Revised 8/14
CCPRC Routing Form
Name of individual submitting request: ______Date: ______
Part 1: Action requested:
__ New course request
__ Change the name of an existing course
__ Change of course number
__ Change of department for existing course
Other: (Please specify) ______
Please add relevant information (see page 3 for guidance on proposed numbers):
Current course name: ______Proposed new name: ______
Current course #: ______Proposed course #: ______
Current Department:______Proposed new department: ______
REQUIRED: Course Description for course catalog (450 spaces/characters or less—NOT WORDS):
Grade option: Graded or N/S Number of credits: ______
Part 2: Checklist of required elements to support this request (check that the elements are included)
___ Letter of support from department chair sponsoring the course/dept mnemonic requested
___ Letter of support from program coordinator (if the submitting faculty member is not PC)
___ Justification for new course or requested change that follows the rubric headers (see page 2)
___ Syllabus (sample template available at http://curry.virginia.edu/resource-library/ccprc-resources
___ All evaluation metrics for course assignments
Part 3: Review feedback - Submit justification for request. Justifications are reviewed by the committee using the following rubric.
Review of New Courses
Criteria / 1 / 2 / 3Need / Course offers nothing new / Limited similarity to other courses; attractive to an identified population; to some degree deepens students’ abilities to specialize within current field or grow as professionals / Unique; attractive to an identified and wide range of students within and outside of Curry; consistent with College and University missions and directions; aids student placement in jobs or degree programs
Faculty Resources / Would require adjunct hires or faculty overload, or could only be offered on a limited basis with current faculty availability / Could be taught by existing faculty or graduate students, given their existing responsibilities / Could be taught by existing faculty whose programs have declining enrollments at graduate level, or by combining undergraduate/ graduate courses, or by graduate students as part of their programs or financial support
Diversity / Content not at all related to diversity issues / Alludes to diversity / Contributes significantly to student understandings of issues related to diverse populations of students
Quality / Proposed course is not described coherently; thorough development and implementation plans are absent / Parts of course’s development and implementation plans are clear, but others are not / Development and implementation plans well thought out; structure and objectives clear, coherent, and represent the most current thought in the field
Innovativeness / Little extension of current course perspectives or range of Curry offerings / Limited extension of current course perspectives or range of Curry offerings / Course offers or renews, reframes, or builds upon existing courses or programs to offer fresh, forward-looking, or even groundbreaking perspectives
Shelf life / Seems to be a passing fad / Identifiable time period during which it will meet market needs / Will endure beyond the next three years
Collaboration / Appears to require little to no collaboration / Mostly will involve faculty from nominating program, with some collaboration from other Curry or University programs / Has the potential to create interdisciplinary collaborations (1) across Curry programs or (2) with other University units; might contribute to other majors or minors
Recruitment / Unlikely to draw in students with potential to continue for additional degrees or who will add the program as a minor / Limited potential for students to enroll in additional Curry courses or degrees / Potential to help either (1) recruit high-quality students for doctoral programs or (2) serve as part of a minor for students from other schools or the College
Syllabus / No syllabus provided (see attachment) / Syllabus has most of the provided elements / Syllabus has all required elements, and they are satisfactory
General Comments (for Committee Use):
___ All required elements are included and satisfactory (see above rubric)
__ _ Letters of support are genuine acknowledgements of support (not “rubber stamped”) and the proposed new course is situated within one (or more) program areas within a specific department
___ The need for the course (and projections for enrollment) are supported with data rather than intuition or supposition
___ The intended audience for the course is specified clearly
___ The syllabus and associated materials reflect appropriate rigor/challenge for the level of the course.
___ Clear learning goals are stated
___ The syllabus and associated materials demonstrate alignment among elements: learning goals, readings, activities, assessments, and evaluation metrics.
___ Evaluation metrics are included which clearly specify expectations for students
DECISION: Date: ______
_____ Approved as submitted
_____ Approved pending revisions specified: ______
_____ Not approved for the following reasons: ______
When requesting course numbers please adhere to the
University of Virginia Course Numbering Scheme[1]
Level
The initial digit of the course number corresponds to the level, which parallels the three-digit numbering system (e.g., 100-level courses become 1000-level courses). Course numbers below 5000 are undergraduate level, while those numbered 5000-9999 are graduate and/or professional level:
· 100-999: Non-credit, non-degree: courses, offered primarily by the School of Continuing and Professional Studies that do not apply to a degree program.
· 1000-1999: Lower-level introductory undergraduate courses. Generally, there are no prerequisites.
· 2000-2999: Lower-level intermediate undergraduate courses. May have prerequisites.
· 3000-3999: Upper-level intermediate undergraduate courses. Likely have prerequisites or require instructor permission.
· 4000-4999: Upper-level advanced undergraduate courses. Usually have prerequisites or require instructor permission.
· 5000-5999: Introductory-level graduate courses.
· 6000-7999: Intermediate-level graduate and professional courses.
· 8000-9999: Advanced-level graduate and professional courses.
Designated Numbers
· Cross-listed courses (meaning courses that are listed in more than one school, department, or program area) should have the identical course number and title, and vary only in subject area (mnemonic).
· The _500 to _599 numbers in each thousand series (e.g., 2500, 2501, …4500, 4501) are reserved for special topics courses, for which a special topic will appear in addition to the course title on a transcript and in the schedule of classes (course offering directory). These courses may include permanent courses offered with variable topics (e.g., Modern American Authors) or courses that allow for one-time offerings as variable topics (e.g., Studies in American Literature).
· The numbers _990-_999 in each thousand series (e.g., 2990, 2991, …, 4990, 4991) are designated for special usage:
o _990 Honors courses
o _991 Capstone courses
o _992 not used; reserved for future use
o _993 Independent Study courses
o _994 not used; reserved for future use
o _995 Research courses
o _996 not used; reserved for future use
o _997 not used; reserved for future use
o _998 not used, except for 4998, 8998, and 9998 (8998 and 9998 are research-rate courses for the graduate programs)
§ 4998 Undergraduate Thesis
§ 8998 Thesis Research [before advisor selected]
§ 9998 Dissertation Research [before advisor selected]
o _999 not used, except for 4999, 8999, and 9999 (8999 and 9999 are research-rate courses for the graduate programs):
§ 4999 Undergraduate Thesis
§ 8999 Thesis Research [after advisor selected]
§ 9999 Dissertation Research [after advisor selected]
2
[1] Source: www.virginia.edu/registrar/documents/coursenumberingscheme.doc
Retrieved February 15, 2013