities and then solve the problem.
Course
Students will demonstrate their ability to translate real-world problems using mathematical equations or inequalities through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Simplify algebraic expressions using the rules of exponents.
Course
Students will demonstrate their ability to simplify exponential expressions using the rules of exponents through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
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SECTION 6 (Continued)
LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program)
METHOD OF ASSESSMENT
Multiply and divide algebraic expressions using scientific notation.
Course
Students will demonstrate their ability to perform operations (multiply and divide) on algebraic expressions using scientific notation through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Simplify expressions containing polynomials including adding, subtracting, multiplying and dividing polynomials (long division only- synthetic division is optional).
Course
Students will demonstrate their ability to add, subtract, multiply and divide polynomials (using long division) through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Factor polynomials, including the use of the sum and difference of cubes formula.
Course
Students will demonstrate their ability to factor polynomials using various factoring methods, including the sum and difference of cubes formula, through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Simplify rational expressions, including adding, subtracting, multiplying and dividing them.
Course
Students will demonstrate their ability to simplify rational expressions using various operations through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Solve rational equations. Course
Students will demonstrate their ability to solve rational equations through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Represent radicals using rational exponents as well as the radical symbol.
Course
Students will demonstrate their ability to represent radicals using rational exponents through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Perform basic operations on radicals and simplify radical expressions, including cube roots.
Course
Students will demonstrate their ability to perform basic operations (add, subtract, multiply, and divide) on radicals, including cube roots, through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
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SECTION 6 (Continued)
LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program)
METHOD OF ASSESSMENT
Solve equations involving one or more radicals.
Course
Students will demonstrate their ability to solve equations using one or more radicals through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Simplify complex numbers of the form -a where a>0.
Course
Students will demonstrate their ability to simplify complex numbers through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Perform arithmetic operations using complex numbers.
Course
Students will demonstrate their ability to perform operations (add, subtract, multiply and divide) complex numbers through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Solve quadratic equations over the complex number system by factoring, square root property, completing the square and quadratic formula.
Course
Students will demonstrate their ability to solve quadratic equations through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Solve application problems (such as Pythagorean Theorem) that involve the use of quadratic equations.
Course
Students will demonstrate their ability to apply the strategies used for solving quadratic equations to application problems through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Identify a function from a graph or set of ordered pairs
Course
Students will identify functions from graphs and/or sets of ordered pairs through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Evaluate functions. Course
Students will demonstrate their ability to evaluate functions through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Identify the domain and range of a function. Course
Students will demonstrate their ability to identify domain and range when given a set of ordered pairs or a graph through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
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SECTION 6 (Continued)
LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program)
METHOD OF ASSESSMENT
Construct graphs of linear equations and functions by plotting points.
Course
Students will demonstrate their ability to graph linear equations and functions through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Interpret the slope of a line in several ways: rate of change, measure of steepness of a line and apply the concept of slope to various real-world applications.
Course
Students will demonstrate their ability to interpret the slope of a line in several ways through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Determine equations of lines (in both slope-intercept and standard form) when given two points, a graph, or a point and the slope of the line passing through the point.
Course
Students will demonstrate their ability to write equations of lines (in slope-intercept form and standard form) when given a graph, slope, and/or points on a line through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Construct graphs of linear inequalities using the rectangular coordinate system (one and two variable).
Course
Students will demonstrate their ability to graph linear inequalities through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Construct graphs of nonlinear functions such as quadratic, absolute value and exponential functions, by plotting points.
Course
Students will demonstrate their ability to graph basic functions (f(x)= |x|, f(x)= x2 , f(x)= ax ) through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
Solve systems of linear equations and inequalities and be able to use these tools in the solution of practical problems.
Course
Students will demonstrate their ability to solve linear equations and inequalities through tests and/or quizzes, instructor observation, assigned homework, class assignments and/or discussion, cooperative learning and/or computer activities.
SECTION 7
Faculty name(s): Jerry Shawver, Amanda Sartor, Judy Holcomb, William Meisel, and Jamie Stewart
Date: 1/28/2013
CS20150615
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IV. Addenda
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ADDENDUM A
Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) Guidelines and Assessment In order to maintain the College’s continued accreditation through the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), all programs are required to complete this section to determine if additional action is required. To minimize the possibility of implementation delay, please contact the Office of Institutional Effectiveness and Accreditation (OIEA) at the beginning of the proposal process to discuss the specific requirements for your proposal change.
Based on SACSCOC policy, many new programs are required to submit a prospectus and obtain approval from SACSCOC prior to implementation.
Additionally, some existing programs with major changes require a prospectus to be submitted and approved by SACSCOC prior to implementation.
Increasing/decreasing the total program hours by ≥25%
Adding coursework to the program that requires new faculty, equipment, facilities, library or other resources
Changing from clock hours to credit hours (or vice versa)
Offering ≥50% of the program at an off-campus location
If you answer YES to one or more of the questions below, complete the substantive change intake form found on the OIEA website.
SACSCOC Substantive Change Assessment
Based on the information provided within the proposal, please answer the following questions related to your change.
Do the actions identified within the proposal involve the development of a new program? Yes No
Do the actions identified within the proposal involve a contract, MOU, grant or consortium for the development or construction of all or part of a new program?
Yes No
Do the actions identified within the proposal involve the inactivation of a degree or certificate program?
Yes No
Do the actions identified within the proposal increase or decrease the total degree or certificate
program hours by ≥25%? Yes No
Do the actions identified within the proposal add coursework to the program that requires new faculty, equipment, facilities, library or other resources?
Yes No
Do the actions identified within the proposal change the program from clock hours to credit hours or vice versa?
Yes No
Do the actions identified within the proposal involve the instruction of courses delivered by College faculty/instructors and/or employees at an off-campus location?
Yes No
SACSCOC Substantive Change Timeline Below is a list of common SACSCOC substantive changes and their requirements for approval. This list should serve as a guideline to help you prepare for your change. Please contact the Office of Institutional Effectiveness and Accreditation for information specific to your proposed change.
Types of Substantive Change
Timeline for Contacting OIEA
Timeline for Submission to SACSCOC Instrument to be submitted to SACSCOC
New Programs* 18 months prior to planned implementation
January 1 for implementation between July 1 – Dec. 31; July 1 for implementation between Jan. 1 – June 30
Prospectus (20+ page document describing how institution will administer change)
Altering program length by >25%
12 months prior to planned implementation
January 1 for implementation between July 1 – Dec. 31; July 1 for implementation between Jan. 1 – June 30
Modified Prospectus (15+ page document describing how institution will administer change)
Initiating degree completion programs
18 months prior to planned implementation
January 1 for implementation between July 1 – Dec. 31; July 1 for implementation between Jan. 1 – June 30
Prospectus (20+ page document describing how institution will administer change)
Closure of a program 3-6 months prior to planned implementation
Immediately following internal decision to close (DBOT approval)
Letter of Notification. Must describe how students, faculty, and staff will be affected
Offering 25-49.9% of a program at an off-campus location
6 months prior to planned implementation
3 months prior to planned implementation Letter of Notification
Offering 50%+ of a program at an off-campus location
12 months prior to planned implementation
January 1 for implementation between July 1 – Dec. 31; July 1 for implementation between Jan. 1 – June 30
Prospectus (20+ page document describing how institution will administer change)
*Not all new programs will qualify for substantive change.
Curriculum proposal originator(s) are strongly encouraged to solicit support from faculty members and to gather feedback through discussion at disciplinary, departmental and/or programmatic meetings prior to proposal submission to the Office of Curriculum Services at [email protected]. Please note that obtaining additional faculty members’ support is highly recommended but not required as
part of the signatory process.
Faculty Correspondence
Was the proposal submitted electronically to faculty members for review and feedback? If YES, please provide the date of the electronic correspondence.
Yes No
Date
Faculty Meeting(s)
Was a disciplinary, departmental and/or programmatic meeting held to review the actions identified in the proposal? If YES, please provide the date of the meeting.
Yes No
Date
If a vote was taken during the meeting, please provide the number of faculty votes for “yes,” “no,” or “abstention.”
# Yes Votes
# No Votes
# Abstention
Provide a summary of the reasons that the disciplinary council, departmental and/or programmatic committee decided to support or not to support the proposal.
Faculty Review and Comments
A summary of faculty members’ comments appears below; comments may also be submitted anonymously.
Faculty Member Comments
If additional space is required for faculty comments, please insert additional pages as needed.
Guidelines for Signatures Obtained by Proposal Originator(s)
Signatures of the faculty member(s), instructional program manager(s) or department chair(s) and dean(s) must be obtained prior to submission to the Office of Curriculum Services at [email protected].
Faculty Member(s) are encouraged to gather additional support from their disciplinary faculty colleagues. Please review the Disciplinary Faculty Support (Optional) (Addendum B) for further information.
Department Chair(s)
Name(s) N/A – See below
Provisions Support Do Not Support Support with Conditions Noted
Comments N/A – See below
Signature N/A – See below Date N/A – See below
Dean(s)
Should the technical review process conducted by the Office of Curriculum Services result in findings that may cause significant modification to the original proposal, then revised signatures of support from the faculty member(s), instructional program manager(s) or department chair(s) and dean(s) may be requested and/or required.
Guidelines for Signatures Obtained by the Office of Curriculum Services
The Office of Curriculum Services will obtain signatures of the Curriculum Services Specialist(s), SACSCOC Accreditation Liaison, Associate Provost or Vice President of Online and Workforce Education, Curriculum Committee Chair (Faculty Senate President) and the Provost/Vice President of Academic Affairs.
The Office of Curriculum Services Technical and Quality Review
Provisions
Technical Review Complete Initials MH Date 6/6/2018
Quality Review Complete Initials RN Date 6/6/2018
Comments
SACSCOC Accreditation Liaison
Name(s) Dr. Marie F. Gnage
Provisions Does not constitute a substantive change
Possibly constitutes a substantive change; liaison will request further information
Constitutes a substantive change; liaison will request further information
Comments The actions identified in this proposal do not constitute a substantive change.
Signature N/A Date N/A
The SACSCOC Accreditation Liaison must review to determine if the proposal constitutes a substantive change that is a significant modification or expansion in the nature and scope of an accredited institution. See SACSCOC Guidelines and Assessment (Addendum A) for further information.
Associate Provost
Name(s) Dr. Ian Neuhard
Provisions
Support Do Not Support Support with Conditions Noted
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